Transcript Highlights:

• The success-ready pathways you see here have also been added for the 2024-2025 year.
• Success-ready generally is just identifying what students will be graduating with, which includes the
• work readiness certificate.
• Meeting readiness benchmarks for English, math, reading, and science.
• So it'll be ready for us to review anytime you want to. Okay. Thank you.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• I believe we stand ready to help.
• Proceed when ready. Good afternoon, Chair, ladies and gentlemen.
• So proceed when you're ready. Thank you very much, Mr.
• So when you get ready to retire, that's a major decision.
• But a lot of people, when they're ready to retire, they're ready to retire.

Committee: House Elementary and Secondary Education

Transcript Highlights:

• ,</c><00:33:43.039><c> math,</c> teacher for to teach algebra, math, teacher for to teach algebra, math
• The classes that we're teaching this semester are Algebra 1 and 2, Foundations of Algebra, Biology, English
• I can take you offline and walk you through it, but it'll look like algebra to most of us, but at the
• Uh, uh, so in addition to that it's Algebra 1, previously U.S. history, but now Algebra 1, Biology, 10th
• Then, two days later, we flip the switch and we get you algebra instruction in your classroom.

Committee: Joint Appropriations

Transcript Highlights:

• Geometry and Algebra I.
• It could even be pre-algebra.
• Algebra 1 is not viable for them.
• And I'm, I guess I'm not ready to give up on those yet.
• And I'm, I guess I'm not ready to give up on those yet.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• But let's require all schools to assist students in getting ready to sit for that NCLEX.
• We ensure that they're ready to embark on their adult journey with confidence.
• Just as important as learning how to do algebra, as learning how to do biology, as even learning how
• How many of y'all want to take an algebra test? Okay?
• Nobody really wants to take algebra again.

Summary: The Careers and Workforce Subcommittee heard three bills. HB 919 on nursing education programs would tighten accountability for nursing schools with low NCLEX pass rates by shortening the probation period, requiring remediation plans, mandating free remediation for students who fail, and requiring tuition reimbursement for programs with very low pass rates. The sponsor argued Florida’s nursing pass rates are unacceptably low and that stronger consequences are needed; opponents warned the bill could shut down programs, worsen the nursing shortage, and unfairly target private schools, while supporters said it would protect students and improve outcomes. After debate, the bill was reported favorably by a vote of 18-0. The committee then heard PCS for HB 1261, the “Smart Living Act,” a student-driven proposal from Jefferson High School in Hillsborough County to expand personal financial literacy and practical life-skills instruction in high school. Students and school officials testified that the bill would better prepare graduates for adulthood by covering topics such as budgeting, credit, loans, FAFSA, resumes, interviews, and basic household skills. Members praised the students’ work and the bill’s practical focus, and the PCS was reported favorably 18-0. Finally, the committee considered HB 809, which would exempt school social workers from educator certification requirements for general and subject-area knowledge. Supporters from Lee and Broward counties said the current testing requirement is unrelated to social work, creates financial and recruitment barriers, and has contributed to staffing shortages. Members from both parties supported the measure as a simple way to remove an obstacle to hiring and retaining school social workers. HB 809 was also reported favorably by a vote of 18-0, and the meeting adjourned after all agenda items were completed.

Transcript Highlights:

• Now that I'm hydrated, ready to go, I just want to thank Representative Skidmore.
• It requires the DOE to establish math pathways and specified applied algebra courses.
• It requires the DOE to establish math pathways and specified applied algebra courses.
• Representative Gant, when you're ready. Page 28. Thank you. Representative Gant, when you're ready.
• Currently, there is college or there is algebra that is a fact course.

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:

• You're getting ready to graduate high school and thinking about what is next.
• So I feel like we're doing it right, and our team is ready to...
• So I feel like we're doing it right, and our team is ready to.
• So most of our students start in college algebra.
• If you're going into a STEM field, that means you have to take algebra, trig, ...in college algebra.

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

Transcript Highlights:

• What the Carnegie units is asserting is that all students can master Algebra 1 in 120 hours.
• Um, you know, we have algebra, biology, participation in democracy. These are all important.
• 10.600><c> in</c> algebra, biology, participation in algebra, biology, participation in democracy. democracy
• We stand ready for any questions. Thank you.
• Ready for the vote. >> Okay, thank you, Madam Chair.

