Transcript Highlights:

• unless a student receives an exemption.
• A-BOR believes that this bill will help increase participation and provide students with the information
• Each participating student completes any missed school work due to the course.
• It's totally optional, up to them, but if students want to participate in release time, this guarantees
• This would coerce other students who are not religious into participating.

Committee: Senate Senate Education Committee of Reference

Summary: The committee heard and advanced several education-related bills. SB 1572, the Return to Civics Instruction Act, would require Freedom Week, civics instruction on the Declaration of Independence and Constitution, and a Declaration recitation for grades 3-12; it passed 3-2 after some members argued schools already provide civics instruction and that the legislature should not mandate curriculum. SB 1798, as amended, would require each high school to designate a FAFSA point person, post contact information, and implement a FAFSA awareness strategy; the Arizona Board of Regents supported it, while some members raised concerns about mandates on charter schools and staffing burdens. The committee also passed SB 1711, which directs the State Board of Education to develop and post age-appropriate resources on preventing and recognizing inappropriate contact, with testimony split between support for parent-accessible safety materials and concerns about sex-education compliance issues.

Transcript Highlights:

• Each participating institution does determine the application procedures, deadlines, student eligibility
• This program has seen substantial growth in student participation over the past couple of years.
• Over 90,000 secondary students participated in dual enrollment in 23-24.
• Over 90,000 students and secondary students participated in dual enrollment in 23, 24.
• heard earlier, who are private school students or home education students or public school students who

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

Transcript Highlights:

• 370 students participating in our freshman seminar course, which is our exploratory course.
• 370 students participating in our freshman seminar course, which is our exploratory course.
• In Quincy, career and technical education students participate in a variety of work-based learning initiatives
• In my program, healthcare technology, students participate in clinical placements.
• Students completed activities such as developing a local area network security plan and participating

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education held an informational hearing at Quincy Public Schools focused on career and technical education (CTE) and related legislation. Committee members said the visit was intended to gather input for ongoing statewide efforts to expand awareness and access to CTE, especially in middle school, improve equipment and facilities, and strengthen coordination with workforce partners. Quincy administrators described the district’s CTE system, including 15 Chapter 74 programs at Quincy High School and four at North Quincy High School, enrollment of about 1,360 students, updated DESE-aligned frameworks, safety practices, business electives, and funding supported by the district budget plus state, federal, and local grants. Presenters highlighted work-based learning, industry credentials, and partnerships with employers, unions, Quincy College, MassHire, and advisory committees. Examples included co-op placements, internships, clinical placements, Military Mondays, Credit for Life, Skills Capital and Perkins-funded equipment upgrades, and a planned engineering Chapter 74 application at North Quincy. Assistant Superintendent Aaron Perkins also outlined the district’s MyCAP college-and-career planning initiative and its goal of creating a vertically aligned readiness model beginning in the middle grades. Students Ellie Crump, Emily Infantino, and Alexander Liu testified about their pathways in welding, early education and care, and healthcare technology, describing hands-on learning, certifications, clinical or shop experiences, and postsecondary plans. Committee members praised Quincy as a model for integrating CTE with general education and said the testimony would inform future legislation. No votes were taken; the hearing concluded with a motion to adjourn and unanimous agreement.

Transcript Highlights:

• It also creates opportunities for our students to participate in an exchange program.
• It also creates opportunities for our students to participate in an exchange program.
• And those percentage-point gains that we see for participating students are even higher for students
• The main barriers to student participation in the CCAP dual enrollment program include the complexity
• participants and female students comprising 57%.

