Transcript Highlights:

• forth by the community college system forth by the community college system and<00:18:27.080>
• <00:24:19.240> just easy for the administrative system just easy for the administrative system
• speaks to the community college system speaks to the community college system and<00:47:12.160><
• <01:00:39.039> and go on through the college systems and go on through the college systems
• last year I had three fifth grade last year I had three fifth grade classrooms<01:29:50.320>

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which clarifies that dual and concurrent enrollment courses may not exceed four credits. Members said the bill came from the community college system and was intended to preserve the program’s high school-to-college pathway. An amendment changing the effective date to passage was adopted 18-0, and the committee then voted 18-0 to recommend OTPA on the bill as amended, with the bill placed on the consent calendar. The committee then retained HB 295 and HB 366, both related to school building aid, after members said the issues were complex and needed more work. Both motions to retain passed 18-0, leaving the bills in committee without reports. The chair also said HB 354 would not be taken up that day because of possible changes from the Department of Education and others. HB 494, funding the math learning communities program, was then amended to flat-fund the program rather than increase it, with members citing budget uncertainty. The amendment passed unanimously, and the committee then voted 18-0 for OTPA on the bill as amended, placing it on consent. Finally, HB 515, which would repeal charter public school eligibility for state school building aid, drew debate over whether charter schools should be treated differently from traditional public schools. The committee voted 10-8 for inexpedient to legislate, sending the bill to the regular calendar; Representative Damon was assigned the minority report and Representative Popovic the majority report. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program, where members discussed flat-funding the program at $2.5 million per year and the potential impact on course availability, but the transcript cuts off before a final vote is shown.

Transcript Highlights:

• So this can look like early warning systems.
• We utilize the Focus system for our student information system.
• We have our MTSSS, multi-tier system of support.
• So we put systems in place like that.
• So we put systems in place like that.

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.

Transcript Highlights:

• process of restoring investment grade process of restoring investment grade credit<00:12:04.079>
• <00:24:27.679> credit return to investment grade credit return to investment grade credit
• <00:26:28.600> credit to achieve our investment grade credit to achieve our investment grade
• resource systems and exempt the systems resource systems and exempt the systems from<01:02:36.559
• over their system and if it authority over their system and if it it's<01:08:48.719> going<01

Keywords: 910, house, all

Summary: The committee on Energy and Environmental Protection heard testimony on Senate Bill 897, which would create a Wildlife Liability Trust Fund within DCCA for administrative purposes. The chair opened by noting the hearing had to end by noon because of floor session, and that written testimony would be considered if not all witnesses could speak. Testimony included support from DCCA, the Attorney General’s office, the Public Utilities Commission, Charter Communications, Ulupono Initiative, AES Hawaii, Hawaiian Electric, Clearway Energy Group, Kauai Island Utility Cooperative, Hawaiian Telcom, and IBW Local 1260, with opposition or concerns from the Hawaii Association for Justice and some others. Hawaiian Electric strongly supported the bill and asked for amendments, saying the fund would help address wildfire liability, protect customers and the economy, and support restoration of investment-grade credit; it also proposed a larger shareholder contribution and said the bill was part of a broader effort to raise settlement funds and improve grid safety and resiliency. Committee members focused heavily on whether the bill would actually lower costs for ratepayers and improve credit ratings. DCCA said there was a nexus between limiting liability, creating a sufficiently large wildfire fund, and transparent mitigation requirements, but acknowledged there was no guarantee of a credit-rating improvement or precise estimate of rate impacts. Members questioned Hawaiian Electric about the assumptions in its cost comparisons, the 30-year securitization structure, and whether funding could be shifted later to shareholders after credit was restored. Hawaiian Electric responded that the bill assumes the fund is paid through securitization, that removing that presumption could undermine the credit-rating benefit, and that its models suggest credit-spread savings could offset the customer charge over time; it also said it would follow up with additional analysis. The company and Ulupono both described the measure as a difficult but potentially necessary way to socialize wildfire risk and avoid a larger crisis later. The Hawaii Association for Justice opposed the bill’s liability caps and raised concerns about consumer rights, oversight discretion, statute-of-limitations changes, and evidence rules. Hawaiian Telcom suggested amendments to clarify compliance with FCC pole-attachment agreements. No vote or final action was taken during the portion of the hearing provided, and members indicated they wanted more analysis before being comfortable with the bill’s long-term ratepayer impacts.

