Transcript Highlights:

• TRS teachers across the state, when I talk to them, and active and retired teacher groups, they are very
• </c><00:04:00.799><c> So</c> benefit for our teachers. Very good. So benefit for our teachers.
• Active teachers began solution.
• Teacher contributions answer.
• </c> of that and teachers are too. of that and teachers are too.

Summary: The House Budget Review Subcommittee on Personnel, Public Retirement, and Finance heard testimony from Bo Barnes, deputy executive secretary and general counsel for the Teachers’ Retirement System (TRS), on the TRS budget request for the upcoming biennium and how it compares with House Bill 500 as introduced. Barnes emphasized that the bill fully funds the system’s additional funding request to pay down TRS’s legacy unfunded pension liability, which he described as critical to the system’s long-term funding plan. He also explained that the pension and health insurance requests are broken into several line items, including legacy benefit items, state shared-responsibility payments for retiree health insurance, and reconciliation items that adjust for prior over- or underpayments. Barnes said the state portion of shared responsibility for retiree health insurance was funded below the request in House Bill 500, but he described the health insurance trust as a success story under the post-2010 shared-responsibility model. He said the trust is projected to be fully funded in about two years if medical inflation and federal subsidies remain stable, and he noted that any shortfall in the current budget would be reconciled later and could reduce investment income. In response to questions, he explained that the legacy benefit items are treated as part of the total actuarially determined employer contribution and that unpaid legacy benefits would have the same impact on the retirement trust as unpaid ADC amounts. Barnes also addressed questions about whether the $47.2 million SEEK-related teacher contribution reconciliation could be split between fiscal years, saying it could be done but would reduce investment income and potentially increase future contribution needs. He said the pension fund is currently about 61% funded and that TRS has received full funding for the pension for 10 straight years, with the state having provided full additional funding and more in recent budgets. He concluded by asking the committee to consider TRS’s original budget request, warning that underfunding now would be reflected in future actuarial calculations and could cost the Commonwealth more over time.

Transcript Highlights:

• BPS and a member of the Boston Teachers Union.
• If it had not been for COA, I can say certainly that I would not become a teacher, much less a Teacher
• I'm the science teacher in the Linn Public Schools and current president of the Linn Teachers Union.
• This year, 17 school principals and school library teachers are piloting a new school library teacher
• Every single teacher has accountability.

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• teachers.
• Just want to be clear. teacher teacher uh<01:28:54.800><c> also</c><01:28:55.119><c> involved</c><01:
• </c> going on a you know to become a teacher going on a you know to become a teacher but<01:29:15.480
• </c> school districts Journey worker teachers school districts Journey worker teachers appren appren
• </c> stiens for the journey worker teachers stiens for the journey worker teachers so<01:31:09.000><c

Committee: Senate Labor

Transcript Highlights:

• compensation and the teacher bonuses required by statute.
• The first category is teacher compensation.
• Overall, is teacher compensation the majority of the compensation?
• Otherwise, the rest of the percentages, the teacher compensation is larger.
• So this amount that’s been reported as teacher compensation, the...

Summary: The Pre-K through 12 Budget Subcommittee met for its first meeting of the 2025 session and received an overview of add-on weights in the Florida Education Finance Program (FEFP), followed by a Department of Education presentation on a legislatively required study of add-on weight funding and expenditures. The chair explained that add-on weights apply to acceleration and career programs such as AP, IB, ACE, CAPE, dual enrollment, early graduation, and certain small-district needs, and noted that add-on funding has grown substantially as the base student allocation increased. The chair also raised concerns that the department’s report did not clearly show whether districts’ reported costs included the full costs required by the proviso, and asked for more specificity on any recommended adjustment to the weights. Deputy Commissioner Suzanne Pridgen said the department surveyed districts on how they spent add-on revenue for fiscal years 2021-22 through 2023-24, with categories including teacher compensation, materials, equipment, professional development, exam fees, counseling, apprenticeship costs, and other expenditures. She said most add-on funds were spent on teacher bonuses and compensation, with AP, ACE, CAPE, and dual enrollment showing the largest increases in spending in 2023-24 due to higher FEFP funding; IB and early graduation were relatively flat. The department reported that add-on revenue covered between 41.8% and 79.2% of total program expenditures in 2023-24 and recommended adjusting add-on weights to better align with pre-2023-24 funding relationships, though no specific percentage was given during the meeting. Members asked about how “other” expenditures were categorized, whether teacher compensation included only statutory bonuses, how dual enrollment tuition and fees were counted, the small district factor, and whether the weights incentivize districts to offer advanced programs. The department clarified that teacher compensation in the study referred only to bonuses, that some “other” costs included charter school payments and dual enrollment tuition/fees, and that the small district factor is 1.0277, increasing base funding by 2.77% for fiscally constrained counties. No votes were taken, and the meeting adjourned after the presentation and questions.

