Transcript Highlights:

• Representative Baker is excused. Representative Bankson. Here. Representative Caruso. Here.
• Representative Cobb. Here. Representative Caruso? Here. Representative Cobb? Representative Daly?
• Representative Gant? Representative Johnson? Here. Representative Kendall?
• Representative Kincart Johnson? Representative Koster? Representative Maney? Here.
• Representative Mello is excused. Representative Rosenwald. Thank you. Representative Spencer. Here.

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.

Transcript Highlights:

• Representative Ford-Johnson.
• Representative Boyd-Johnson.
• . students.
• Say the student got an A.
• . students.

Keywords: 1184, house, all

Transcript Highlights:

• THIS REPRESENTS THE STUDENTS WHO TOOK THE PAST START EARLY LITERACY OR READING EXAM IN GRADES K THROUGH
• Burns: OUR STUDENTS THE WAY THE SYSTEM WORKS IS PROGRESS MONITORING SO WHEN THE STUDENTS ENROLL THE STUDENTS
• AN INCREASE OF 1.7 PERCENTAGE POINTS OVER THE PRIOR YEAR AND THAT REPRESENTS 195,000 STUDENTS GRADUATING
• AN INCREASE OF 11,000 STUDENTS FROM THE PRIOR YEAR READ THE GRADUATION RATE IN 2324 REPRESENTS THE HIGHEST
• Copa: I MET IN 195,000 STUDENTS GRADUATE OF A COHORT OF 217,000 STUDENTS SO THAT'S 22,000 STUDENTS DIDN'T

Transcript Highlights:

• Representative Smolker? Vice Chair Trebosey? Here. Ranking Member Gantt? Representatives Brackett?
• Representative? Thank you. ...to say who has the ability to... Representative? Thank you.
• For students of different races, it can be harder, and this can discourage students.
• For students of different races, it can be harder, and this can discourage students.
• of the students involved.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• Representative Peggy Balboni, representing Rye, North Hampton, and Greenland.
• student is right around 2,185, thereabouts, $2,185 per student times the number of students, it's a
• Um, we had 10,588 students. Multiply that times four... Students.
• students ...
• students student it basically allowed students receiving<01:29:07.280> the<01:29:07.600> EFA

Keywords: 928, house, all

Summary: The Education Freedom Account Oversight Committee met on March 27 and approved the agenda, adding a request for clarification on how the Children’s Scholarship Fund separates applications for the EFA program and the education tax credit program. The committee also approved minutes from December 30, 2025, and March 27, 2026, with a request that the March minutes include a link to the live stream. Members discussed the status of pending Legislative Budget Assistant audit reports on EFA and special education, noting the reports were still not released and would likely come later in the summer after review by the Department of Education and the Children’s Scholarship Fund. A major topic was the EFA program’s administrative fee, which statute allows up to 10% of deposits. Children’s Scholarship Fund representatives said current administrative costs were under 8%, that staffing had been reduced through the ScholarVia platform, and that any unused amount is reconciled and returned to students at year’s end. Members asked for historical administrative-cost data and a written explanation of how the withholding and reconciliation process works. The committee also reviewed the distinction between the EFA and education tax credit funding streams and was told the two programs use separate applications and separate funds, though both use the same platform. The committee spent substantial time on assessment and accountability. Department of Education staff explained that EFA students may satisfy annual assessment requirements through a portfolio, a norm-referenced test, or the statewide assessment; only about 10 EFA students took the statewide assessment, while most used portfolios or standardized tests such as the California Achievement Test and NWEA. Staff described how statewide assessment data are kept separate by student identifier and can be aggregated for EFA reporting, and members asked for breakdowns by grade, test type, and school district. The department also discussed linking assessments through Lexiles and Quantiles and said it could provide a list of commonly used formative assessments in New Hampshire districts. The committee additionally discussed a possible PSAT addition to the state contract and the costs of the statewide assessment program. Another major issue was special education eligibility and services within the EFA program. Members questioned the rule allowing a medical certification of disability from a licensed professional anywhere in the United States as an alternative to an IEP-based determination. Department staff said the current system allows either pathway, that about 1,000 EFA students are identified as special education students, and that the program does not track growth or service alignment on an individual basis. Members expressed concern that the medical-certification route may be too broad and asked for data on the disability categories used. The committee also discussed career and technical education access for EFA students, noting that Senate Bill 491 would provide guidance and that House Bill 1817 would address access and funding issues, but that current law still allows EFA funds to be used to pay CTE costs. The meeting ended with a request for future agenda items and a decision to leave the next meeting date open until fall, pending further information from the LBA audit process.