Transcript Highlights:

• preparing for the third grade STAAR test.
• So we have a massive testing regimen today that the new system will be replacing. The new system...
• The grade that the school will be accountable for in their A through F letter grade.
• Yeah, we have an A through F system, but we have an A through F system that is much more transparent.
• The Senate changed the model from an accreditation system to a local and city-designated system, where

Bills: SB 1, HCR 20, HR 131, HR 133, HR 135, HR 136, HR 137, HR 144, HR 145, HR 146, HR 149, HR 150, HR 151, HR 152, HR 158, HR 161, HR 162, HR 163, HR 165, HR 166, HR 168, HR 169, HR 170, HR 175, HR 178, HR 127, HR 129, HR 130, HR 132, HR 134, HR 138, HR 139, HR 140, HR 141, HR 142, HR 143, HR 153, HR 154, HR 155, HR 156, HR 159, HR 160, HR 164, HR 167, HR 172, HR 173, HR 176, SB 1, HB 8, HB 15, HB 27, SB 5

Keywords: campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, memorial, remembrance, legacy, condolences, community, higher education, university merger, research, public health, economic impact, healthcare, insurance, affordability, medical coverage, state regulations

Transcript Highlights:

• So your student information system, business information systems also want to highlight it and cybersecurity
• So the subcommittee to public school, the 17 year-old reads that an 8th grade level.
• grade level.
• The fefp in Florida is one of the better systems in the nation.
• than one 0nd grade than one 3rd grade.

Keywords: 999, senate, all

Transcript Highlights:

• in early grades never catch up.
• attached for our public education system?
• I'm a fourth-grade teacher in Round Rock.
• Fewer than half of Texas students meet grade-level standards in math and reading by third grade.
• and from fourth to eighth grade. ...grade reading and language arts teacher and as an ESL teacher, and

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• increased the sixth grade factor from 1.045 to 1.30.
• , or $1,851 per sixth grade student, and between $8 million and $10 million in each grade between seventh
• Chair, sometimes I describe the SCGA as a very complex voucher system.
• Chair, states were not all grading our kids the same way.
• Chair, that's always the hard part of the system.

Transcript Highlights:

• Scarlett has read books about epilepsy to her peers in third grade. She's going to sixth grade now.
• She was in third grade in Douglas Public Schools.
• Students are reconnected to their regional food system.
• 6 to grade 12 every year.
• I began considering suicide in eighth grade.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• 30% of their final course grade rather than a graduation requirement.
• It provides additional options for student progression to fourth grade.
• 30% of their final course grade rather than a graduation requirement.
• It provides additional options for student progression to fourth grade.
• I think this is a fantastic addition, and it's going to improve our educational system.

Summary: The Senate convened with an opening prayer, pledge, and several recognitions, including visiting student groups, chambers of commerce, and apprenticeship participants. Senators also observed a moment of silence for a fallen Walton County deputy and later for the late John Pasadoma. The chamber then moved through a long third-reading calendar and special order calendar, with most bills passing overwhelmingly and several amendments adopted along the way. Among the major measures, SB 234 on criminal offenses against law enforcement officers passed 37-0 after debate and an amendment clarifying “good faith” in an officer’s duties; SB 7020 on open government and cybersecurity information passed 37-0; SM 1488 urging Congress to create a U.S. sovereign wealth fund was adopted by voice vote; SB 944 reducing insurance overpayment claim deadlines for psychologists passed 37-0; SB 878 expanding misdemeanor probation treatment provisions to controlled substances passed 36-1; SB 538, the state court system package, passed 37-0; SB 480 on nonprofit agricultural organization medical benefit plans passed 32-4; SB 472 on correctional-facility education credit for licensure passed 37-0; and SB 56 on geoengineering and weather modification passed 28-9 after extensive debate about enforcement, federal preemption, and the bill’s purpose. Later, the Senate passed CS/HB 421 on peer support for first responders 37-0 after substituting the House companion, and SB 164 on vessel accountability advanced with a technical amendment. SB 166 on administrative efficiency in public schools drew the most extended debate and multiple amendments; it changes testing, promotion, teacher evaluation, certification, and facilities rules, and passed 37-0. The chamber also passed SB 282 on warranty association financial requirements 36-0, SB 316 creating series LLCs 35-1, and SB 384 on annexing state-owned lands 36-0. At the end of the day, the Senate waived rules to immediately certify all passed bills to the House, received budget schedule guidance from Appropriations Chair Hooper for SB 2500 and SB 2502, and adjourned until April 9.