Summary: The Assembly Higher Education Committee met with a quorum and first approved a consent calendar containing AB 341, AB 1098, and AB 1316, sending those measures to the Human Services, Judiciary, and Appropriations Committees respectively. The committee then heard AB 977, which would require CSU to audit surplus land and work with California tribes to identify three regional burial sites for Native American remains that cannot yet be repatriated. Supporters, including tribal leaders and archaeology groups, said the bill is needed to honor ancestors and address the large number of remains still held by CSU; CSU said it is committed to repatriation but had no formal position. The bill passed to Appropriations on a 5-0 vote. Members also heard AB 1093, creating a California-Mexico higher education exchange program, and AB 1035, expanding the California College Promise to cover tuition for students pursuing community college bachelor’s degrees. AB 1093 drew support for strengthening cross-border educational and economic ties, but some members raised concerns about border-region sewage problems and the bill’s budget implications; it was held for later consideration. AB 1035 received strong support from community college leaders and faculty who said it would help low-income and first-generation students complete workforce-focused bachelor’s degrees, but several members questioned whether it would stretch Prop. 98 funding and whether the state should prioritize broader affordability concerns. AB 1035 passed to Appropriations on a 3-2 vote. The committee next approved AB 922, which would let the University of California keep access to federal criminal-history information for hiring background checks, avoiding delays and added costs if statutory authority is required. UC said the bill is needed to maintain safety and hiring operations, and it passed to Public Safety on a 5-0 vote. AB 1346, protecting military dependents from losing in-state residency status because of family travel, also passed unanimously to Military and Veterans Affairs. AB 1212, allowing UC to use low-income housing tax credits to build affordable housing for faculty and staff on UC land, drew support from UC and labor groups but opposition from members concerned about preferential access to public resources; it was held for later action. Finally, the committee approved AB 500 and AB 684, both aimed at increasing transparency around UC admissions policy changes and UC BOARS decision-making, sending AB 500 to Education and AB 684 to Governmental Organization, each on 5-0 votes. The hearing then moved on to AB 1122 on dual enrollment, with the author and witnesses presenting the bill as a way to expand college access for high school students.

Transcript Highlights:

• So again, students can participate in some of the local teams.
• So again, students can participate in some of the local teams.
• But talk to me about if a homeschool student wants to participate in a sports program.
• But talk to me about if a homeschool student wants to participate in a sports program.
• We want, again, every student to have an opportunity to participate in their community.

Committee: All ALC-ADMINISTRATIVE RULES

Summary: The Administrative Rules Subcommittee met to review a long agenda of agency rule changes, beginning with housekeeping on the order of business and then taking up rules from multiple state agencies. Early items included Department of Energy and Environment rules on landfill post-closure trust fund spending thresholds and liquefied petroleum gas standards, DFA’s odometer disclosure rule allowing electronic signatures and disclosures, and several Department of Health rules covering ionizing radiation, mobile home and recreational parks, lead-based paint, counseling licensure, hearing instrument dispensers, athletic training, dental specialties and compacts, nursing, pharmacy, physician assistants, medical compacts, speech-language pathology and audiology, radiologic technology, massage therapy, community health workers, doula certification, and cosmetology/body art. Most of these were described as technical updates, conformity with recent acts, federal standards, or compact participation, and nearly all were approved without objection after brief questions and, in many cases, no public comment. The committee also reviewed Department of Labor and Licensing rules on minimum wage/independent contractor standards, boiler rules, motor vehicle commission requirements for ATV/LSV dealers, professional wrestling regulation, appraiser qualifications, and military recruiting and retention programs. Testimony generally emphasized that the rules implemented recent legislation, updated fees or licensing standards, or streamlined existing processes. Members asked a few questions about fee structures, the rationale for regulating professional wrestling, and how the National Guard’s public-private partnership and incentive programs would work; the department said the recruiting incentives would be funded from existing appropriations and were intended to improve retention and force strength. These rules were also approved without objection. The most extensive discussion came on the Department of Education’s Arkansas Children’s Educational Freedom Account Program rule. The department said the revisions, based on Act 920 of 2025, were intended to add guardrails, clarify allowable expenses, and speed approval of core educational purchases. Changes included defining core educational expenses, limiting certain sports-related spending, adding an intentional misuse standard, restricting phone purchases except for disability-related needs, setting a $1,000 threshold for additional review of technology purchases, capping carryover funds at $8,500, and creating a reconsideration process for denied expenses. Members raised concerns about safeguards, appeals, sports equipment, provider credentialing, rural vendor access, and whether the department would be flexible or overly restrictive. The department said it would review every request, provide written explanations for denials, allow appeals up to the State Board, and refer suspected fraud to prosecutors if necessary. After hearing from 13 members of the public, the committee continued to discuss the rule, but the transcript ends before any final vote on the EFA rule is shown.

