Transcript Highlights:

• Affairs for the Veterans Education Benefit Program.
• The ProStart program, we... Education. The ProStart program, we zeroed that out.
• This is a pre-k after-school program and education program run through the Y in Birmingham.
• So, that is a program that we maintain under the Department of Education as a line item.
• for the special education preschool program.

Bills: SB113, SB114, SB305, SB111, HB600, SB112, SB150, SB109, SB122

Keywords: education funding, appropriations, local education boards, school safety, workforce development, Alabama, technology, higher education, career technology centers, public institutions, grants, local education agencies, RAISE Act, student outcomes, public schools, accountability, weighted allocations, special education, English language learners, gifted students

Transcript Highlights:

• The Education Freedom Account Program established in 2021 had a clear promise to provide educational
• <00:10:34.000> The<00:10:34.240> Education the EFA program today.
• The Education the EFA program today.
• program was achieving its educational program was achieving its educational goals.<00:12:16.639>
• c><00:12:48.880> in for every other educational program in for every other educational program

Keywords: 1191, senate, all

Transcript Highlights:

• the past, and that's the Fostering Independence Higher Education Grant Program.
• the past, and that's the Fostering Independence Higher Education Grant Program.
• the past, and that's the Fostering Independence Higher Education Grant Program.
• the past, and that's the Fostering Independence Higher Education Grant Program.
• Another program that was newer since the last session was the Inclusive Higher Education Grants Program

Keywords: 1187, senate, all

Transcript Highlights:

• <00:19:16.039> the in approved education program at the in approved education program at the State
• million<00:20:32.039> um Education Program included $4 million um Education Program included
• comes<00:21:42.000> with education programming um that comes with education programming um
• c> of into an education program um because of into an education program um because of the<00:22:55.720
• 67 education program accounting unit 67 education program accounting unit 67 6379<01:51:37.360

Keywords: 928, house, all

Summary: The Finance Division II committee heard a Department of Education budget presentation from Commissioner Frank Edelblut and CFO Tammy Valen-cour. The department outlined its organizational structure and emphasized that it functions largely as a flow-through agency for school funding. The commissioner reviewed general fund and Education Trust Fund items, including state aid, dropout prevention, special education, building aid, lease aid, charter schools, Education Freedom Accounts, and the district adequacy calculation. He also highlighted the public school infrastructure fund, saying the state has invested well over $50 million in school safety since 2018 for measures such as access controls, locks, and window film, and argued that safety spending should be ongoing rather than reactive. Members asked about the variability in the school infrastructure line, special education aid, and the Discovery Education learning platform. Edelblut explained that some safety funding had come from one-time surplus appropriations rather than the agency line, and said special education aid was underappropriated because districts submitted more invoices than expected; he said the governor added $16 million to address the shortfall. He also described CTE renovation funding, noting four projects were initially proposed but only Jaffrey and Milford were still moving forward, with local votes required and the state covering 75% of costs. He said Milford’s project was omitted from the governor’s budget by oversight. The department also reviewed enrollment trends, noting public school enrollment has fallen from about 230,000 students in 2002 to about 185,000 today. Edelblut clarified that charter students are not eligible for Education Freedom Accounts, while EFA students attending non-public schools are counted as EFA students. He described several one-time surplus-funded initiatives, including Student Clearinghouse, MTSSB work, civics curriculum development, computer science education, and adult education. He also discussed a $4 million CTE tuition and transportation grant, saying it was kept as a competitive grant rather than a formula grant to avoid creating an ongoing maintenance-of-effort commitment that could jeopardize federal Perkins funding. In the final portion, Edelblut identified prioritized needs in the department’s budget, especially funding for a state administrator for assessment to support the legislatively required civics assessment, and additional support for the Discovery Education platform. He said every school in the state is using the platform and cited more than 1.5 million educator engagements, while a member raised concerns about mixed reviews and uneven district awareness of the program. No votes or formal actions were taken during the presentation and question period.

Transcript Highlights:

• It is not an alternative to a basic education. It's not an exception to a basic education program.
• We also conduct program reviews for the purpose of outreach, education, and support for statutorily aligned
• We also conduct program reviews for the purpose of outreach, education, and support for statutorily aligned
• general education student without any other special needs or special programs.
• We offer a special education program.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• educators.
• If I was a higher education institution, that's maybe one of the questions I would ask. programs um programs
• of higher education, post-secondary education.
• . education. education.
• funds in the program to meet program demand.