Transcript Highlights:

• Representative Joy Garratt: Good morning. Mr.
• I’m Representative Andres Romero, and I represent House District 10, which is the far south valley of
• And nationwide in 2023-24, the counselor-to-student ratio was one counselor for every 376 students.
• To encourage student participation, we outline the needs of our students.
• This is what our students deserve.

Keywords: 996, all

Transcript Highlights:

• And I would like to welcome our Vice Chair, Representative Ayers, Representative Garcia, Representative
• The teacher yells to two students or one student, go get the school nurse.
• These students deserve to see themselves represented and to know that no matter how they may feel now
• Students deserve to see themselves represented and to know that no matter how they may feel now, help
• student enrollment.

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:

• Representative Banta. Present. Representative Banta. Present. Representative Bratcher. Present.
• Representative Brown. Representative Chester-Burton. Representative Decker. Representative Doan.
• Representative Grossl. Here. Representative Messmer. Present. Representative McCool.
• Representative Payne. Here. Representative Stalker. Present. Representative Thompson. Here.
• Representative Payne. Yes. Representative Stalker. Representative Brown. Yes.

Keywords: Call to Order and Roll Call: 0:00 Bills for Consideration: 26RS HB 94 – 2:40 26RS HB 307 – 15:00 Adjournment: 20:15, 958, all

Summary: The House Standing Committee on Postsecondary Education met with a quorum, welcomed new member Representative Beverly Chester-Burton, and recognized interns in attendance. The committee then took up House Bill 94, which would require the Council on Postsecondary Education to host an online transfer portal for students, require annual university updates to transfer data, and convene academic officers to study and report on streamlining high-demand pathways such as teaching and nursing. Representative Vanessa Grossl said the bill was revised in response to prior concerns and emphasized that the goal was to improve transparency, reduce time to degree, and lower student debt. Travis Powell of CPE supported the measure, saying the portal and study would improve transparency and help identify barriers to transfer. The committee adopted the committee substitute for House Bill 94 and then passed the bill out favorably by roll call vote, sending it to the House floor. The committee also reconsidered House Bill 307, dealing with proactive postsecondary admissions, after earlier discussion and additional meetings. Chair James Tipton explained that the new substitute made several changes, including addressing a FERPA concern by having KDE share student information directly with universities, limiting social security number use to the last four digits plus date of birth, and adding provisions for KIA to include a link or QR code to the common online application in KEYS scholarship notifications. Members adopted House Committee Substitute 3 for House Bill 307, with Representative Stalker noting support for the social security number change. The committee then passed House Bill 307 as amended with a favorable recommendation to the House floor. No other substantive actions were taken.

Transcript Highlights:

• To my right is Senator Lang, Senator Birdsell, Representative Noble, Representative Peterno, and Representative
• students been in and the sixth student students been in and the sixth student doesn't<00:20:44.320
• Representative Balboni: As we discussed before, um, so you might have capacity when that student enrolls
• I represent Derry, which has Pinkerton, which has tuition students into Pinkerton from Auburn, Hampstead
• that student. that student.

Keywords: 1189, house, all

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• And with that, Representative Hill or Representative Johnson, have you had a chance to approve the minutes
• <00:37:50.920> Allen<00:37:51.160> representative to representative Allen representative
• Indian students 60% students who qualify Indian students 60% students who qualify for<00:59:07.160
• Thank you, Representative Inan. Representative Yim Sher Yim.
• :10:42.679> uh representative Yim Sher Yim uh representative Yim Sher Yim uh representative<01

Bills: HF827, HF1258, HF2387, HF2388, HF2534, HF2016

Keywords: education, school funding, consolidation aid, financial support, Minnesota Statutes, education finance, ice arena, school districts, cooperation agreement, equal sports opportunities, school milk program, nutrition, food waste, kindergarten, public schools, supplemental revenue, charter schools, funding, state appropriations, general education funding

Transcript Highlights:

• Representative F said that high school students already receive these courses at a discount, at $150
• Representative F said the program pays the $150 tuition cost that students would pay, but if students
• Representative Glad said the program pays the $150 tuition cost that students would pay, but if students
• Representative Glad said the program is picking up the difference between what the student pays, the
• The representative then asked whether there is an assessment for giftedness and whether students who