Transcript Highlights:

• who participated were representative of the last And that is that 32.9% of the students who participated
• But I'm talking about the teachers themselves, where they bond with the students, because the students
• Because of this, more students feel supported, more students feel like they belong, and more students
• It's about building relationships with students and families to better support how students learn and
• of color, low-income students, especially Black students and English learners.

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals for universal school meals, the Expanded Learning Opportunities Program (ELOP), and community schools. On universal meals, the Department of Education supported continued funding for the Universal School Meals Program and a fourth round of Kitchen Infrastructure and Training Grants, citing meal-count growth, improved meal service, and the need to offset federal uncertainty, inflation, and reduced direct certification tied to immigration-related policy changes. The LAO recommended rejecting another kitchen grant round, arguing prior rounds are still being spent and the state has not clearly defined unmet need. Members also raised concerns about the state’s ability to backfill federal meal funding and about how federal requirements affect programs like Summer EBT/SUN Bucks. Public commenters largely supported school meals and kitchen investments, with some urging support for plant-based milk options and continued infrastructure funding. For ELOP, the Department of Finance proposed $4.7 billion ongoing Proposition 98 funding, including $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended going further and fully fixing the Tier 2 rate, saying rate uncertainty complicates district planning. CDE supported the proposal and said the program has improved attendance and academic outcomes, while noting new CalPADS reporting will provide more data soon. Senators discussed whether ELOP should remain a standalone program or be folded into LCFF, and whether the state should require stronger outcome reporting. Public testimony generally backed stabilizing Tier 2 funding, but some speakers urged more support for older youth and more timely, user-friendly reporting. On community schools, the administration proposed $1 billion ongoing Proposition 98 funding to expand the model to thousands more schools and to support existing grantees, along with stronger technical assistance, statewide alignment, and an accreditation/self-certification framework. The LAO recommended continuing the current one-time grant approach instead of creating a new ongoing categorical program, warning about reduced flexibility, administrative burden, and the state’s capacity to support a much larger cohort. CDE supported the ongoing investment but asked for additional county office and technical assistance funding. Senators and public commenters were broadly supportive of community schools, emphasizing improved attendance, graduation, and student engagement, while also debating accountability, accreditation, and whether non-classroom-based charter schools should be eligible. Public testimony strongly favored ongoing funding and highlighted community schools’ role in mental health, family engagement, and wraparound supports.

Transcript Highlights:

• Egra's student students, right, Ms.
• , and student parents.
• hurt students and families.
• Our students have regularly participated in two programs that allow for early registration awareness.
• participating.