Transcript Highlights:

• TIA system designation.
• Copeland's pay grade.
• Fourth grade math remains a bright spot, but in fourth grade reading and eighth grade reading and math
• Fourth grade math remains a bright spot, but in fourth grade reading, eighth grade reading, and eighth
• , we still see that larger school systems do have a higher salary than smaller school systems.

Keywords: 1184, house, all

Transcript Highlights:

• They apply during 10th grade and then they're on campus fully 11th and 12th grade years.
• cornerstone of Kucky's education system. cornerstone of Kucky's education system.
• legislators to provide for that system. legislators to provide for that system.
• They did not freeze that system in time. They did not freeze that system in time.
• So we can craft a better system.

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• Okay, just the practicalities of managing within the system of the legislature. And, Mr.
• Grades. And you've said this before, and this is not something you all don't already know.
• The bill would establish a reading assessment system task force to adopt a reading assessment system
• Chairman, the responsibilities for this would fall on K through third grade.
• Arts education is required through eighth grade. Excuse me. Sorry, thank you for your. time.

Transcript Highlights:

• That's a systems-building grant, so that's been a little bit different than the grants in the past.
• They're able to purchase these resources, work with the parents, and get them on grade level.
• How does it fall within the overall QRIS system?
• We have plans for doing Building this system together with providers and with parents.
• But again, that PDG grant was all about how we're building systems, what's our transparencies.

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the report found that Arkansas moms want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing most mothers want full-time work, 69% identified child care costs as a barrier, and many said flexible hours were the most important workplace support. She also described county-level dashboard data, the high cost of infant and toddler care, and examples from working mothers about spending most or all of their paychecks on child care. Members asked questions about labor force participation trends, the meaning of the child care cost figures, and how flexibility could be implemented across industries. The presenter and members also discussed the broader economic-development impact of child care shortages and the need for public-private partnerships. The Department of Education then gave an update on early childhood programs. Officials said they are building internal dashboards to improve transparency and data access for school readiness assistance, including enrollment, application, and provider participation monitoring. They reported that the state is still moving forward with the CLASS transition and expects to release transition funding to providers in the coming weeks using Preschool Development Grant funds. They also clarified that OEP awards based on CLASS scores are separate from OEC’s work and that the data is FOIA-able. Officials warned providers about a temporary payment delay during the transition to a new system, saying payments will stop June 30 and resume around July 14, with any owed funds processed then. Members raised additional concerns about early childhood special education funding, overpayment recovery from a child care center, audit requirements for Head Start and SRA funds, the market rate survey, and the status of local leads after a recompete. Department staff said they would follow up on special education funding levels and audit rules, noted that the overpayment case is under appeal, and said the market rate survey is still in procurement. They also reported that 23 local leads will cover all counties starting July 1, with no major job-description changes, and described a new PDG Partners stakeholder group and an upcoming June 23 QRIS webinar to gather provider and parent input. The meeting ended with no further business and adjournment.

Transcript Highlights:

• Some of our accomplishments that deal with work in the energy system has to do with ocean energy systems
• We can also use 110-volt energy system or electrical system to produce the same energy. 110-volt energy
• system, or electrical system, to produce the same energy.
• Year three is the capstone for this project, where we see students who are in the ninth grade, 10th grade
• , 11th grade, and those that we've taken from the 11th grade to put in the workforce actually running