Summary: The committee heard testimony on SCR 78, which urges the Department of Education to strengthen natural health education and adopt a comprehensive menstrual cycle curriculum. The Department of Education said it supported the intent and had offered technical amendments to scaffold the curriculum by grade level. The Commission on the Status of Women and several advocates, including students and Ma'i Movement Hawaiʻi, testified in support, describing gaps in menstrual health education, stigma, and the need for more inclusive, age-appropriate instruction. No opposition was heard, and the chair moved on after no questions from members. The committee then took up SCR 194, urging the Department of Education to meet the criteria to recognize cheerleading as a Title IX sport. The Department supported the measure, noting recent expansion of girls flag football and surfing as recognized sports and saying cheerleading would create additional opportunities for students. The Commission on the Status of Women also supported the resolution, saying it could improve participation, resource allocation, and representation for female students. No opposition or further action was recorded in the excerpt. Finally, the committee discussed SCR 195, requesting the Board of Education and Department of Education to revise graduation requirements to include a standalone financial literacy course. The Board of Education and Department of Education both supported the intent but cautioned against a one-size-fits-all mandate, emphasizing school-level flexibility, existing stand-alone and online options, and the requirement that the class of 2030 must complete financial literacy before graduation. Hawaii Kids Can supported the resolution while raising questions about equity, access, quality, and how different delivery models compare; it also asked for more information on community survey data. Committee members questioned the department and board about asynchronous versus in-person instruction, standards, and how the requirement would be tracked in the personal transition plan. No vote or final action was taken in the provided portion of the meeting.

Transcript Highlights:

• Also, we have to remember that it's covering geometry and Algebra I.
• You have to at least have Algebra 1 in order to graduate.
• It could even be pre-algebra.
• Algebra 1 is not viable for that.
• And I'm, I guess, not ready to give up on those yet.

Committee: Joint Special Education Funding Committee

Transcript Highlights:

• Also, we have to remember that it's covering geometry and Algebra 1.
• It could even be pre-algebra.
• Algebra 1 is not viable for them.
• They are at a third- to fourth-grade math level, and they are getting geometry, Algebra 1, and Algebra
• And I'm, I guess I'm not ready to give up on those yet.

Committee: Joint Special Education Funding Committee

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• end-of-year test, but that allows them to have alternate testing if they wish. ...Subject Matters: Algebra
• Well, I believe that the bill pattern talks about Algebra I, Biology, and English I, and provides availability
• few components; I don't remember if the chairman laid this out, but it adds components to military readiness
• And we've covered the military readiness in the first special session. and education in here.

Bills: HB8 , HB26 , HB192

Committee: Senate Finance

Transcript Highlights:

• Representative Moore, are you ready for Senate Bill 1725?
• I declare your bill to have passed, Representative Caldwell, Chad, Are you ready to present Senate Bill
• Representative Ley, are you ready to present your bill? Am I, madam chair?
• And Representative Hessenberg, you're ready to present Senate Bill 1632. Oh Ta.
• And Representative Hessenberg, you're ready to present Senate Bill 1632. Oh OK, awesome.

Bills: SB1477 , SB1480 , SB1593 , SB1633 , SB1670 , SB1725 , SB1726 , SB1735 , SB1632

Committee: House Postsecondary Education

Keywords: education, concurrent enrollment, students, age restrictions, academic access, apprenticeship, career education, youth programs, employment, technology centers, SB1593, OSU Tulsa, Oklahoma State University/Tulsa, Board of Trustees, higher education, university governance, A&M Board, Oklahoma Agricultural and Mechanical Colleges, presidential search, board rules

Transcript Highlights:

• </c><00:40:45.280><c> for</c> me and helping me getting me ready for me and helping me getting me ready
• </c> in high school, and then they're ready in high school, and then they're ready once<00:48:16.079>
• So this vote that you're about ready to take, this isn't about my bill.
• </c><01:15:04.320><c> to</c> So this vote that you're about ready to So this vote that you're about ready
• It's just not ready.