Summary: The Assembly Education Committee heard a series of bills focused largely on school safety, immigrant student protections, Holocaust and genocide education, civic engagement, and workforce pathways. SB 631 would expand the charter school revolving loan fund by increasing loan amounts and broadening eligibility, including for charter schools affected by natural disasters; it drew support from the Treasurer’s Office and the California Charter Schools Association and was advanced on a 4-0 vote, with the bill held on call. SB 472 would reinforce Holocaust, slavery, and genocide education requirements and create or expand teacher training and grants; it received strong support from survivors, educators, and Jewish organizations and passed 6-0, with several members asking to be added as coauthors. The committee also took up a package of immigration-related school bills. SB 48 would bar school officials from allowing immigration enforcement access to campuses without a judicial warrant and protect student records; it was backed by Superintendent Tony Thurmond, teachers, school districts, and many advocacy groups, and passed 5-0 to the Judiciary Committee. SB 98 would require K-12 schools and higher education institutions to notify campus communities when immigration enforcement is present; it also drew broad support from student groups, colleges, and education organizations and passed 3-0 to Higher Education, with the bill held on call. Both measures were presented as responses to recent immigration enforcement activity near schools and the chilling effect on attendance and student well-being. Other measures advanced included SB 848, which would strengthen protections against employee sexual misconduct in schools by updating safety plans, training, reporting, and misconduct tracking; it was supported by education groups and a survivor who described grooming at her high school, and passed 6-0 to Public Safety. SB 638 would create a statewide coordinating entity for education and workforce programs and support career pathways, with testimony emphasizing the need to align fragmented funding and improve access for underserved communities; it passed 7-0 to Higher Education. SB 316, on high school voter registration and pre-registration, passed 8-0 to Elections after testimony from students and civic engagement advocates, and SB 334, which would add sexual harassment prevention content and a Sexual Harassment Safety Week to school curriculum, was presented with support from student advocates and AAUW, with no opposition noted in the portion of the transcript provided.

Transcript Highlights:

• you may deny a student participation in a PSO.
• </c><00:14:03.920><c> in</c> a student may be denied participation in a student may be denied participation
• </c><00:14:08.399><c> participation</c><00:14:08.880><c> in</c><00:14:09.040><c> a</c> may deny a student
• participation in a may deny a student participation in a PSO.
• in</c><00:14:49.760><c> the</c><00:14:49.920><c> PSO</c> student does not participate in the PSO student

Keywords: 1183, house

Transcript Highlights:

• TAB SEVEN CS FOR SENATE BILL 248 STUDENT PARTICIPATION.
• STUDENTS ARE ELIGIBLE TO PARTICIPATE IN THE SCHOLASTIC OR INTERSCHOLASTIC ACTIVITIES AT FHSA PUBLIC
• EVEN THE STUDENTS WHO ARE IN A PUBLIC SCHOOL HAVE A FEE TO PAY TO PARTICIPATE IN SOME OF THESE SPORTS
• IF ENACTED AS P 248 WOULD MAKE HER STUDENTS ELIGIBLE FOR PARTICIPATION IN SPORTS NOT CURRENTLY OFFERED
• THIS BILL DEPRIVES PUBLIC SCHOOL STUDENTS TO PARTICIPATE IN SPORTS WHEN PRIVATE SCHOOL STUDENTS HAVE

Keywords: 999, senate, all

Transcript Highlights:

• So again, students can participate in some of the local teams.
• So again, students can participate in some of the local teams.
• But talk to me about if a homeschool student wants to participate in a sports program.
• We want every student to have an opportunity to participate in their community.
• wanted to participate in an opportunity that wasn't available... ...say that a student wanted to participate

Committee: All ALC-ADMINISTRATIVE RULES

Keywords: 1204, all

Transcript Highlights:

• Low-income students, students of color, English learners, and students with disabilities are more likely
• student teaching.
• And many of those programs I saw, I witnessed the impact of students participating in these programs,
• So we look at the Student Aid Index, and so the majority, over 3,000 students, are low-income students
• So we look at the Student Aid Index, and so the majority, over 3,000 students, are low-income students

Keywords: 988, house, all

Transcript Highlights:

• It provides for students at Ecole Ponashan. Students at Ecole Ponashan.
• For the past 10 years, students like me at UVA have not had the opportunity to participate in high school
• Research consistently shows that students who participate in high school athletics often achieve higher
• other home study programs and online students across the state, to participate in high school athletics
• Members, House Bill 272 by Representative Carver expands student eligibility for participation in the