Transcript Highlights:

• </c><00:18:49.080><c> to</c><00:18:49.280><c> use</c> teachers and the teachers ability to use teachers
• <c> teachers</c><00:28:57.360><c> what</c><00:28:57.480><c> it's</c> basically told the teachers what
• c> is</c><00:46:35.760><c> it</c> our teacher what teachers when is it our teacher what teachers when
• sometimes teach the teachers too.
• The teachers don't always teach the students; sometimes the students teach the teachers too.

Transcript Highlights:

• “Very skilled and veteran teachers.
• , a teacher not only that knows pedagogy, a teacher that can create a classroom culture for success,
• We are paying teachers.
• , we respect teachers.
• We respect teachers here. That is a critical shortage here. Teachers here.

Summary: The House convened with prayer, the Pledge of Allegiance, quorum calls, and several recognitions before taking up a series of Senate messages and House motions. Members also recognized House Sergeant at Arms staff, visitors in the gallery, and family members. The chamber approved the journal and then moved into message lists and concurrence motions on several bills. On CS/CS/SB 1668, relating to the Florida Birth-Related Neurological Injury Compensation Association (NICA), the House concurred in a Senate amendment that clarified that if the NICA plan lacks adequate cash flow, the Office of Insurance Regulation may authorize a cumulative transfer of up to $20 million over the life of the plan and removed a proposed time limit on provider assessments. The bill then passed 96-2. The House also concurred in a Senate amendment to CS/CS/CS/HB 905, the foreign influence bill, after debate over a proposed strike-all amendment that would have removed surrogacy-related language; that amendment failed. Supporters said the bill still retained key foreign-influence restrictions, while opponents objected to the surrogacy provisions and other remaining restrictions. The bill passed 83-17. The House then took up CS/CS/HB 1279 on education. The Senate amendment added provisions on tuition residency for certain military and State Department families, a one-year deferral option for Benacquisto Scholarship recipients, virtual school notifications, educational emergency authority for persistently low-performing schools, epinephrine flexibility, VPK and New Worlds Reading changes, math pathways, dance credit, IEP service notifications, charter school safety officer options, and FEFP adjustments for Florida advanced courses, while removing several House provisions including the 95% Florida resident requirement for preeminent universities, the 5% cap on undergraduate international enrollment, and DEI-related provisions. Debate focused heavily on the educational emergency and collective bargaining language for persistently low-performing schools, with supporters saying it would help districts improve student performance and opponents warning it would weaken unions and affect schools that are not truly failing. The bill passed 81-16. Finally, the House considered CS/CS/CS/HB 399 on land use and development regulations. An amendment to repeal portions of last year’s SB 180 was ruled not germane. The House then took up a Senate amendment on compost facilities that would bar local governments from conditioning compost-facility approval on the purchase of additional property to expand a privately owned road and would limit local revocation of permits when facilities comply with state or regional environmental regulation; debate began on that motion as the transcript ended.

