Transcript Highlights:

• Your continuing public statements of support for public higher education in all its diversity matter
• There is no strategy that we can discern that would support someone who wants to get a higher education
• There is no that we can discern a strategy that would support someone that wants to get a higher education
• The pillar of higher education and in education is the educator.
• So stereotypes in the classroom as well, and educating our teachers would definitely support our students

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on “Protecting Equity in Higher Education” and emphasized that no bills were being heard. Members and witnesses focused on the effects of recent federal actions on DEI, admissions, financial aid, student loans, international students, and campus equity efforts in Massachusetts. Opening remarks from the co-chairs and the chair of Higher Education highlighted Massachusetts’ investments in free community college, expanded financial aid, and early college programs, while warning that federal policy changes could undermine those gains. Testimony from BU law professor Jonathan Feingold argued that many DEI practices remain legally defensible after Students for Fair Admissions v. Harvard, and that the decision did not end all race-conscious or equity-oriented efforts. He said the Trump administration’s anti-DEI actions and funding threats were legally suspect and had created confusion and a chilling effect. Bahar Akman-in-Boden of the Hildreth Institute testified that proposed federal cuts to TRIO, Gear Up, Pell Grants, SEOG, work-study, and student loan programs would disproportionately harm low-income, first-generation, Black, Latino, and other underserved students, and urged the state to prepare hold-harmless and advising supports using Fair Share revenue. Commissioner Noe Ortega described Massachusetts’ long history of equity in higher education and said the state has expanded aid, success programs, and early college, but still has work to do on attainment and completion. He said the state responded to SFFA by creating ACARE and continuing to defend equity practices, while also warning that federal disruptions and “dear colleague” letters have created uncertainty. In the second panel, state university leaders and campus officials said federal threats to Pell, DEI grants, Medicaid, and international student policies could affect access, campus operations, and the economy; they stressed that most state university graduates stay in Massachusetts and that institutions are continuing their equity practices despite federal pressure. Roxbury Community College’s president said RCC remains committed to open access and inclusion, noted enrollment growth, and said executive orders do not change existing law or the college’s obligations.

Transcript Highlights:

• Lucy Salcedo Carter with the Alameda County Office of Education in support.
• Scientologist Rush, Alameda County Office of Education, in support.
• Raquel D'urfleur, special education advocate, in support. Thank you.
• In response, ACOE is working to strengthen the special education workforce through support of para-educators
• On behalf of the Alameda County Office of Education, we support. Thank you.

Summary: The Assembly Education Committee met without a quorum at first and began as a subcommittee, with the chair outlining hearing procedures and several bills on consent. The committee heard and advanced AB 1581, which would improve collection of tribal affiliation data for California students so Native students are more accurately counted and better served; supporters said current systems undercount Native students and erase their needs. AB 1586 also passed, requiring school resource officers who volunteer to carry naloxone to receive opioid overdose response training every two years; supporters emphasized student safety and the need for rapid response to overdoses on campus, while one school employees’ group raised concerns about retaliation protections for non-volunteers. Both bills were moved do pass as amended to Appropriations, with roll calls held open for absent votes. The committee then approved AB 1943, which updates school notices about secure firearm storage by making the information clearer, more visible, and more likely to reach families at key moments such as counseling or discipline interventions. Supporters from gun violence prevention groups, educators, and parents argued that many school shooters obtain guns from home and that plain-language, digital, and timely notices could help prevent child deaths and suicides; the author shared a personal story about a child accessing a gun at home. AB 1792 also advanced, directing the Instructional Quality Commission to consider updating health education to address digital safety issues such as deepfakes, extortion, grooming, and AI-generated exploitation; supporters said students need instruction that reflects modern online risks, while an opponent objected to language referencing LGBTQIA+ and gender-diverse students. AB 1653 passed as well, adding heat-illness guidance to the health framework after a young Girl Scout described students suffering during extreme heat and not recognizing symptoms. Later, the committee approved AB 1861, which would require the California Department of Education to create a public database of special education investigation reports with personal information redacted; supporters said families need better access to complaint outcomes and accountability, while an opposition witness warned of unintended consequences, misuse of incomplete information, and added burdens on districts. AB 1721 also moved forward, creating a stakeholder work group to review and streamline school safety plan requirements so plans remain practical and focused on emergency preparedness. AB 1631, which would make kindergarten mandatory, received mixed testimony: supporters argued it would help close achievement gaps and improve readiness, while opponents framed it as an intrusion on parental choice; the bill was held on call after a split vote. Finally, AB 1809, extending job order contracting authority for school and community college districts, was also held on call after opposition from contractors who argued project labor agreement requirements raise costs and reduce competition. The committee then began hearing AB 1659, aimed at improving transitions for court school students back to their home districts, with testimony describing re-enrollment barriers and the need for a designated district contact.