Committee: House Education

Summary: The House Education Committee met on March 24, 2026, with a quorum present and announced that HB 690 would not be heard. The committee first advanced HB 350, which would extend the grades served by Ecole Ponashan in Terrebonne Parish from pre-K through 4th grade to 8th grade; members spoke in support of the school’s role in French immersion, Cajun heritage, and local educational access, and the bill was reported favorably without objection. HB 434, which shifts certain probationary employment authority over school bus operators from school boards to superintendents, also received favorable passage without objection, with support from the Louisiana Association of School Superintendents. The committee then considered HB 445 on the Louisiana STEM Advisory Council. The bill would move the STEM Commission from the Board of Regents to Louisiana Works, reduce and reorganize membership, and cut the number of meetings from four to two while keeping funding in place. Supporters said the change would better align the council with workforce needs and economic development, while members asked about the loss of some education representatives and the continued role of employers and K-12 stakeholders. After discussion, the bill was reported favorably. HB 386, which would allow local school districts to let locally authorized charter schools operate as their own local education agency under district rules, was also reported favorably after extensive discussion of charter types, LEA status, federal funding, special education liability, and the difference between local and state authorization. HB 363, which would let students enrolled in virtual schools participate in extracurricular activities and athletics at their zoned public school, drew strong support from members and testimony from students and families. Witnesses described the bill as a fairness measure that would give online students the same opportunity to try out for sports and activities as home study students, subject to the same eligibility rules, and the bill was reported favorably. HB 256, clarifying that school employees are mandatory reporters and subject to existing DCFS training requirements, was also reported favorably, with members emphasizing child protection and the need to simplify reporting obligations. Finally, HB 272, which expands eligibility for the READ literacy program to students in D- and F-rated schools, was supported by the sponsor, Scholastic, and literacy advocates who cited Florida data showing improved reading outcomes and stronger family engagement; members raised questions about the fiscal note, parent literacy, and program overlap, but the bill was reported favorably. The committee then adjourned.

Transcript Highlights:

• Chair, uh, Commissioner Jet, Senator Sus, you may begin. and students enter our schools hardly and students
• Minnesota students students at these all Minnesota students students at these schools<00:09:00.440><
• This bill provides for the election of student school board members by the students. Mr.
• So I know what the amendment says: the student member must not participate.
• So, so I guess I still don't understand what that—I know they can't participate in clos... two students

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• students...
• students...
• Three, many schools and districts already have policies in place that allow non-enrolled student participation
• I just wanted to find out then: you said that there are students that are participating in some of these
• Also, do you know if the students that are already participating in the homeschool families that are

Committee: Senate Education

Keywords: 989, all

Transcript Highlights:

• additional funding based on enrollment for low-income students, English learners, and foster students
• LCFF base grant amounts are calculated on a per-student basis measured by student ADA according to grade
• , low-income students they have in the district rather than how many are participating in after-school
• students.
• Last, from my end, is the proposal to base the funding on participation rather than on the student population

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• And when students have the opportunity to practice civic participation through guided discourse, collaboration
• And when students have the opportunity to practice civic participation through guided discourse, collaboration
• to participate in online voting for any school issue or even to elect some student representative for
• students.
• And thanks to all of the students who have participated today on behalf of both the Senate and the Assembly

Summary: The annual joint Senate and Assembly Education Committee hearing featured student proposals from the California Association of Student Councils and SABLE, with opening remarks from legislators emphasizing student voice and the value of hearing youth ideas. Committee members noted the hearing was being streamed and that they would review the testimony even though some members could not attend because of fog-related travel issues. The first panel proposed an annual civic engagement day for grades 7-12, with flexible school-led activities such as discussions, mock elections, and voter registration-related events. Members generally praised the idea but raised concerns about costs, instructional time tradeoffs, how to evaluate effectiveness, and whether the proposal should better connect to existing civics standards and local curriculum. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added training and the right to make motions. Legislators supported student representation in principle but questioned whether the proposal should require one or two student members to avoid board tie issues, why some districts do not already have student trustees, and how the mandate would be funded if it became a state requirement. They also raised technical concerns about the scope of motioning power and the fiscal impact of converting a voluntary local practice into a statewide mandate. Later panels proposed adding middle school financial literacy instruction, expanding restorative justice practices, and creating more structured mental health education time. On financial literacy, students suggested integrating finance into existing middle school classes and teacher training over time; members worried about curriculum overload and suggested aligning the idea with the already-approved high school finance course. On restorative justice, students proposed a CDE task force and training for PPS-certified staff; legislators discussed prior related bills, confidentiality concerns in discipline hearings, and the likely cost of a state task force. On mental health, students proposed short, twice-semester classroom sessions focused on coping skills and awareness of resources, but members questioned whether such brief lessons could be effective and suggested that wellness centers, student-led awareness, and outside referrals might be more practical. No votes were taken; the hearing was informational and ended with encouragement for students to refine their proposals and follow up with legislators.

