Transcript Highlights:

• about what our college systems offer our students, what they're excited… Our college systems offer our
• Through the Florida College System, we have 28 open access institutions and our state university system
• System institutions is guaranteed the ability to transfer into a state university system.
• System institutions, universities in the system, generate nearly $3 billion in research expenditures
• system is FASTER, which is the Florida Automated System for Transferring Educational Records.

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.

Transcript Highlights:

• system into an opt-in. system into an opt-in.
• Thank you very much, Lila, and do you... um systems in place? And does common um systems in place?
• Thank you very much for coming back, Jack. grades on some of the skills and I was grades on some of the
• So we know whether grade level?
• Your youngster was in grade one last year. You expect them to go to grade two? Well, I'm sorry.

Keywords: 1189, house, all

Transcript Highlights:

• I'm in seventh grade, and I have been attending since fifth grade when it opened.
• , or campuses offered by the public school system.
• I mean, it's just a totally separate system, is that right?
• The community is the ultimate beneficiary of a strong system.
• We need that system to be strong from end to end.

Bills: HB 117, HB2196, HB2689, HCR64, HB117

Keywords: early childhood education, task force, governance, Texas Education Agency, child care, education policy, virtual education, hybrid learning, school funding, average daily attendance, education technology, remote learning, education legislation, workforce development, adult education, high school diploma, industry certification, pilot program, gifted education, education support

Transcript Highlights:

• attends a brick and mortar school for 2nd grade.
• He didn't get the help that he started to need until 2nd grade.
• I'm in 7th grade and I have been attending since 5th grade when it opened.
• , or campuses offered by the public school system.
• We need that system to be strong from end to end.

Bills: HB117

Keywords: county regulation, impervious cover, land use, unincorporated areas, environmental management

Transcript Highlights:

• We also have Leila Mariano, who is in the ninth grade.
• We also have Jadrian Peacock, who is in the 10th grade.
• Quincy Meny Mules, who's in the 10th grade at Laguna Acoma. Chad Wakanda is in the 10th grade.
• Drake Sosi is in the 11th grade and joining us today.
• at Robertson High School with a 4.2 grade point average.

Keywords: 996, all

Transcript Highlights:

• In eighth grade reading, we are 44th. In fourth grade math, we are 8th.
• school system and the private school system.
• I assume the eighth grade... ...math cohort is affected by COVID more than the fourth grade math cohort
• Those that are in Wyndham, are they on the Teacher's Retirement System or under a different system?
• Students who are not on grade level by third grade face substantial educational...

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• We have a separate, obviously, funding system.
• We did that with the K-1w2 system.
• Our system.
• Really is making a difference to strengthen our system.
• grade.

Keywords: 914, all

Transcript Highlights:

• Her tenure manage complex systems.
• ,<00:03:19.960> and management, personnel systems, and management, personnel systems, and
• experience with the university system experience with the university system itself.<00:05:13.440
• They clarified the grade<00:09:48.520> ages. grade ages. grade ages.
• > for<00:09:54.480> the Clarifying the grade ranges for the Clarifying the grade ranges

Bills: SB2057, SB2109, SB2400, HB1752, SB2599, SB2930

Keywords: immigration enforcement, sanctuary policy, detainer, ICE, federal immigration authorities, 8 U.S.C. 1357(g), 8 U.S.C. 1373, 8 U.S.C. 1644, deportation, undocumented immigrants, noncitizen, migrant rights, local police cooperation, law enforcement cooperation, hold request, judicial warrant, probable cause, civil immigration enforcement, county police, state police

Transcript Highlights:

• So this is all of our kids, kindergarten through 12th grade.
• They have curriculum needs for all the grades.
• different kids at different ages in grade levels.
• They range from 2nd grade to 8th grade skill level. So we, we have the same problems, I think.
• at least our teachers are trained up to 6th grade.

Transcript Highlights:

• <00:25:57.559> and segregation of our school system and segregation of our school system and
• If a child leaves a fourth-grade class at Birch Hill and a student leaves a second-grade class at Mount
• <00:37:47.040> at somebody leaves a fifth grade class at somebody leaves a fifth grade class
• <01:17:46.920> our grades our grades our family<01:17:49.440> is<01:17:50.360> right
• competency grading.

Keywords: 1191, senate, all

Transcript Highlights:

• <00:10:27.120> so is fixing our K-12 funding system so is fixing our K-12 funding system so
• So, grades of our non-public schools.
• Thank you. than 44,000 students in grades K through than 44,000 students in grades K through 6<01:28:
• We currently educate 167 students in grades preschool through eighth grade.
• grades preschool through eighth grade. grades preschool through eighth grade.

Keywords: 1187, senate, all

Transcript Highlights:

• My story is that I was in second grade at a public school, a small rural school, and I couldn't...
• Archer started coming here in third grade, came again in fifth grade, and now he's here in seventh grade
• I'm currently in seventh grade.
• We talked about the prison system.
• Ask for it now because now is the time when they're resetting the system.

Keywords: special education, funding gap, dyslexia, House Bill 2, Senate Bill 568, House Bill 3928, disability penalty

Summary: The meeting primarily focused on special education funding, with significant discussions around House Bill 2 (HB2), Senate Bill 568 (SB568), and House Bill 3928 (HB3928). Key speakers advocated for increased funding to close the estimated $1.7 billion annual gap that affects special education in Texas public schools. Several witnesses, including educators and students affected by dyslexia, provided personal testimonies about the impact of insufficient funding and the disability penalty, which penalizes schools financially for identifying students needing special education services. The committee demonstrated a strong commitment to advocate for changes that would improve special education resources and training for teachers, thereby ensuring that all Texas children receive the educational support they need to thrive.