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which limits the maximum credits per course eligible for the Dual and Concurrent Enrollment Program. Representative Ladd said the bill clarifies that eligible courses may not exceed four credits and was requested by the community college system. Representative Earth offered an amendment to make the bill effective on passage, which the committee adopted 18-0. The committee then approved HB 193 as amended by an 18-0 OTPA vote and placed it on the consent calendar. The committee next retained HB 295, concerning School Building Aid program funds, after Representative Spillsbury said the building aid bills were complex and needed more work. The motion to retain passed 18-0, with the chair explaining that retained bills can be revisited later and that related language could be moved among building aid bills. HB 354 was not acted on because the chair said the Department of Education and others had suggested possible changes that should be worked out first. HB 366, another school building aid bill, was also retained 18-0 for the same reasons as HB 295. The committee then considered HB 494, which funds the math learning communities program. Representative Earth offered an amendment to flat-fund the program, reducing the proposed increase by a net $50,000 and keeping funding at current levels for the biennium. After discussion about budget pressures and the program’s role in supporting math instruction and professional development, the amendment passed 18-0, and the bill as amended was approved 18-0 and placed on consent. Finally, the committee took up HB 515, which would repeal charter public school eligibility for state school building aid. Representative Popovici-Muller moved inexpedient to legislate, arguing charter schools should not be treated differently from other public schools, while Representatives Luno and Damon opposed the motion, saying charter schools differ in governance and financial risk and should not receive limited state building aid. The motion failed 10-8, so HB 515 was sent to the regular calendar. The committee assigned Representative Damon to the minority report and Representative Popovici-Muller to the majority report, with a noon deadline the next day. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program. Representative Ladd described the program as a successful affordability measure that saves families money and supports college access. Representative Earth offered an amendment to flat-fund the program at current levels, reducing the proposed increase by $500,000 in each year of the biennium. Shannon Reed of the Community College System said the change could limit enrollment or the number of funded courses, though students could still take additional courses at their own expense. Representative Ladd explained the program’s tuition structure and said the funding would help meet demand; the transcript cuts off before the final vote on HB 716.

Transcript Highlights:

• student.
• Senator Flowers, as to Representative Beck's question about student support staff not being specifically
• Districts with fewer than 351 students spent almost three times more per student than the lowest per-student
• per-student amount for student transportation.
• than three hundred fifty one students spent almost three times more per student amount for student transportation

Keywords: 1204, all

Summary: The joint education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, covering how Arkansas school spending is mapped to the adequacy matrix and how expenditures are split between foundation funds and other funding sources. Staff explained the methodology, district and school categories used for comparisons, and key findings for matrix spending, including that classroom teachers account for the largest share of matrix expenditures and that districts spend more per student than charter districts in most categories. Members asked for additional breakdowns on waivers, trend data, and more detailed spending by district type, and staff agreed to provide follow-up information. The committee then reviewed non-matrix spending, including instructional aides, facilities, school safety, mental health services, dyslexia support, gifted and talented, career and technical education, and other items not explicitly in the matrix. Staff noted that non-matrix spending exceeded $2 billion and that superintendents consistently identified mental health services, school safety, and dyslexia support as important needs not fully captured in the matrix. Members raised concerns about dyslexia identification and funding, school safety, facilities spending, and whether some items such as food service should be included in adequacy calculations. Staff and Department of Education representatives explained that some expenditures are difficult to isolate because of coding and commingled funds, and that certain items are funded outside the matrix or through separate programs. In the final section, staff summarized total spending across matrix and non-matrix items, noting that districts spent more than the foundation amount per student and that most total spending was on matrix resources. They also highlighted data limitations, including two matrix lines that cannot be fully tracked through current accounting codes. The chair then proposed postponing the second part of the presentation until a May meeting after the fiscal session, with additional time set aside to address questions for both staff and the Department of Education. The committee agreed, and the meeting adjourned without any formal vote on policy changes.

Transcript Highlights:

• Um, in regards to Representative McGuire's question, I believe it's that the statute requires that students
• Representative Weinstein, the fact that not every student attends 180 days a year, um, just for lots
• >> Representative Luno, then Representative >> Representative Luno, then Representative
• . students. students.
• . students. students.

Keywords: 1189, house, all

Transcript Highlights:

• Takeaway number one: not all scholarship students have an assigned Florida student ID number.
• Florida student ID number.
• need the student ID numbers.
• Representative Booth? Yes. Yes. Ranking Member Gant? No. Representatives Booth? Yes. Brackett? Yes.
• or students attend a public school the student is not zoned to attend.