Transcript Highlights:

• The decision is made where the teachers or teacher feels like they need someone else to try to help them
• My wife was a kindergarten teacher, currently as a pre-K teacher.
• From two days per year to four, really simply just to help improve teacher morale and keep teachers able
• It's also about targeted professional development, teacher support—not adding more things to teachers—but
• I can't speak for every teacher, but the ones that I'm still in contact with are elementary teachers

Bills: HB28 , HB50 , HB196 , HB268 , HB271 , HB285 , HB316 , HB649 , HB807

Committee: House Education

Transcript Highlights:

• I would also like to echo, as a former teacher, the importance of the teachers, because it does happen
• We've had about 943 elementary teachers and 929 secondary teachers participate or are currently participating
• We've got a teacher work group working on the teacher side of it.
• They'll be released in time for Teacher Leader Summit. And then teachers will be able to come.
• Schools are not really designed as a teacher.

Committee: House Education

Summary: The committee met on May 19, 2026, with a quorum present and first heard a presentation from Superintendent Cade Brumley on Louisiana’s recent education scorecard, which showed the state ranked first nationally in reading growth, second in math growth, and first overall in academic growth from 2022 to 2026. Members praised teachers and the department for the results. The committee then deferred SB 507 at the author’s request. The committee reported several bills favorably. SB 484 by Sen. Abraham, as amended, transfers selected duties from the Board of Regents to university management boards and Louisiana Works, adjusts authority over certain higher-education initiatives, creates a study of LUMCON’s placement, and adds financial reporting and early-warning requirements for universities. SB 157 by Sen. Jenkins, as amended, creates six weeks of paid parental leave for eligible public K-12 employees for birth, adoption, or fostering, with a reimbursement fund subject to appropriation; testimony emphasized family support, recruitment and retention, and health benefits. SB 83 by Sen. Edmonds, as amended, requires human trafficking prevention and victim-identification training in schools and updates coordination and service language; the amendment made implementation subject to appropriation and clarified the governor’s office role. The committee also reported SB 450 by Sen. Edmonds, as amended, requiring mandatory reporting of school threats and physical security assessments, with student witnesses and members stressing school safety and the need for funding and practical security measures. SB 132 by Sen. Klein-Peter, as amended, requires exterior master key boxes and updated school mapping data for emergency response, with an amendment exempting districts already using such boxes. Finally, Rep. Carver presented HR 251 on recess for K-3 students, citing Oklahoma’s expanded recess law and research on physical activity and learning, but said he would keep the resolution parked for further discussion rather than seek a vote.

Transcript Highlights:

• Christopher Anderson, president of the Stockton Teachers Association and 25-year CTE teacher, in strong
• Credentialed teachers.
• Vanessa Cutteback, Vice President of the Sacramento City Teachers Association, teacher at Phoebe Hearst
• 1,400 teachers.
• Anna Cordero, eighth grade teacher at California Virtual Academies, Anna Cordero, eighth grade teacher

Summary: The Assembly Education Committee met without a quorum for much of the hearing and heard several bills out of order. SB 249 by Senator Umberg would move county board of education elections from the primary to the statewide general election. Supporters, including the League of Women Voters and many educators, argued the change would increase turnout and make the electorate more representative. The Orange County Board of Education opposed the bill, saying it would increase costs, reduce local control, and bury education races on crowded general-election ballots. The chair and members discussed turnout, cost, and representation, but the bill was held pending a quorum. Senator Grove presented SB 373, which adds safeguards for California students placed in out-of-state non-public schools through IEPs. The bill would require more robust LEA and CDE oversight, including annual site visits, student interviews, quarterly contact, stronger certification standards, and restrictions on prone, supine, and mechanical restraints. Testimony from a survivor of an out-of-state placement and from advocates emphasized abuse, neglect, and the need for stronger monitoring. There was broad support and no opposition testimony, but the measure was also held pending a quorum. Senator Ashby presented SB 568, the epinephrine in schools modernization act, to clarify and expand requirements for stocked epinephrine so they clearly apply to all public schools, including preschool programs. School nurses and medical experts said the bill would close gaps created by universal preschool and ensure life-saving treatment is available for anaphylaxis. The committee discussed dosing and implementation, and the bill was supported without opposition testimony. The committee also heard SB 414, the Charter School Accountability Act, which would strengthen fiscal oversight, audit standards, and transparency for charter schools and authorizers. Supporters said it responds to fraud and audit findings while preserving charter flexibility; opponents, including school employees and teachers, said it did not go far enough on authorizer accountability and small-district oversight. After discussion, the committee voted 7-0 to pass SB 414 as amended to Appropriations. The committee also briefly heard SB 743 by Senator Cortese, which would create an equalization reserve account to provide additional funding to underfunded school districts and reduce funding inequities tied to ZIP code. The author said the bill would support student achievement and teacher retention over time. The transcript cuts off before testimony or action on SB 743 was completed.