Transcript Highlights:

• that participated.
• that participated.
• Some of our students have Down syndrome. All of the students have intellectual disabilities.
• Students are not separate.
• students for five years.

Committee: Senate Appropriations Committee on Higher Education

Summary: The committee held its first meeting of the session and received an overview of the Higher Education Appropriations budget from staff director Tim Elwell. He explained the committee’s broad jurisdiction over universities, state colleges, district workforce programs, vocational rehabilitation, blind services, student financial aid, private colleges, and the Board of Governors, and reviewed key budget concepts such as local funds, funds per FTE, performance funding, and the distinction between the total appropriation and the recurring base budget. He noted that higher education is funded largely through state and local sources, with substantial flexibility compared with other state budgets, and that the base budget is heavily weighted toward lump-sum allocations to the public systems. The committee then heard a presentation from the University of South Florida’s Florida Center for Cybersecurity (Cyber Florida), led by retired Marine Gen. Frank McKenzie and USF representative Mark Walsh. They described Cyber Florida as a statewide cybersecurity platform created by the Legislature in 2014 to support education, research, workforce development, public policy, and community engagement. McKenzie emphasized the growing cyber threat environment, Florida’s leadership role, and several funded initiatives, including K-12 outreach, workforce training, a cyber range for county governments, critical infrastructure assessments, grant development, and public conferences and outreach. Members asked about public cyber awareness, the lack of a national cyber defense strategy, school district participation in Cyber Launch, and which counties are most at risk; McKenzie said smaller counties with limited cybersecurity staffing are generally more vulnerable and offered to provide follow-up information. Finally, the committee heard from the Florida Center for Students with Unique Abilities at the University of Central Florida, led by Dr. Drew Andrews, along with program and parent representatives from participating institutions. Andrews explained the center’s role in coordinating Florida’s postsecondary comprehensive transition programs for students with intellectual disabilities, supporting program development, distributing grants and scholarships, and monitoring outcomes. He reported that the state now has 33 approved programs at 35 institutions, including universities, state colleges, and technical colleges, and that scholarship and grant funding has grown significantly. He said student retention is about 88 percent, many graduates are employed, and median hourly earnings have increased over time. A representative from Southeastern University described how the center’s support helped build and sustain SEU Link, including a new third-year employment-focused option for students.

Transcript Highlights:

• He's a performance student who has participated several times and took seventh place at the national
• She is a documentary student who has participated several times and received an honorable mention at
• Jack, Divya, welcome to you both. performance student who has participated performance student who has
• documentary student who has participated<00:52:51.720><c> several</c><00:52:52.000><c> times</c><00:52
• </c> what students do. what students do.