Transcript Highlights:

• the base budget relating to Special education, Student Support Personnel Aid, and Black Men Teach Twin
• This benefit supports some of our lowest paid educators and makes the prospect of returning to schools
• Educational Support Professional President for Minneapolis. this federation of teachers.
• The Special Education Pathway, for example, allows districts to apply for funding to directly support
• I am an educational support professional in the Minneapolis Public School District as a I'm a special

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• a phased model to guide how funds are distributed to eligible special education teachers and support
• Supporting and retaining the educators already in the field is equally as critical.
• As we continue working to build a stronger, more supported special education workforce in New Mexico.
• These next steps reflect a commit continued commitment to supporting special education workforce and
• Educators and other sort of uh staff that are critical for supporting those students, this is the area

Transcript Highlights:

• Item 3a discusses budget recommendations for the three formulas providing support to the educational
• Under Goal A, higher education support increases.
• You also invested in advising tools like MyTexasFuture to support students through education.
• So we can certainly use your support for the higher education.
• So in closing, really... appreciate your support through education.

Keywords: 1184, house, all

Transcript Highlights:

• The witness responded that Educators for Excellence was part of the coalition supporting the Educator
• supporting the Educator Diversity Act.
• That this would be implemented to support the retention of more diverse educators, especially for students
• I'm asking you to please support H. 658 to ensure our advanced students have educators and administrators
• They deserve educators who at least have some training in how to recognize and support their unique needs

Keywords: 995, all

Summary: The Joint Committee on Education held its 13th hearing, chaired by Senator Jason Lewis and Representative Gordon, and heard testimony on a large slate of bills covering personnel and miscellaneous education issues. The first major topic was House Bill 711 and Senate Bill 327, the “So All Students Thrive” proposal, which would change reduction-in-force rules so districts could consider teacher effectiveness, student impact, staffing needs, and diversity-related factors alongside seniority. Supporters from Educators for Excellence, including teachers and a former school committee chair, argued that current seniority-based layoff rules can push out effective early-career educators and harm efforts to build a more diverse workforce. Committee members raised questions about tenure, union involvement, and how the bill would interact with the Educator Diversity Act and local contract negotiations; members generally said they shared the goal of diversifying the educator workforce and encouraged continued collaboration and feedback. The committee then heard testimony on House Bill 658, which would require educator training on gifted and advanced learners. Parents, teachers, researchers, and advocates said Massachusetts lacks required preservice or professional development on gifted education, leaving many advanced students unchallenged and underserved. Witnesses described students who are bored, under-identified, or even discouraged in school, and argued that training would help teachers recognize and support gifted students, including students of color, multilingual learners, low-income students, and students with disabilities. Testimony also supported related prior bills on advanced learners and emphasized that the state should act on a 2019 DESE report recommending such training. The committee also heard testimony on House Bill 736 and Senate Bill 435, which would establish de-escalation training for school transportation. The Massachusetts Developmental Disabilities Council said the measure would improve safety for students and bus operators, fill a gap in current school bus driver certification requirements, and better support students with disabilities. Finally, the committee heard House Bill 4720, concerning the Athol-Royalston Regional School District’s state bailout-related reserve requirements; the superintendent said the district has long maintained fiscal stability but is still forced to leave over half a million dollars unspent each year, limiting resources for a high-poverty student population. After testimony concluded, the chairs read the full list of bills on the agenda, thanked the committee and staff, and the hearing was adjourned.

Transcript Highlights:

• Lisa Lennon Wilkins, president of the Lodi Education Association and I support this bill.
• I am a high school teacher at the San Joaquin County Office of Education and strong support.
• I am the Vice President of the Folsom Education Association. I support.
• No student should be invisible in a system that's meant to support their mental health and educational
• Department of Education, they support low-income students through the Title I funding program.

Keywords: 988, house, all

Transcript Highlights:

• I hope we will support H. 546 / S. 317, an act to ensure equitable access to education, including special
• I hope we will support H. 546 / S. 317, an act to ensure equitable access to education, including special
• access to education.
• Support Centers.
• Support Centers.

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• to support the Department of Education to support the establishment<00:54:11.960> of<00:54:12.040
• Democratic Party of Hawaii Education Caucus offering testimony in support.
• The Hawaii State Youth Commission's Education Legislative Committee is in strong support of HR 94.
• First up, we have Department of Education offering testimony in support. Good afternoon.
• And Democratic Party of Hawaii Education Caucus also submitted testimony in support.