Transcript Highlights:

• Juan Santos, Orange County School Teachers, weighs in opposition.
• The teachers have to deal with homelessness.
• to take the place of the teacher, but is to provide that support.
• I'm thankful that the teacher came and spoke as an ESE teacher and shared her concerns.
• I believe that our teachers, with the supports that Rep.

Summary: The Student Academic Success Subcommittee met with a quorum and considered two bills. The first, PCS for HB 1565, would expand permitted purchases under the Personalized Education Program scholarship to include digital devices, clarify statutory terms, and distinguish between parent-directed part-time programs and full-time instructor-led programs. Rep. Hinson questioned oversight and misuse safeguards, while the sponsor said existing statutory and SFO oversight already applies. Public testimony included support from the James Madison Institute, and the bill was reported favorably by a 12-1 vote. The committee then heard PCS for HB 1483, the SCORE Act, which would gradually align Florida’s school grading scale with the familiar A-F scale used for students over a 10-year transition. The sponsor argued that current school grades are inflated and confusing to parents, and said the bill would also expand early support identification from pre-K through 8th grade. Members raised concerns about the impact on public and charter schools, low-income communities, teacher workload, resources, property values, and whether the bill should be paired with funding and professional development. Public testimony included an ESE teacher asking about funding and class size, one opponent from Orange County teachers, and a proponent from Florida Citizens Alliance. After extensive debate, the committee voted 12-5 to report PCS for HB 1483 favorably. Supporters said the bill would improve transparency and accountability for parents and create pressure to raise standards, while opponents warned it could sharply increase lower-rated schools without sufficient resources and could mislead the public about school performance during the transition.

Transcript Highlights:

• But the teacher pay raise at that point would be temporary. And we are hemorrhaging teachers.
• Our best teachers are leaving the profession. Teachers.
• Our best teachers are leaving the profession.
• The certified teacher is the type of teacher that we need for all of our students, not just in public
• And two quick comments: you're right about teacher pay. It's a critical point.

Committees: Senate Education , Senate Education K-16

Summary: The Senate Committee on Education K-16 met to consider House Bill 2, the major public education and school finance bill. The committee first reconsidered and withdrew the prior committee substitute, then took up a new substitute. Senator Creighton explained several changes, including a correction to the golden penny yield weight, an increase in the special education evaluation incentive cap from $45 million to $67 million, timing changes to avoid a funding gap for Bluebonnet curriculum training grants, narrowed language affecting educator preparation providers, added facility-usage reporting language, incorporation of bilingual allotment language from Senate Bill 2185, removal of the $20 million annual cap on JROTC funding, and a prevailing-clause provision to make HB 2 controlling over conflicting measures. Members generally praised the bill’s historic funding level but raised concerns about details and future floor debate. Senator Menendez said he appreciated the special education, safety, and teacher pay funding but was not ready to fully support the bill because of inflationary pressures, facilities funding, and district-specific impacts, and indicated he might vote present. Senator Parker strongly supported the bill, emphasizing historic funding, teacher pay, and the need to continue refining the package. Senator Witt also said he would vote present while seeking more refinement, especially on certification issues for public and charter schools. Senator Bettencourt highlighted the bill’s scale, including about $8 billion in new funding and $1.3 billion for special education, while Senator Hinojosa asked for more flexibility in the basic allotment and thanked the author for bilingual education and coastal-area provisions. The committee then adopted the new committee substitute and voted to report HB 2 favorably to the full Senate. The motion passed 9 ayes and 2 present not voting, with the bill reported as committee substitute do pass and be printed.