Keywords: 918, senate, all

Summary: The committee held a joint hearing recognizing the 250th anniversary of the Declaration of Independence and focusing on civic education, free speech, voting, and Minnesota’s America 250 commemorations. Opening remarks emphasized the importance of education, Indigenous land acknowledgement, and the idea that democracy depends on informed and engaged citizens. The chair then invited student debaters from the Minnesota High School League to testify about how debate, free speech, and evidence-based reasoning have shaped their education and civic participation. The students argued that debate teaches critical thinking, helps young people engage with difficult issues, and should be protected as part of a healthy democracy; one also urged lawmakers to move beyond empty promises and take action on issues such as eviction moratoriums, ICE collaboration, and protest protections. Commissioner Willie Jett of the Minnesota Department of Education testified that public education is where citizenship first becomes real, and that schools, libraries, and educators help students learn to listen, question, debate respectfully, and understand both the ideals and failures of American history. He said democracy is something each generation must learn and strengthen, and thanked the committee for convening the hearing. Former students Sarah Griffin and Charlie Crocker then offered tributes to Senator Swedzinski, describing how his teaching encouraged civic engagement, disagreement, and action, and how his classroom shaped their lives and public service. Their remarks emphasized that democracy is not a spectator sport and that ordinary people build it through small, courageous acts. Secretary of State Steve Simon followed with testimony on Minnesota’s civic culture and voter participation. He said Minnesota has long ranked near the top nationally in voter turnout, including youth turnout, and attributed that to a combination of good election laws and a strong pro-voting culture. He highlighted school-based civic education efforts such as pre-registration for 16- and 17-year-olds and the Students Vote mock election program, and noted that Minnesota’s congressional delegation was unanimous in supporting the Voting Rights Act in 1965 as an example of the state coming together on major moral questions. The Minnesota Historical Society then began its presentation on America 250, with Kent Whitworth describing the organization’s role, the new edition of the Northern Lights curriculum, and broader commemorative activities; Dr. Bill Convery introduced historical context about how Americans have celebrated independence and how the semiquincentennial can leave a legacy for future generations.

Transcript Highlights:

• As we know, students of color and students from low-income families are disproportionately taught by
• The National Board teachers support greater student achievement both for their own students and for the
• And so schools serving more students of color, students from low-income families, which often struggle
• , most marginalized students.
• or low-income students.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• If a participating student does not use all their account funds in a given year, the funds can accumulate
• If a participating student does not use all their account funds in a given year, the funds can accumulate
• School districts, SFOs, and parents of participating scholarship students.
• of Education to cross-check the list of participating FES EO and UA program students against public
• If the final survey results denoted student overlap between a public school and scholarship participation

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Summary: The Senate Appropriations Committee on Pre-K-12 Education met for its first meeting of the 2025 session to hear the Auditor General’s operational audit on 2024-25 school funding accountability challenges, focused largely on the Family Empowerment Scholarship and its interaction with the FEFP. Deputy Auditor General Matthew Tracy described rapid growth in scholarship enrollment, timing mismatches between scholarship payments and public-school funding calculations, delayed membership survey processing, weak cross-check and recoupment procedures, inconsistent handling of parent survey responses, and limited documentation for withholding and returning funds. The audit said these issues contributed to funding inequities, duplicate-payment risks, and an unexpected draw on state education funds, and it recommended separating scholarship funding from the FEFP, aligning application windows with budget timing, strengthening controls and staffing, and creating clearer, documented recoupment and balance-limit processes. Committee members questioned whether current law gives the department and scholarship funding organizations enough authority and whether the system is effectively a pay-and-chase model. Several senators expressed concern about the lack of timely reconciliation, the size of the funds involved, and the absence of clear records showing how money was recovered or withheld. Adam Emerson, executive director of the Office of School Choice, said the department is working more closely with school districts and scholarship funding organizations, including pausing payments when districts identify students still enrolled in public schools, and said the office wants to improve the process. President Gates then previewed legislation he said would address the audit’s findings by funding Family Empowerment Scholarships as a separate FEFP categorical, expanding the Education Stabilization Fund, setting clearer application and acceptance deadlines, moving to monthly payments with eligibility verification before each payment, assigning student IDs for scholarship assistance, lowering SFO management fees, requiring annual audits, and requiring prompt return of audit-related funds. Public comment included a private-school attorney describing losses from unpaid scholarship amounts. Members generally supported the need for reform, with several senators saying the program should be preserved but better structured and more accountable. The committee adjourned after the discussion, with no vote taken on the legislation.