Keywords: 910, house, all

Summary: The committee heard testimony on several education resolutions, beginning with HCR 11 and HR 14, which ask the Board of Education and the State Public Charter School Commission to report on improving access to stable, suitable, and affordable facilities for public charter schools. The Charter School Commission supported the measure, and OHA also supported it while noting long-standing facility challenges, the lack of a dedicated facilities appropriation, and the strain on charter schools that have had to use operating funds for buildings and temporary structures. Kealakehe Academy, Hawaii Technology Academy, and several individuals also testified in support. The committee then took up HCR 181 and HR 171, which seek a shared decision-making committee to develop an action plan for a K-12 Ka Waihona School in Kapolei. The Department of Education said it has already developed a strategic plan for Kaipuni education, has expanded immersion programs over the past decade, and is addressing growth through interim guidance and a new priority placement process. Community witnesses, including representatives of Ke Alo Ever, strongly supported the resolutions, emphasizing the need for a K-12 pathway, the importance of Hawaiian language and culture, and the role of community voice in planning. They argued that teacher shortages, especially for licensed Hawaiian immersion teachers, remain a major barrier and proposed a kumu recruitment and retention program tied to community, UH, and DOE partnerships. The committee also heard HCR 187 and HR 177, which urge the Department of Education to begin initiatives to address teacher retention statewide. DOE and the University of Hawaiʻi College of Education said teacher retention is already being addressed through the Teacher Education Coordinating Committee, a five-year plan focused on building capacity, improving satisfaction, and compensation, and a new DOE human resources plan. In response to questions, DOE said it is seeking better school-level data on why teachers leave, is preparing for contract negotiations, and is working with the standards board and DLIR on an apprenticeship-related grant. TECC representatives said the group has been working since the pandemic era, may narrow its focus to retention as the most actionable area, and expects to provide more concrete recommendations in its annual report. The transcript ends as the committee moves on to the next item, HCR 47 and HR 43, without showing any votes or final actions on the measures heard.

Transcript Highlights:

• Additionally, continued support for the Minnesota Education Equity Partnership will further advance policies
• for including the express our support for including the higher<00:03:38.120> education<00:03:
• 38.920> education<00:03:39.480> attainment higher education education attainment higher
• Investing in higher education in ways that better support students and systems is a moral and economic
• <00:15:25.279> of $50,000 would be supportive of $50,000 would be supportive of supporting

Keywords: 1183, house

Transcript Highlights:

• Compensated principals are better equipped to support educators, reduce turnover, and create stable,
• With the possible reduction in federal support, special education and bilingual education programs require
• Educators are skilled professionals who deserve respect, support, and a seat at the table when education
• Every student and every educator deserves to feel valued and supported in our public schools.
• that they're So hard trying to provide continued education and support for administrators on the importance

Keywords: 996, all

Transcript Highlights:

• This is Issue 1: Educator Pipeline and Supports Program Oversight.
• New demand is also due to increased need for educators to support hard-to-fill credential areas, impacting
• Professional learning and support has never been more imperative for California educators.
• Our educators deserve high-quality professional learning opportunities that support them in supporting
• So, if we could just emphasize supporting those educators, it'd be great. Thank you.

Keywords: 988, house, all

Transcript Highlights:

• services that will support these students in flourishing in their education.
• The Office of Special Education will allow the state to support all of our students with disabilities
• I’m with Future Focused Education, and we stand in support of Senate Bill 64.
• I’m here in strong support of this bill, creating an Office of Special Education.
• A uniform statewide online IEP system will be a game changer, supporting educators and ensuring consistency

Keywords: 996, all

Transcript Highlights:

• Sam Nash with the Los Angeles County Office of Education in support. Thank you Mr.
• I'm a resident of California and an educator. Please yes support. My name is Linda Middlesworth.
• Lucy Salcido Carter with the Alameda County Office of Education in support.
• grants to support reliable health education resources in underserved districts.
• Lucy Salcido Carter with the Alameda County Office of Education in support.

Keywords: 988, house, all

Transcript Highlights:

• So I'm asking that you support debt-free public higher education, and that, including in that, for the
• So I'm asking that you support debt-free public higher education, and that, including in that, for the
• The fund would be used to support the creation, distribution, and implementation of open educational
• I'm testifying in support of H. 1427, which establishes the Open Educational Resource Trust Fund.
• So thank you for all you've done on higher education and for your continued support of students.