Transcript Highlights:

• I'm a teacher." Right?
• I'm a teacher." Right?
• </c><03:45:44.960><c> Teachers</c> in the teachers conversation.
• Teachers in the teachers conversation. Teachers understanding. understanding. understanding.
• The teacher did not...

Summary: The committee opened with Senate Bill 22-FN, which would expand child care licensing background checks so the Department of Health and Human Services can receive fuller criminal history information, including pending charges and other non-conviction records, similar to the system already used for school staff. Grant Bossi, for Senator Pearl, and DHHS officials Melissa Clement and Christine Sheay testified in support, saying the bill closes a gap that can allow people with disqualifying charges to work with children. They explained that the FBI record is a snapshot in time, that juvenile records are not included, and that the bill would apply to child care programs including residential group homes. Questions focused on what “confidential criminal history” means and how often checks are repeated; DHHS said checks are done every five years or sooner if new charge information is received. The hearing on SB 22 was then closed. The committee then took up Senate Bill 23-FN, which would expand the child endangerment statute and remove the word “purposely” from part of the language. Senator Pat Long said the bill is intended to strengthen protection for children and allow more serious conduct to be charged appropriately. Testimony from law enforcement, including Executive Counselor Dave Wheeler, Sergeant Ryan Rooney of Nashua Police, and Nicholas Georgulis of Manchester Police, supported the bill as a way to distinguish routine misdemeanor cases from the most egregious abuse and neglect cases, such as children living in squalor or being exposed to severe danger. Wheeler and some members raised concerns that the language could be vague or overbroad and cited a prior Manchester firearm-in-a-car arrest as an example of possible unintended consequences; supporters responded that the bill still requires knowingly violating a duty of care and that the serious bodily injury or death standard limits its reach. Rooney also described a fentanyl overdose case involving an 11-year-old and said the current misdemeanor charge did not fully reflect the seriousness of the conduct. The committee recessed SB 23 briefly to open and close SB 161, then returned to SB 23, which remained under hearing with no final vote taken in the excerpt.

Transcript Highlights:

• be in front of the teachers.
• And that also includes a $2,000 teacher pay raise.
• Are you in support of the teacher pay raise? Absolutely.
• That means I, as a teacher—I was a teacher, but I, as a teacher, am going to be in front of kids 173
• I believe our teachers do a much better job than that.

Bills: HB2210 , HB2398 , HB2959 , HB3006 , HB3026 , HB3151 , HB3315 , HB3372 , HB3467 , HB3590 , HB4268 , HB4359 , HB4427

Committee: Senate Education

Summary: The Senate Education Committee considered a long agenda of education-related bills, including school calendar changes, scholarship and tax credit cleanup, charter school facilities, apprenticeship expansion, testing windows, and teacher staffing rules. Several measures were framed as technical or clarifying changes, while others drew more substantial debate over accountability, eligibility, and funding. The committee also heard a bill to extend the sunset of the Oklahoma Advisory Council on Indian Education and another to allow certain military dependents to start kindergarten based on their home-country age rules. Among the more debated bills, House Bill 3590 updated the Opportunity Scholarship Fund Act by changing reporting and income-verification language; senators questioned whether the bill effectively expanded eligibility or added accountability, but the author said it was a cleanup measure and the title was struck before passage. House Bill 3151 would raise the minimum school year from 166 to 173 days beginning in 2027-28, contingent on an additional $175 million in common education funding; supporters argued Oklahoma students need more time in front of teachers, while opponents questioned the evidence and fiscal impact. House Bill 4359 moved statewide assessments to the last four weeks of the school year, with an amendment changing the window from three to four weeks, and House Bill 4427, as amended, continued limits on adjunct teachers in early grades while clarifying qualifications and timelines for existing adjuncts. The committee also advanced House Bill 2398, which would create “credentials of value” to help students and families evaluate postsecondary programs based on workforce demand and economic return, and House Bill 3372, which would create a charter school facilities fund and loan/collateral mechanisms; the latter passed on a narrower vote after questions about asset disposition and state control. Other bills passed with little or no opposition, including a 24-hour reporting requirement for school abuse to outside law enforcement, an expansion of youth apprenticeship eligibility, adoption-related maternity leave, and a pilot for teacher growth metrics and NBCT funding. Most measures were reported out favorably, with several title-stricken amendments adopted along the way.