Bills: HF3650 , HF1791 , HF3489 , HF4231 , HF4232 , HF4269 , HF4270 , HF3490

Committee: House Education Finance

Keywords: student career pathways, education framework, experiential learning, employer engagement, career technical education, career and technical education, CTE, postsecondary scholarship, postsecondary grant, school district funding, cooperative unit, Minnesota high school, apprenticeship, certificate program, tuition assistance, workforce training, military transition, education finance, student aid, career pathways

Transcript Highlights:

• supporting any additional participants in the program, though we had many who were interested and ready
• supporting any additional participants in the program, though we had many who were interested and ready
• Uh, Senator Boldon, when you are ready, please introduce your bill. >> Thank you, Madam Chair, uh, for
• ,</c><00:57:09.400><c> please</c><00:57:09.640><c> introduce</c> when you are ready, please introduce
• when you are ready, please introduce your<00:57:10.200><c> bill.

Bills: HF3650 , HF1791 , HF3489 , HF4231 , HF4232 , HF4269 , HF4270 , HF3490

Committee: Senate Education Finance

Keywords: student career pathways, education framework, experiential learning, employer engagement, career technical education, career and technical education, CTE, postsecondary scholarship, postsecondary grant, school district funding, cooperative unit, Minnesota high school, apprenticeship, certificate program, tuition assistance, workforce training, military transition, education finance, student aid, career pathways

Transcript Highlights:

• Assemblymember, you may proceed when ready. Thank you.
• Assembly Member McKinnor, you may proceed when ready.
• Assembly Member McKinner, you may proceed when ready.
• Assemblymember Garcia, are you ready to present? Item 5.
• Please present when ready. Thank you. Waiting for my witnesses.

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:

• Assembly Member, you may proceed when ready. Thank you.
• Assembly Member McKinner, you may proceed when ready.
• Assembly Member McKinner, you may proceed when ready.
• Assembly Member Garcia, are you ready to present? Item 5.
• Assembly Member Garcia, and you may proceed when ready. You may proceed when ready. Thank you.

Committee: House Education

Transcript Highlights:

• </c><00:29:20.159><c> 1,</c> completed and got credit for algebra 1, completed and got credit for algebra
• </c><00:29:28.799><c> 2</c> don't think I could go into algebra 2 don't think I could go into algebra
• Um, ready to go? Do on board with this? Um, ready to go?
• our you know ready our our postsecondary<00:54:40.400><c> readiness</c><00:54:40.800><c> scores</c><
• 00:54:41.200><c> or</c> postsecondary readiness scores or postsecondary readiness scores or whatever<

Committee: House Primary and Secondary Education

Transcript Highlights:

• </c><01:20:35.000><c> that</c> into algebra algebra 2 we know that into algebra algebra 2 we know that
• </c> the content that we have in our Algebra the content that we have in our Algebra 2<01:41:38.280><
• We also wanted to change some of the wording around students who are not ready for Algebra 2.
• We also wanted to change some of the wording around students who are not ready for Algebra 2.
• for Algebra 2 students who are not ready for Algebra 2 um<01:49:43.400><c> students</c><01:49:43.920

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

• Now, I'll pick on Algebra 2 because everybody knows how I feel about that.
• Can that student, rather than take Algebra 2 at high school, go take college algebra at the local college
• </c><01:04:03.720><c> 2</c><01:04:03.880><c> because</c> um now, I'll pick on Algebra 2 because um now
• , I'll pick on Algebra 2 because everybody<01:04:04.560><c> knows</c><01:04:04.800><c> how</c><01:04:
• 2 at high school, go take Algebra 2 at high school, go take college<01:04:10.600><c> algebra</c><01:

Committee: Senate Higher Education

Transcript Highlights:

• It requires the DOE to establish math pathways and specified applied algebra courses.
• It requires the DOE to establish math pathways and specified applied algebra courses.
• Representative Gant, when you're ready. Page 28. Thank you. Representative Gant, when you're ready.
• Currently, there is college or there is algebra that is a fact course.
• We know in high school what happens with algebra and geometry. Those subjects are important.