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• in an educational setting in the same manner that support is readily provided for other ability-mitigating
• As a result, individualized education program, or IEP, teams carefully determine the services and support
• Paul here on behalf of MASE, the Minnesota Administrators for Special Education, in support of this bill
• Paul, here on behalf of MASE, the Minnesota Administrators for Special Education, in support of this
• > has about special educ paperwork um MD has about special educ paperwork um MD has supported<

Keywords: 1187, senate, all

Transcript Highlights:

• that educators are supported in doing this work.
• Brandi Bruni with San Joaquin County Office of Education in support.
• Nitzke with the Alameda County Office of Education in support.
• Ryan Joy on behalf of the Special Education Local Plan Area Association in support.
• Pamela Gibbs representing the Los Angeles County Office of Education in support.

Keywords: 988, house, all

Transcript Highlights:

• Jennifer Sousa, 34-year educator, and on behalf of EdVoice, strong support.
• Jennifer Sousa, 34-year educator, and on behalf of Bev Boyce, strong support.
• Jennifer Sousa, 34-year educator, and on behalf of Bev Boyce, strong support.
• Lucy Salcedo Carter with the Alameda County Office of Education, in support.
• McLean Rosanski with the Alameda County Office of Education, in support.

Summary: The Assembly Education Committee heard a long slate of education bills, beginning with SB 685 on nonpublic schools for students with disabilities. Senator Cortese and the California Department of Education described the bill as a response to the Ninth Circuit’s Laughman decision, removing the obsolete “non-sectarian” requirement while preserving secular use of public funds, nondiscrimination protections, background checks, credentialing, and incident reporting. There was no opposition, and the bill later passed 7-0 to Appropriations. The committee also heard SB 1181, a pilot grant program for violence prevention, student wellness, and school safety in Central Valley and other schools. Supporters framed it as a prevention measure, while opponents from EFF, ACLU Cal Action, and community advocates warned it could increase law enforcement involvement, surveillance, and use of fusion centers; despite those concerns, it ultimately passed 5-0 to Appropriations. Members then considered SB 1067, which would create a statewide framework for annual K-2 math assessments starting in 2028-29 to identify students needing early intervention. The author and supporters argued California faces a serious math achievement crisis and that early assessment would help close gaps, while CTA and several educators and administrators sought additional clarity and amendments to ensure alignment with existing diagnostic practices and limits on high-stakes use. The bill drew broad support from educators, parents, and advocacy groups and passed 7-0 to Appropriations. SB 1107, a school shade-structure bill, would expand eligible shade projects and allow bundling through design-build to reduce costs; it received support from LAUSD, school boards, and climate-focused groups and passed 7-0. SB 1128, on take-home devices and screen time for kindergarteners, was presented as a modest first step to give families more flexibility and reduce early screen exposure, with support from early childhood advocates and no opposition, and it passed 7-0. The committee also approved SB 1048, creating a voluntary State Seal of Climate Literacy for students who complete climate coursework and hands-on projects. Supporters, including Ten Strands, students, teachers, and county offices, said it would recognize real-world climate learning and green career readiness; it passed 7-0. SB 1140, sponsored by CFT, would require LEA construction contractors to follow campus security provisions during school projects to reduce unauthorized access; it drew support from labor and gun violence prevention groups and passed 7-0. SB 930, requiring end-to-end encryption for proctoring companies handling K-12 exam data, was presented as a student privacy measure in response to cybersecurity risks and passed 6-0. Finally, SB 1083 was introduced by Senator Perez as a follow-up to last year’s Safe Learning Environments Act, with extensive committee amendments to refine the statewide misconduct data system, disclosure rules, contractor fingerprinting, and access requirements; the transcript cuts off before the bill’s full hearing and vote are shown.

Transcript Highlights:

• <01:10:53.360> local<01:10:53.760> education our ability to support local education
• that will fundamentally reshape how we support students, educators, and schools.
• unemployment compensation for education unemployment compensation for education support<01:21:14.159
• Um, our education support professionals have a vital role in our district.
• Federation of Teachers and Educational Support Professionals.

Keywords: 1187, senate, all

Transcript Highlights:

• I'm on sabbatical right now working on education policy supporting our immigrant-origin students.
• I'm on sabbatical right now working on education policy supporting our immigrant-origin students.
• You instead look into the special education supports to see what are we missing here.
• Higher education, public education, children with disabilities need to be taken care of, and supporting
• My job is to support educators and teachers.

Keywords: 995, all

Summary: The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level. The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.