Transcript Highlights:

• , what grade levels those students are in.
• And it was mostly focused on secondary for grades 6 through 12.
• Other grade levels, like which grade level should actually participate in these programs.
• My son did the most boring online credit recovery classes in 11th grade.
• We're not the ones that are cheating the system.

Keywords: 996, all

Transcript Highlights:

• My story is that, um, I was in 2nd grade in a public school, a small rural school, and, uh, couldn't,
• It was in 2nd grade that I went to this in upstate New York.
• And Archer started coming here in 3rd grade and came again in 5th grade, and now he's here in 7th grade
• I'm currently in 7th grade. I've been coming to Austin since I was in 3rd grade.
• We talked about the um prison system. Over 50% of the inmates have dyslexia.

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.
• Additionally, screenings are required of all students in grades K through 2, and students in grades three

Summary: The House/Joint Education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, focusing first on matrix spending and then non-matrix spending. Staff explained the methodology for mapping APSCN expenditure data to matrix lines, reviewed district and school categories used in the analysis, and highlighted key findings: foundation funding covered a large share of matrix costs but total spending on matrix items exceeded foundation funding, with classroom teachers making up the largest share. Members asked for additional breakdowns on waivers, superintendent survey responses, trend data, and spending by district type, size, and rural/urban status. Staff also noted limitations in tracking two matrix lines—salary enhancement for other employees and all personnel health insurance—because of coding and definition issues. The committee then reviewed non-matrix expenditures, including instructional aides, facilities, school safety, mental health, dyslexia services, gifted and talented, and career and technical education. Staff reported that non-matrix spending remained above $2 billion over the last three years, with most of it coming from other funds rather than foundation funding. Members raised concerns about dyslexia identification and funding, mental health needs, school safety, food service, athletic transportation, and whether some items should be added to the matrix. The Department of Education clarified that the building fund reflects district-held funds for construction and maintenance projects, while the facilities partnership program is a separate state process for approved projects. In the final discussion, staff summarized total spending as more than $15,800 per student in 2025, with about 69% going to matrix resources and 31% to non-matrix resources. The chair explained the adequacy process and the committee’s role in setting future funding recommendations, and members discussed the recommendations worksheet included in the binder. The chair then proposed postponing the remainder of Part Two of the presentation until a May meeting after the fiscal session, along with inviting the Department of Education back for more detailed questions; with no objections, the committee adjourned.

Transcript Highlights:

• They will not catch up if they continue to pass from grade level to grade level without those interventions
• level because as they move from grade level to the next grade level, they're not at proficiency.
• Is it 9th grade? Is it 8th grade?
• has the plan or the Governor's with structured literacy to improve the grading system, if they're not
• We've now trained 2nd and 3rd grade teachers in a year, 4th and 5th grade teachers just last year, I

Transcript Highlights:

• 3 ELA assessment or the grade 4 math standardized assessment.
• a grade of B or higher in the most recent two years.
• I have nine- and 10-year-olds in fourth grade. We spill things constantly, right?
• By the time the next grade, he had four F's and four D's.
• By the time the next grade, he had four F's and four D's. And he lost 30 pounds.

Summary: The Pre-K through 12 Budget Subcommittee heard and advanced three bills. CS/HB 1267, by Rep. Boussada, would require school districts to allow Schools of Hope to use vacant or surplus facilities or co-locate in schools with capacity, with non-instructional services handled through a pro rata agreement and a performance-based agreement requiring Schools of Hope to meet expectations within five years. Supporters argued it would better use underfilled public schools and help students in the bottom 10% of schools statewide; opponents raised concerns about local control, funding, and the effect on public schools. The bill passed 13-2. The committee also heard CS/HB 1115, by Rep. Valdes, which would require sharing certain discretionary sales surtax revenues with eligible charter schools based on enrollment, create a standardized charter school monitoring tool, and align Schools of Hope sponsoring-entity rules with charter school processes. Supporters said it would improve consistency and accountability; critics questioned fiscal impacts and district flexibility. That bill passed 13-2. The final bill, CS/HB 1213, by Rep. Alvarez, would create a K-12 School Route Optimization Pilot Program using five counties to test AI-assisted analysis of school bus routes and walking conditions, with the goal of improving child safety for students who currently walk long distances. Members discussed hazardous conditions, possible use of safe-school transportation funds, and the bill’s lack of fiscal impact. Public testimony included support from education and parent groups. The bill passed unanimously, 15-0. The meeting then adjourned.

Transcript Highlights:

• does strain our system.
• does strain our system.
• does strain our system.
• <01:47:14.440> the grade does strain our system the grade does strain our system the requirement
• ninth grade students we in our system ninth grade students we in our system expect<01:47:27.639>

Keywords: 1187, senate, all

Transcript Highlights:

• first grade in district 287 this fall. first grade in district 287 this fall.
• He was in the uh juvenile justice system He was in the uh juvenile justice system for<00:24:03.440
• detention system. detention system.
• restrictive procedures in my system." restrictive procedures in my system."
• uh grade 12. uh grade 12.

Keywords: 1187, senate, all

Transcript Highlights:

• with lower letter grades.
• with lower letter grades.
• with lower letter grades.
• With lower letter grades.
• More specifically, teachers can teach in a grade above or below the area or the grade that they were

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.