Keywords: 1187, senate, all

Transcript Highlights:

• with educator preparation programs.
• I understand that this bill is really for the educational educator prep programs that addresses that.
• And then we also accredit our educator prep programs. So there is ongoing monitoring.
• We just did recently an audit this fall of all of our educator prep programs.
• And that would be an add for those educator preparation programs.

Bills: SB234, SB210, SB243, SB244, SM16, HB8

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• We have House Bill 1, an act implementing the federal education opportunity program in Kentucky.
• Credit Program on Kentucky's behalf and administer the program.
• Education Education Freedom<00:04:37.919> Tax<00:04:38.320> Credit<00:04:38.720> Program
• <00:10:21.519> of program sets up a two-tier program of program sets up a two-tier program
• . program. program.

Keywords: Call to Order and Roll Call: 0:03 Bills for Consideration: 3:10 Adjournment: 56:19, 958, all

Summary: The Senate Education Committee heard House Bill 1, which would have Kentucky opt into a federal education freedom tax credit program allowing donations to scholarship-granting organizations (SGOs) for K-12 educational expenses. The bill sponsors said it would not use Kentucky general funds, would be administered through the Secretary of State, and would let donors claim up to a $1,700 federal tax credit for contributions to SGOs. They argued the program could support public, private, religious, and homeschool-related educational needs, including tutoring, transportation, technology, special needs services, and other school expenses. Several senators raised concerns about whether the bill would favor larger districts with more school-choice options over rural counties with only one public school, creating a two-tier system. The sponsors responded that public school districts could also create SGOs and that the federal rules limit eligibility to families at or below 300% of area median gross income. They also said the program would not reduce existing state or federal school funding, but would instead redirect federal tax credit dollars that Kentucky donors might otherwise send to other states or back to the federal government. Members asked about the structure and oversight of SGOs, including whether they must be nonprofits, how broad their missions could be, and whether funds could be earmarked for specific purposes. The sponsors said SGOs must be certified, serve at least two schools and 10 students, spend at least 90% of receipts on scholarships, and cannot be directed to a specific student, though they can be targeted to categories such as elementary students or special needs services. They also said homeschool families would need to organize through a co-op or existing approved SGO. No vote was taken during the portion of the meeting provided.

Transcript Highlights:

• It is an education without walls.
• , so juvenile justice alternative education placement, or a disciplinary alternative education education
• It is an educational need.
• The bill also authorizes the commissioner of Education to grant a charter for the pilot program without
• Currently, early childhood education and childcare are managed and provided through a hodgepodge of programs

Bills: HB117

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

Transcript Highlights:

• We believe that with an education, The foundation for that is education.
• And then finally, stability, meaning that a sound education... Educational system.
• Educational Adequacy Fund.
• the Educational Adequacy Fund as requested by the Department of Education.
• The Department of Education also receives general revenue, Educational Excellence Trust Fund, and Educational

Keywords: 1204, all

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education, presented by Goodwill Industries of Arkansas and the Excel Center network. Witnesses described the state’s adult diploma gap, arguing that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED and that the Excel Center provides a supported, diploma-based alternative with child care, transportation help, tutoring, and career services. Goodwill officials said the Arkansas campuses are the state’s only public adult charter high schools, are not state-funded, and have produced strong enrollment growth and graduation outcomes. A University of Notre Dame researcher testified that a study of Excel Center graduates found higher employment and earnings, more credential and college-credit attainment, and lower criminal justice involvement, with a high estimated return on public investment. Some members questioned the framing of Arkansas’s adult education challenges and whether the state was being portrayed too negatively, while others asked about wraparound services and the role of nonprofit providers. The committee ultimately adopted the interim study proposal, though there was some procedural confusion and debate about whether questions should have come before the vote. The committee then received a detailed Bureau of Legislative Research presentation on Arkansas K-12 education funding as part of the adequacy study. Staff reviewed national funding principles and Arkansas’s funding structure, including state, local, and other revenues; the Public School Fund; Department of Education operations; and the Facilities Partnership Program. They explained that 2025 K-12 state and local revenues totaled about $6.6 billion, with foundation funding, categorical funding, supplemental funding, and additional funding distributed to districts and charters. The presentation covered the matrix used to calculate foundation funding, the role of the uniform rate of tax, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and how charter schools are funded differently from traditional districts. Staff also discussed categorical programs such as alternative learning environments, English learner funding, enhanced student achievement, and professional development, as well as supplemental categories including transportation, special education high-cost occurrences, teacher salary equalization, declining enrollment, and student growth. Members asked numerous questions about the funding formulas, the meaning of specific staffing categories, how categorical funds are used, and the number of districts receiving teacher salary equalization or ALE funding. One member noted that the Excel Center’s funding appeared in the broader state-local totals and asked for clarification. Staff said some of the more detailed spending questions would be addressed in the next day’s presentation and offered to provide follow-up information, including district lists and historical changes. The meeting ended after the chair noted that the department was present mainly to answer questions, not to deliver a separate update, and no further business was taken up before adjournment.