Transcript Highlights:

• them would become teachers.
• My concern, being a math teacher and working with a lot of math teachers, and that was...
• Continually adding classes for prospective teachers to become teachers. Mr.
• And some teachers are trained, and some teachers aren't trained.
• Teachers in our...

Transcript Highlights:

• ,</c> harmed a teacher, harmed a teacher, this<00:14:36.079><c> situation</c><00:14:36.639><c> simply
• </c> just happens to teachers now. just happens to teachers now.
• </c> those students who need good teachers. those students who need good teachers.
• You knew there were teachers.
• </c><00:43:03.359><c> As</c> teachers in the school building. As teachers in the school building.

Transcript Highlights:

• The superintendents, I don't think they would, they are all looking for teachers, certified teachers.
• DeSoto is asking for qualified teachers, certified teachers.
• DeSoto is asking for qualified teachers, certified teachers now.
• I am a retired teacher, and I have, when you retire... ...money is I am a retired teacher, and I have
• Okay, but do you have any policy with reference to the teachers that I could? Teachers, no.

Committee: House Retirement

Summary: The Retirement Committee met on March 26, 2026, with a quorum present. House Bill 24 was voluntarily deferred at the start of the meeting. The committee then heard House Bill 20, which would have allowed retired teachers to return to work under superintendent discretion while drawing retirement benefits. Representative Bagley argued the bill would help address teacher shortages by letting districts hire experienced certified teachers, while Representative Taylor raised broader concerns about how returning retirees are treated. After discussion, HB 20 was voluntarily deferred. The committee next considered House Bill 25, a technical update to the Teachers’ Retirement System to conform with changes in the Internal Revenue Code, including benefit commencement and surviving spouse election provisions. Catherine Whitney of TRSL said the bill is routine compliance legislation reviewed periodically by the system’s tax attorney. An amendment was adopted, and HB 25 was reported favorably as amended. House Bill 23, a cost-of-living adjustment bill for LASERS retirees, was also amended to raise the benefit cap from $80,000 to $81,201 and then reported favorably as amended. House Bill 42 proposed a phased retirement program for higher education employees in the Teachers’ Retirement System, allowing partial retirement and part-time work with partial benefits. Bacala said it was intended to help retain talent at universities and was based on prior task force recommendations; an amendment was adopted to set the participation framework for universities, and the bill was reported favorably as amended. House Bill 32, a LASERS cleanup bill addressing disability retiree restoration, administrative errors, and benefit calculations, was described by LASERS as technical in nature and was reported favorably. House Bill 13, a State Police Retirement System reamortization bill, was amended to adjust timing and technical provisions and then reported favorably as amended. Finally, the committee took up House Bill 41 on the Firefighters’ Retirement System board makeup. A new amendment package replaced earlier amendments and would eliminate term limits, expand elected active-member seats from two to five, remove chief association appointments, and require vacancies to be filled by election. Supporters described it as a compromise intended to better represent the system’s active members, while the Louisiana Fire Chiefs Association objected that chiefs had been left out of the negotiations and said they provide important budget and governance expertise. Despite the opposition, the committee adopted the amendments and reported HB 41 favorably as amended.