Summary: The Pre-K through 12 Budget Subcommittee met during Budget Week and first considered three member bills. House Bill 1111, by Rep. Valdes, would eliminate the option for students to leave high school with a certificate of completion instead of a standard diploma. Valdes said the bill was inspired by students who met credit requirements but could not pass a required assessment, and argued the certificate does not provide access to college, trade school, or military service. The bill passed unanimously, 15-0. CS for House Bill 127, by Rep. Kendall, would support students with disabilities by using existing Florida Department of Education curriculum to create micro-credentials and coordinating with the Florida Center for Students with Unique Abilities and OSHA on workplace safety. Goodwill, the Florida Developmental Disabilities Council, Florida PTA, and others supported the bill, which also passed unanimously, 15-0. House Bill 1367, by Rep. Booth, addressed chronic absenteeism by requiring statewide definitions and more uniform attendance reporting, along with rules for excused and unexcused absences and early identification of chronically absent students. Testimony emphasized inconsistent district policies and the need for clearer data and interventions. The bill passed 13-0, with some members noting concerns about implementation details and future rulemaking. The committee then took up PCB-P-PKB-2501, the proposed conforming bill for the fiscal year 2025-2026 Pre-K through 12 budget. The chair said the bill was designed to align statutes with budget and scholarship funding procedures, especially around the Florida Education Finance Program and scholarship payments. The PCB would require Florida student ID numbers for scholarship students, standardize cross-checking against FTE survey data, set quarterly payment dates, and use one data source for both reporting and withholding scholarship-related FFP amounts. It also would reduce certain add-on weights by 50%, remove the budget stabilization program, and repeal the educational enrollment stabilization program. Several members raised concerns that the add-on weight reductions could hurt career and technical education, AICE, IB, and CAPE programs, while the sponsor argued the data showed too much spending in an “other” category and that the reductions were aimed at aligning funding with actual program costs. Public testimony was mixed: some supported tighter accountability and clearer payment rules, while others warned against undermining expensive career-readiness programs. The PCB passed 11-2. After the conforming bill, the chair presented the proposed fiscal year 2025-2026 Pre-K through 12 budget, totaling just under $21 billion, about $400 million below the current year. She said the budget reflects a need to slow spending growth and includes $20 million for New Worlds Scholarship Accounts, $7 million for security grants at Jewish day schools and preschools, $14 million for public school transportation stipends, an overall FEFP increase of about $747.7 million, $100 million for teacher salary increases, and increases in the base student allocation and funds per student. The committee did not vote on the budget recommendation at this meeting; it was distributed for review and will move to the Budget Committee next week.

Transcript Highlights:

• Each about 30% of 37% of the school population, with the remaining 25% of students representing widely
• Our students represent the world as they build their lives as Americans.
• <00:11:02.399> representing<00:11:02.880> widely 25% of students representing widely
• Our students represent<00:11:06.240> the<00:11:06.399> world<00:11:06.640> as<00
• This creates a safe space for students to feel represented in the community.

Keywords: 919, house, all

Summary: House File 3435 was moved before the committee and, after an author’s DE1 amendment was offered and adopted, the bill was sent to the general register. The bill, as described by Co-Chair Jordan, would limit immigration enforcement on school grounds unless agents present a judicial warrant, identification, and notify school leadership; supporters said it is intended to create clear separation between ICE/DHS activity and schools while preserving local law enforcement responses to other emergencies. Testimony was overwhelmingly in support of the bill. School leaders, teachers, union representatives, and Education Minnesota’s general counsel argued that immigration enforcement near schools has caused fear, absenteeism, disrupted operations, and serious mental health harms for students and staff. Several witnesses described students carrying passports or birth certificates, families keeping children home, and schools shifting large numbers of students to virtual learning. Speakers from districts in the Twin Cities and greater Minnesota said the presence of ICE or federal agents near schools and bus stops has undermined attendance, trust, and the ability to teach and learn. Witnesses also emphasized that the bill would provide needed clarity for educators and administrators about how to respond if federal agents come to school property. Some speakers framed the issue as protecting all children and families, including immigrant and refugee communities, and said schools should remain safe, stable places focused on education rather than immigration enforcement. No opposition testimony or committee vote beyond adoption of the DE1 amendment and the motion to place the bill on the general register was shown in the transcript.

Transcript Highlights:

• I will ask that Representative Schultz use the term students when he is referring to students. >> Students
• As the elected student leaders of Lita Men, we represent the interests of over 100,000 fellow students
• Can you please tell me how many students are represented in this $2,621?
• c> represented<00:32:35.600> in<00:32:35.840> this many students are represented in
• this many students are represented in this $2,621?