Keywords: 1204, all

Summary: The committee first approved the minutes from its October 27 meeting and then heard testimony on the economic and practical effects of Arkansas’s raw milk law, Act 698. Clinton Ballard of Milk and Honey Hill Farm said the law allowed his family farm to expand from 8 to 12 cows, serve about 150 families, add retail sales of raw cheese, and increase annual sales by roughly $50,000. He argued that raw milk production supports small farms, improves food security by keeping milk production in-state, and should be paired with optional state inspection and certification so producers could access USDA grants and other value-added opportunities. Committee members asked about herd management, safety practices, labeling, consumer education, and whether a voluntary inspection system could be created without leading to more regulation. Ballard said his farm follows sanitary practices, chills milk quickly, uses educational materials for customers, and has not had any reported illnesses among customers. Members also discussed broader concerns about raw milk safety, including E. coli, sick animals, and whether state agencies should provide more guidance or training. Several lawmakers expressed support for consumer choice and for small producers, while others emphasized the need for clear standards and accountability. The discussion also touched on the decline of commercial dairies in Arkansas, the role of the health department, and whether state certification would be limited to in-state sales. The committee then heard a lengthy presentation from Terence Bolden of TLB Enterprises on hydroponic and container-based agriculture as a response to food insecurity and workforce needs. Bolden described retrofitted shipping containers that can grow produce year-round with low water use, and said the model could be paired with career and technical education, drones, robotics, and agribusiness training in schools and communities. He said pilot projects are underway or planned with the Little Rock School District, Southwest High School, UAPB, and other partners, and estimated that five regional hubs could have significant economic impact while creating jobs and reducing food deserts. Members asked about target communities, costs, energy needs, crop types, and how the model would work in rural areas; Bolden said the approach is a public-private partnership intended to support local farmers, schools, and community food access. No votes were taken on Bolden’s proposal, and the meeting adjourned after questions concluded.

Transcript Highlights:

• across the system to achieve reasonable and manageable goals of the statewide education system.
• Educational system.
• , and 69% of those in fourth through 12th grades.
• , and 69% of those in 4th through 12th grades.
• Yes, so they are the adult charter system.

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:

• and the hospital system from being able to provide system from being responsive to the governor's request
• Was that student under the second grade? Under the third grade. Under the third grade? Yes.
• He was under the third grade. third grade because the teacher had no ability whatsoever to discipline
• And on here, this section deals with kids under the third grade.
• entering into the next grade level.

Bills: HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, HB39, HB 102, HB 126, HB290, HB300, HB2143, HJR2, HB147, HJR6, HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, SB1

Keywords: career readiness, education reform, workforce training, public schools, financial aid, applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, cybersecurity, state command, information resources, data protection, incident response, mental health, telehealth

Transcript Highlights:

• our postsecondary system.
• Florida university system at the time.
• I appreciate your thoughts and your commitment to our university system.
• To the state university system, can you give us some of your thoughts?
• Of the university system.

Summary: The Committee on Education Postsecondary held confirmation hearings for two State University System Board of Governors appointees, M. Carson Good and Speaker Paul Renner. Good described his background in Florida real estate, airport governance, and fundraising, and said he would focus on improving university performance, collaboration among institutions, and growing endowments while keeping in-state tuition stable. Renner emphasized his legislative experience with higher education, and said his priorities on the Board would be transparency, compliance with legislative direction, and reducing administrative bloat. Both nominees were recommended for confirmation on a single vote, with Senator Berman noting concern about the low number of women on the board. The committee then heard and passed SB 1726, a higher education transparency bill by Senator Calatayud. The bill would require Board of Governors members to comply with constitutional financial disclosure requirements, set term limits for State Board of Education and university board members, change rules for presidential searches and public records, and require more detailed textbook and syllabus information for students. A student advocate from Florida Student Power Network supported the bill as increasing student involvement and democratic accountability in higher education. Senator Harrell raised a concern about residency requirements for Board of Governors members, and the sponsor said that issue could be revisited later. The bill was reported favorably. Next, the committee considered SB 1458 on apprenticeship and pre-apprenticeship funding. A delete-all amendment was adopted that required clearer funding splits between local education agencies and program providers, annual reporting, a standard DOE contract template, and a cap on administrative fees in certain cases. Supporters from industry groups said the changes would improve transparency and accountability without requesting additional funding. The committee then reported the bill favorably. Finally, the committee heard SB 584 on young adult housing support. An amendment removed a requirement that state agencies act as co-signers or guarantors on leases while preserving coordination for the federal Foster Youth to Independence program. Several former foster youth and advocates testified in support, describing housing instability and its impact on education, and urging broader access to campus housing and vouchers. The sponsor said the bill prioritizes housing and work-study for homeless and former foster youth, supports the FYI program, and directs a statewide study of housing barriers. The committee reported the bill favorably and then adjourned.