Transcript Highlights:

• the lower half of the state and kind of up the east side, visiting alternative education programs that
• So, um, the first page I have given you is the 16 components for our alternative education programs.
• You cannot place students for discipline or academic reasons in an alternative education program.
• So it is, um, all of the alternative education students that come to our programs have to have one of
• not considered an alternative education program based on the 16 criteria that I gave you in the front

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• , who are being subsidized by the school voucher program or the education tax credit program.
• , who are being subsidized by the school voucher program or the education tax credit program.
• , who are being subsidized by the school voucher program or the education tax credit program.
• , who are being subsidized by the school voucher program or the education tax credit program.
• andor<02:33:05.840> were education or training program andor were education or training program

Keywords: 1189, house, all

Transcript Highlights:

• We offer an opportunity for cost savings programs through the Midwestern Higher Education Compact, so
• And what's important about this program is it's not just for higher education.
• With that, WICHE is not just an education program, it is also a workforce pipeline for Arizona, encouraging
• schools to use program monies to ...program provisions, including authorizing schools to use program
• Going back to 2018, the school safety program was a $12 million program.

Keywords: 1182, all

Summary: The Education Committee met as a committee of reference to complete required sunset reviews and hear a performance audit. Members and staff introduced themselves at the start of the session, and the chair outlined committee procedures, including limits on public testimony and the goal of adjournment by 5 p.m. The committee then heard the sunset review of the Credit Enhancement Eligibility Board. A governor’s office representative explained that the board was created in 2016 to help qualifying schools, mostly charter schools, lower borrowing costs through a credit enhancement fund. He said the board has approved 15 projects, has no dedicated staff or budget, and is now at its statutory leverage limit, so it is mainly monitoring existing obligations. Members voiced support, and the committee voted by voice vote to recommend continuation of the board for 10 years, until July 1, 2036. The committee next reviewed the Western Interstate Commission for Higher Education (WICHE). WICHE leadership described the interstate compact, its student exchange programs for undergraduate, graduate, and professional health care education, and related cost-savings and workforce benefits for Arizona. Testimony emphasized tuition savings for Arizona students, the return of many professional students to practice in Arizona, and the role of the compact in supporting higher education access and workforce needs. Commissioners from Arizona’s Board of Regents and Eastern Arizona College also spoke in support. The committee then voted by voice vote to recommend continuation of WICHE for 10 years, until July 1, 2036. The committee also received the Arizona Auditor General’s performance audit of the Arizona Department of Education school safety program. The audit found that while the program has grown substantially and now funds more than 1,000 school safety positions, ADE did not ensure many sampled schools complied with requirements such as operational plans, safety teams, annual training, activity logs, and expenditure documentation. The Auditor General said the department relied too heavily on written attestations and reduced monitoring as the program expanded, and recommended stronger oversight, written procedures, and better reimbursement controls. ADE’s school safety director responded that the department accepts the findings, has already begun improving monitoring, and is moving to require uploaded documentation and more risk-based reviews; he also said the department will seek additional staffing and will meet with the Auditor General and ASU to strengthen evaluation of the program. Finally, the committee took up House Bill 2142, which would establish a school safety center within ADE, assign it responsibility for administering the school safety program and providing technical assistance, and allow up to 10% of program appropriations for administration. Members discussed whether the bill should also require monitoring of emergency operations plan compliance, better address students with disabilities, and clarify coordination with other state agencies. The sponsor said he planned to offer a floor amendment to make monitoring expectations clearer. The bill was discussed but no final committee action was recorded in the portion provided.