Bills: HF1323, HF3500

Keywords: undocumented, financial aid, state policy, higher education, noncitizen eligibility, funding, storm damage relief, Bemidji State University, reforestation, state appropriations, 1183, house

Transcript Highlights:

• Well, thank you, Representative Rude.
• outcomes are students achieving?
• student populations are achieving that two-credit threshold and beyond and which students are not.
• For students, about opportunities to encourage that focus for students where that might make sense.
• to represent your question.

Summary: The House Education Committee received status updates on career and technical education (CTE), including OSPI’s work under 2024 legislation on allied health pathways and a statewide CTE task force, an update from Core Plus Maritime, and findings from an Education Northwest longitudinal study of Washington CTE access and outcomes. OSPI described development of allied health guidance such as a home care aide to nursing assistant bridge, model curricula, updated course equivalency frameworks, and coordination with health agencies and employers. It also reviewed Core Plus framework work, task force expansion under later legislation, and the timeline for recommendations due in November 2026. Committee members asked about health profession outreach, equitable access for rural districts, data updates, and employer support for local programs; OSPI said it continues to work with agency and industry partners and that local labor-market alignment varies by region. Core Plus Maritime presenters described expanding maritime career exploration into middle school through low-cost ROV curriculum, student visits to ferries and vessels, Sea Scouts partnerships, and ship-based safety and welding experiences. Industry representatives from the Northwest Marine Trade Association, American Seafoods, and Vigor Marine Group emphasized the maritime sector’s economic importance, aging workforce, and need for hands-on training to build the pipeline for family-wage jobs. A teacher from South Kitsap High School said the program gives students a clear pathway and has helped connect them to careers in shipyards, fishing, and related trades. Vigor also noted support for a student welding competition and equipment donations for a Rainier Beach shop. Dr. Sam Riggs of Education Northwest presented a longitudinal study using state data from 2013-14 through 2023-24. The study found CTE access has been relatively steady statewide, but offerings vary by school size, locale, and income, with rural and lower-income schools generally offering fewer pathways. Participation is high: nearly all students earn at least some CTE credit, and more students are accumulating multiple credits over time, though fewer go deep within a single pathway. Students who earned more CTE credits, especially within pathways such as agriculture, manufacturing, transportation, and construction, were more likely to graduate on time and later had stronger postsecondary certificate attainment and earnings. Riggs recommended addressing local barriers to participation, considering whether the CTE graduation requirement should better encourage depth while preserving flexibility, and aligning offerings more closely with labor-market needs. Committee members asked about COVID-era trends, student motivation, early workforce entry, delivery settings such as skill centers, and how to interpret the comparison groups used in the analysis.

Transcript Highlights:

• There are more and countless other students represented 57 counties in this great state of Florida thanks
• Representative Gerwig: Yes. Representative Hinson: Yes. Representative Hodgers: Yes.
• Representative Lopez: Yes. Representative McFarland: Yes. Representative Oliver: Yes.
• Representative Owen: Yes. Representative Tendrich: Yes. Representative Yarkosky: Yes.
• : Yes. >> Representative Blanco: Yes. >> Representative Dunkley: Representative Gerwig. >> Representative

Summary: The Student Academic Success Subcommittee met with a quorum and considered two PCS bills. PCS for HB 1059, by Rep. Booth, would designate the first week of November as Florida Speech and Debate Week to recognize speech and debate programs and the educators, coaches, judges, and school districts that support them. Supporters, including students and advocates, testified that speech and debate builds critical thinking, civics knowledge, confidence, and respectful civil discourse, and several members praised the students’ testimony and the program’s value. The bill was reported favorably by a 14-0 vote. The committee then heard PCS for HB 851, by Rep. Long, which requires each school district’s professional learning system to include at least one annual autism-specific training opportunity for teachers and school-based administrators, developed with the Center for Autism and grounded in evidence-based practices. The sponsor said the bill is intended to give educators practical tools to support students with autism, while members asked questions about scope, virtual training, charter schools, and the relationship to existing law. Public testimony and member debate largely supported the bill, with speakers emphasizing the need for better educator preparation and inclusion for students with autism. The bill also passed unanimously, 14-0, and was reported favorably. At the end of the meeting, members and the chair offered brief closing remarks thanking colleagues and staff and reflecting on the committee’s work, with the chair noting it may have been the committee’s last meeting of the session.