Transcript Highlights:

• He was sexually assaulted by his pre-K teacher.
• This teacher has a lot of influence in our county.
• You didn't mention other teachers specifically that...
• And yes, we need teachers, but we need the right teachers, and only the right teachers.
• He had a reference from his church pastor, a fellow teacher.

Bills: HB4 , HB20

Committees: Senate Education , Senate Education K-16

Summary: The committee first took up House Bill 2853, which would allow the UT System Board of Regents to adjust the University of Texas at El Paso student union fee above the current statutory cap, subject to student approval, to help fund a new student union building. Senator Blanco explained the bill and the committee substitute, there were no questions or witnesses, public testimony was closed, and the committee adopted the substitute and left the bill pending subject to the call of the chair. The committee then heard House Bill 610, which would limit severance payments for terminated independent school district superintendents to six months’ salary and benefits. Senator Paxton described large severance payouts and said the bill had passed the House overwhelmingly. There were no witnesses, public testimony was closed, and the bill was left pending. A lengthy hearing followed on House Bill 4623, which would waive school district immunity in certain cases involving negligent hiring, supervision, or employment of professional school employees who commit abuse or related misconduct against students. Senator Paxton and several witnesses, including survivors and parents, argued the bill was needed to address cover-ups, delayed reporting, and repeated failures to remove dangerous employees; some members raised concerns about liability caps, litigation, and how the bill would interact with the Tort Claims Act. The committee also heard from TEA staff and employee-group witnesses who discussed possible injunctions and stronger no-hire protections. Public testimony was then closed and the bill was left pending. Finally, the committee heard House Bill 4, an accountability and assessment bill that would restore A-F ratings, change the state testing system, and replace STAAR with shorter, more instructionally useful assessments. Senator Bettencourt explained the committee substitute, including annual ratings, limits on taxpayer-funded lawsuits, and a phased-in testing redesign with beginning, middle, and end-of-year assessments. Testimony was generally supportive from education and business groups, though some witnesses favored norm-referenced testing while others emphasized criterion-referenced, TEKS-aligned assessments; one witness noted social studies assessments were restored in the bill. The hearing concluded with additional invited testimony and no final vote reported in the transcript.

Transcript Highlights:

• </c><00:16:56.880><c> and</c> readiness, empowering teachers and readiness, empowering teachers and students
• We look the Hawaii Teacher 1811.
• pathway for J1 visa teachers. teachers. teachers.
• , licensed teachers, and tenure teachers, licensed teachers, and then<02:01:59.520><c> um</c><02:01:59.840
• . teacher. teacher.

Committee: House Education

Summary: The joint Education and Higher Education committees met on February 10, 2026, first hearing HB 1676, which would create an AI and education task force, require documentation from AI vendors before procurement or use, and appropriate funds. The Department of Education, Public Charter School Commission, and University of Hawaii all supported the bill’s intent and described existing AI literacy efforts, teacher training, guidance for students and staff, and privacy/monitoring safeguards. DOE said it had already convened an AI task force, produced a report, trained over 10,000 educators, and embedded AI into computer science and broader curricular guidance. Members questioned DOE about student privacy, harmful content monitoring, personal devices, cell phone policy, teacher training, and whether AI literacy should extend beyond computer science into all subjects and across rural schools. After discussion, the chair announced HB 1676 would be deferred to Friday, February 13, and that a HD1 draft would be prepared. The chair said the committee would revisit the task force composition and procurement standards, with possible elimination of the procurement section, and circulate the revised draft before the next hearing. The committee then recessed and later reconvened for HB 1811, a student loan repayment program for educators. Testimony from the Department of Education, Public Charter School Commission, University of Hawaii, Hawaii Teacher Standards Board, HSTA, and the Democratic Party of Hawaii Education Caucus was generally supportive, with HSTA and the Teacher Standards Board emphasizing teacher recruitment and retention, student loan burden, and the need to address the teacher shortage. In decision-making on HB 1811, the committees adopted the chair’s recommendation to pass the bill with amendments. The main amendment collapsed the repayment structure into a single disbursement of up to $25,000 after five years of service, with technical/non-substantive changes and a corrected effective date. Both the Education and Higher Education committees voted unanimously in favor. Later in the meeting, the Education Committee began hearing HB 1561 on student meals, which drew broad support from the Public Charter School Commission, Department of Health, HSTA, Hawaii Appleseed, Hawaii Children’s Action Network, and many individuals. Appleseed requested amendments to ensure charter schools are treated the same as other public schools if eligibility expands and to address reimbursement issues for schools already participating in the federal Community Eligibility Provision; members discussed those concerns but no action was taken in the portion of the transcript provided. The committee then moved on to HB 779, on expanding student meal coverage, where DOE supported the intent but said it could not support the bill in its current form because of fiscal constraints.