Transcript Highlights:

• in education. engineering, agriculture, security studies, aviation, and pre-professional programs.
• Physical therapy, physician assistant programs, and medical education are areas where we are seeing this
• This signature program in Texas sends a clear message to Texas families. families that higher education
• We expanded workforce education programs and welcomed the inaugural class of nurses at the UNT Health
• Regarding the Texas Education Opportunity Grant (TEOG) program, we remain deeply...

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:

• This is another bill that reflects a couple of years of work on how educator preparation programs are
• A working group, including Elliot's staff, the LFC, lawmakers, educator preparation programs, current
• , with the exception of educator preparation programs.
• They may receive a general education diploma, the GED, or high school equivalency through those programs
• programs, which run through the Higher Education Department and are funded through a separate formula

Transcript Highlights:

• program.
• We have the tax amnesty program, $5 million overall. 1.6 came from, or will go into, the Education Trust
• DOE learning program: $1.5 million of Education Trust Fund appropriations each year.
• And then DOE adult education, an additional $400,000 in Education Trust Fund support for adult education
• caregiver grant program. caregiver grant program.

Keywords: LBA Briefing on Budget, 928, house, all

Summary: The presentation was an LBA overview of Senate changes to the House-passed state budget, with Michael Kane explaining how Senate Finance updated revenue and spending estimates after April revenue figures and agency discussions. He said the Senate’s revenue outlook was higher than the House’s in some areas, but lower in others, especially video lottery terminal revenue, and that the biggest differences also came from changes to revenue splits between the general fund and education trust fund, lapse estimates, and several policy changes in House Bill 1 and House Bill 2. Kane highlighted several major revenue and policy differences: the Senate changed the business tax, tobacco tax, and real estate transfer tax splits; adjusted liquor revenue dedication; removed the House’s meals-and-rooms distribution cap; delayed the Lakes Region facility proceeds plan; altered the PECARD fund treatment; added a granite patron of the arts tax credit; and changed the treatment of unique funds and video lottery terminal revenue. On spending, he noted Senate changes to judicial, corrections, HHS, human rights commission, and other budgets, including additional settlement costs, higher lapse assumptions, and a different approach to Medicaid premium revenue and retirement savings. He also described Senate additions such as a nursing home bed fee, Hampstead Hospital transition funding, and changes to the YDC claims settlement fund. The presentation focused on comparing House and Senate surplus statements across fiscal years 2025 through 2027, including projected ending balances and rainy day fund transfers. Kane repeatedly emphasized that the numbers were still dependent on final revenues and lapse amounts, and that some balances would be carried forward and trued up later in the biennium. No committee vote or final action was described in the excerpt; it was an informational budget briefing and comparison of the two chambers’ proposals.

Transcript Highlights:

• THE MASTERS PROGRAM OFTEN ARE TIED TO THE PHD PROGRAMS.
• >> Chair: YOU ARE RECOGNIZED. >> WITH THE EDUCATION PROGRAMS THAT WERE ON THE LOW PRODUCTIVITY LIST THEY
• SO WE DO HAVE EDUCATION PROGRAMS THAT ARE DIRECTLY TIED TO INITIAL TEACHER CERTIFICATION.
• THIS IS EDUCATION PROGRAMS THAT DO NOT TIED DIRECTLY INTO INITIAL TEACHER CERTIFICATION OR SCHOOL LEADERSHIP
• THE PROGRAM.

Transcript Highlights:

• Everything from the work we're doing in our educator prep programs, our out-of-school time programs,
• our behavioral health efforts, our training of our educators—there's ...time programs, our behavioral
• It could be a music program that supports the education of students in mariachi.
• Education Department, is utilized to support and strengthen language and culture programs.
• And I know education is one of the biggest things that are close to health and helps to, and programs

Keywords: 996, all

Transcript Highlights:

• After a change in funding in 2005, the number of gifted education programs began to plummet to a low
• After a change in funding in 2005, the number of gifted education programs began to plummet to a low
• There is money in the formula currently for gifted education programs.
• On a personal note, both of my daughters were participants in the gifted education programs at Francis
• that our district continues to prioritize the gifted education program.

Keywords: 959, house, all

Transcript Highlights:

• savings programs are typically education savings programs are typically education savings accounts
• <01:06:08.359> programming school's special education programming school's special education
• program—pick your poison, pick your educational topic.
• program—pick your poison, pick your educational topic.
• program there are school education program there are places<02:21:59.120> where<02:21:59.359>

Keywords: 1191, senate, all