Transcript Highlights:

• Representative Josh Callaway here. Representative Campbell. Representative Don.
• Representative Fleming present. Representative Gber present. Representative Hail present.
• Representative Jackson present. Representative Proctor present. Representative Rabourn.
• Representative Riley here. Representative Tipton here. Representative Truett here.
• . students. students.

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met and first considered House Bill 141, which would make type 1 diabetes information available to students through KDE, school district websites, and school locations such as youth service centers, front offices, and nursing stations. The sponsor explained that a committee substitute removed a requirement that districts distribute the information annually to students, in response to concerns about teacher workload. Members spoke in support, citing the value of helping schools recognize the signs of type 1 diabetes and the usefulness of the information for families. The committee adopted the substitute and passed the bill favorably with the substitute attached. The committee then heard House Bill 415, described as a cleanup measure to House Bill 300, the teacher due process law. The sponsor said the substitute would improve communication between the Education Professional Standards Board and superintendents, remove a requirement that teachers meet with EPSB when a complaint is filed, and move appeal hearings from EPSB to the Attorney General’s office effective July 1, 2027. Members discussed the changes and the bill passed favorably with the committee substitute attached. Finally, the committee took up House Bill 555, which would define student-based enterprises and allow local school boards to decide whether to permit them. The sponsor and a Taylor County High School business teacher described student-run businesses as hands-on learning opportunities that build workforce skills, generate funds for student scholarships and activities, and operate under local control. Members asked about red book compliance, tax and business issues, and how the enterprises relate to programs like DECA and Junior Achievement. The committee passed the bill favorably, and then adjourned.

Transcript Highlights:

• Representative Booth? Representative Brackett? Here. Representative Daniels? Present.
• Representative Edmonds? Here. Representative Edmonds? Here. Representative Gerwig? Present.
• Representative Lopez? Here. Representative McFarland? Here. Representative Michael? Present.
• Representative Nix? Here. Representative Overdorf? Yes, ma'am. Representative Snyder? Here.
• I'm Representative Fiona McFarland. I represent Sarasota.

Summary: The Pre-K through 12 Budget Subcommittee held its first interim meeting, took roll, and established a quorum. Members introduced themselves, many noting backgrounds in education, school boards, local government, or parenting, and Chair Jenna Persons-Mulicka outlined the committee’s goal of building the fiscal year 2025-26 Pre-K-12 budget. She also reviewed the fiscal year 2024-25 education budget, noting that the Pre-K-12 portion totals about $21 billion, with the Florida Education Finance Program (FEFP) as the largest driver, along with major funding for VPK, school readiness, and school recognition. She explained that federal COVID relief funds have ended and that recent school choice legislation has affected budget structure. Commissioner Manny Diaz and department leaders then gave overviews of their divisions. Diaz highlighted Florida’s education rankings, record graduation rate, progress monitoring, expanded school choice participation, charter school growth, and teacher salary investments, while emphasizing a focus on literacy, math, and early learning. Carrie Miller described the Division of Early Learning’s school readiness and VPK programs, their funding, eligibility, accountability systems, and the importance of kindergarten readiness. Paul Burns outlined the Division of Public Schools’ work on educator quality, literacy, standards, certification, family outreach, federal programs, and school improvement. Suzanne Pridgen reviewed finance and operations functions, including budget management, FEFP calculations, grants, procurement, transportation, and emergency management. Adam Emerson described parental choice programs, including scholarships, charter schools, schools of hope, virtual education, and home education. Darren Norris detailed the Office of Safe Schools’ responsibilities for risk assessments, compliance inspections, threat management, grants, and training created after the Marjory Stoneman Douglas tragedy. Members asked questions about several issues, including whether the Safe Schools office recommends changes to the school safety grant distribution formula, whether early learning eligibility should shift from federal poverty level to state median income, how scholarship payments are verified to avoid funding students who return to public school, and whether daily attendance systems could improve funding accuracy. Other questions addressed hurricane-related survey disruptions, VPK provider reimbursement rates and instructional hours, teacher salary increases, school start time costs, and how voucher schools handle IEP accommodations. Department officials generally said some issues remain under review, supported moving school readiness eligibility to SMI, noted that scholarship and enrollment data are cross-checked and adjusted when needed, and said progress monitoring now helps schools support mobile students. On school safety, officials said exemptions are allowed in statute for some items but not for classroom doors, and that district-specific conditions matter. No votes were taken and no formal actions were reported beyond receiving presentations and discussion.