Transcript Highlights:

• We continue to face an unprecedented teacher shortage, even as California continues to invest in teacher
• We continue to face an unprecedented teacher shortage, even as California continues to invest in teacher
• Our pools are not full of fully credentialed teachers.
• Our substitute teachers are not case managers.
• and the continuity of a substitute teacher.

Summary: The hearing opened with several procedural announcements and then took up AB 2148, which would prohibit artificial intelligence from replacing education workers. The author and supporters from the California Federation of Teachers and California School Employees Association argued the bill was a modest first step to protect human educators, students’ social-emotional development, and teacher agency in classroom technology decisions. Public support came from labor and education groups, while some school administrator and county office representatives said they were moving to neutral or awaiting the printed amendments. The committee discussed teacher shortages and the role of AI as a supplement rather than a replacement, then passed AB 2148 as amended to Higher Education on a 5-0 vote. The committee then heard AB 2202, which would create a Closing the Achievement Gap Commission to advise the State Board of Education. The author and sponsors said the commission would improve coordination between state and local education leaders and help the state better support local efforts to close achievement gaps. Support came from CSBA, CFT, charter schools, and many district leaders. Members raised questions about early childhood representation on the commission, and the author said he would discuss that with the sponsor. The bill passed as amended to Appropriations on a 5-0 vote. The consent calendar, including AB 1569, AB 2071, AB 2206, AB 2298, AB 2467, AB 2580, AB 2652, and AB 2726, was also approved. AB 2555 was then heard as a special order bill to reform English learner reclassification. The author said the current system is outdated, inconsistent, and too subjective, and proposed a more automatic, transparent process with stronger parent involvement and post-reclassification monitoring. Testimony in support emphasized personal experiences of delayed reclassification and the need to recognize biliteracy; there was no opposition. The bill passed as amended to Appropriations on a 6-0 vote. The committee also approved AB 1860, which would extend design-build authority to county offices of education while preserving prevailing wage, apprenticeship, and skilled workforce requirements; opposition from county superintendent and facilities groups was removed after amendments, and the bill passed 6-0 to Appropriations. Later, the committee passed AB 2514, which would create a State of Achievement Gap Dashboard to track state-level progress in closing achievement gaps, and AB 2149, which would require the Legislative Analyst’s Office to publicly assess the state’s progress and recommend actions. Both bills were presented as part of a broader package to improve state accountability for student outcomes, and both passed as amended to Appropriations on 7-0 votes. Finally, AB 2490 was heard, proposing to allow longer-term substitute assignments with added training, mentorship, and parent notification to address teacher shortages and classroom instability. Supporters said it would reduce “subchurn” and help maintain continuity, especially in special education; opponents, including CTA, Public Advocates, and CTC staff, argued the bill was unnecessary given existing rulemaking and could create legal and training concerns. The transcript cuts off during committee discussion of AB 2490, so no final vote is shown for that bill.

Transcript Highlights:

• We continue to face an unprecedented teacher shortage, even as California continues to invest in teacher
• Our pools are not full of fully credentialed teachers.
• Our substitute teachers are not case managers.
• And ideally, eventually become certificated teachers.
• , and the continuity of a substitute teacher.

Committee: House Education