Transcript Highlights:

• Our final district-level category is school district letter grades.
• Our final category is school letter grades.
• These are separate from the district letter grades.
• on... ...district letter grade.
• In grades K through 2, and students in grades 3 and above if teachers are noting any deficiencies in

Summary: The joint education committee continued its adequacy study with a detailed Bureau of Legislative Research presentation on resource allocation, covering how Arkansas school districts and charters spend foundation and other funds on matrix and non-matrix items. Staff explained the methodology for mapping expenditures, the district and school categories used in the analysis, and key findings showing that districts spend more per student from all fund sources than the foundation amount alone. The presentation highlighted that classroom teachers account for the largest share of matrix spending, while operations and maintenance, student support staff, nurses, and other lines also drew significant attention. Members asked for additional breakdowns by district type, size, rural/urban status, and trend data, and several questions focused on how waivers affect funding and spending, especially for library media specialists and other positions. The committee then discussed non-matrix spending, including instructional aids, non-technology-related facilities, school safety, mental health services, dyslexia support, food service, gifted and talented, career and technical education, and other items not explicitly defined in the matrix. Staff reported that non-matrix spending exceeded $2 billion in 2025, with most of it coming from other fund sources, and that the top superintendent-identified unmet needs over recent surveys were mental health services, school safety, and dyslexia support. Members raised concerns about dyslexia identification and funding, possible over-identification, and whether some support costs are being coded in ways that obscure the true spending picture. There was also discussion of facilities funding, the building fund, and the Department of Education’s partnership program for school construction and maintenance, with staff agreeing to provide more information and potentially bring department officials back for a future meeting. Throughout the meeting, members repeatedly requested more granular data and clarifications, including waiver counts and funding impacts, trend lines for superintendent-reported needs, district-by-district spending spreadsheets, and definitions for certain matrix and accounting terms such as salary enhancement, LEA indebtedness, and other employee health insurance. The chair noted that the committee would continue the adequacy process over the coming months and use the worksheet in the binder to develop recommendations for the next biennium. No votes were taken during this portion of the meeting; instead, the committee received the report, asked for follow-up data, and agreed to continue the discussion at future meetings.

Transcript Highlights:

• clear purpose for children in grades clear purpose for children in grades K-3.
• grade level by<01:23:24.560> second<01:23:24.920> grade.
• by second grade. by second grade.
• K-12 education system. K-12 education system.
• on the public school system. on the public school system.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• Some of our accomplishments that deal with work in the energy system has to do with ocean energy systems
• We can also use 110-volt energy system or electrical system to produce the same energy.
• Year three is the capstone for this project, where we see students who are in the ninth grade, 10th grade
• , 11th grade, and those that we've taken from the 11th grade to put in the workforce actually running
• Any school that has these systems as part of their school system, growing habits or training, obviously

Summary: The committee approved the minutes from its October 27 meeting and then heard testimony on the economic and regulatory effects of Arkansas’s raw milk law, Act 698. Clinton Ballard of Milk and Honey Hill Farm said the law helped his family farm expand from 8 to 12 cows and from serving about 75 families to about 150, increasing sales by roughly $50,000 and allowing about $10,000 in raw cheese sales through retail outlets. He argued the law supports small-farm income, food security, and local processing, but said state health agencies still do not inspect raw milk producers unless they sell to a commercial buyer, which he said limits access to USDA grants and other opportunities. He and members discussed safety practices, including rapid chilling, sick-animal removal, sanitation, customer education, and whether any optional state certification or inspection program should be created without adding burdensome regulation. Members asked about herd management, bee production, market channels, and whether raw milk producers should receive training or certification. Ballard said his farm uses Jerseys, removes sick cows from production, sells on-farm and through retail locations, and relies on best-practice guidance from groups such as the Weston A. Price Foundation and the Raw Milk Institute. Several members expressed support for consumer choice but also raised concerns about food safety, especially for children and pregnant women, and about possible “mission creep” if the state creates a voluntary inspection or training system. The discussion ended without any vote or formal action on the raw milk issue. The committee then heard a lengthy presentation from Terrence Bolden of TLB Enterprises on hydroponic and container-based farming as a response to food insecurity, food deserts, and workforce needs. Bolden described a three-year career and technical education model using retrofitted shipping containers to grow food year-round with low water and energy use, paired with training in drones, robotics, agribusiness, and entrepreneurship. He said pilot projects are underway or planned with UAPB, the Little Rock School District, and other partners, and projected that five regional hubs could create significant economic impact and multiple jobs per container. Members asked about costs, target communities, school partnerships, food desert locations, and whether the model could include aquaponics or protein production; Bolden said the program is intended as a public-private partnership and that the committee could tour a container site once it is operational. The meeting adjourned after the presentation and questions.