Transcript Highlights:

• We also have the privilege of supporting the Massachusetts Education Equity Partnership, a statewide
• Obviously, lots of strong leaders on higher education, but so many of you are also incredibly supportive
• According to the Council for Advancement and Support of Education, the average alumni participation rate
• And education about plant-based proteins across Massachusetts in support of public health, environmental
• Without policy in place to support our educational institutions' efforts to help our students and their

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its first hearing and heard testimony on a wide range of bills, including hunger-free campuses, FAFSA completion, early college/college-in-high-school programs, banning legacy preferences, AP credit consistency, and tuition equity for the Stockbridge School of Agriculture. Committee leaders opened by outlining the hearing process and noting the three-minute testimony limit. Legislators and advocates generally framed the bills as equity and access measures aimed at improving college affordability, student success, and workforce development. Representative Vargas testified for H. 1466 and H. 1467, arguing that hunger-free campus should be codified because many public college and community college students face food insecurity, and that FAFSA completion should be improved through individualized outreach and an opt-out or completion requirement. Senator Lovely, the Greater Boston Food Bank, and other advocates supported the hunger-free campus bill, citing data that 44% of public university and community college students experienced food insecurity in 2023 and that food insecurity harms graduation rates. Femi Stoltz and Shanti Lopez Toro backed the FAFSA bill, saying many students miss out on Pell grants and need direct support; they pointed to state examples such as Louisiana and to recent state action requiring FAFSA awareness. Committee members asked about the federal FAFSA rollout, regional equity in food access, and the need for long-term funding and data collection. A large panel supported H. 1455 on college and high school/early college, including former Chair Roy, the Massachusetts Alliance for Early College, a student graduate, MBAE, and Tripp Jones. They described early college as a proven model that helps low-income and first-generation students, improves degree attainment, and supports workforce needs; witnesses said the goal is to scale from about 9,000 students and 55 partnerships toward 22,000 to 25,000 students by 2030, with possible future growth beyond that. Members raised questions about funding, public-private partnerships, parental involvement, faculty development, and whether the bill should include data review and more standardized policies across institutions. Representative Garcia also testified for H. 1432 on AP credit, saying students should receive consistent credit for AP scores of 3, 4, or 5. Senator Edwards and James Murphy testified for the legacy preference ban, arguing it is unfair and rooted in exclusionary history; they said some states have already banned legacy preferences in public and private institutions. Finally, UMass Dean Michael Fox, alumnus Dan Mayer, and student Jake Rasmussen supported S. 920 to include Stockbridge associate degree programs in MassEducate, saying tuition equity would help enrollment and support Massachusetts agriculture and green-industry jobs.

Transcript Highlights:

• , the higher education department, the early childhood education and care department, school districts
• partners including Safe and Healthy Schools Bureau, our Regional Educational Cooperatives, and Educator
• These trainings support districts in prevention, de-escalation, function-based behavior support, and
• These workshops support special education, bilingual, multicultural education, English learners, and
• , English learner education, special education, social emotional learning school finance, curriculum

Transcript Highlights:

• Minnesotans support opting into this opportunity. access to educational services.
• I think if we are all so supportive as public of public education as we are hearing today, there's a
• education supportive as public of public education as<01:15:36.560> we<01:15:36.719> are
• We held firm on public education. We held firm on transportation and student support services.
• We held firm on public education. We held firm on transportation and student support services.

Bills: HF3490, HF4040

Keywords: education finance, scholarship-granting organizations, charitable purposes, student scholarships, nonpublic schools, K-12 education, tax credit, advance payment, Minnesota tax law, child education expenses, taxpayer assistance, 1183, house

Transcript Highlights:

• In my building, I have five special education teachers and 10 paraprofessionals, all of whom help support
• In my building, I have five special education teachers and 10 paraprofessionals, all of whom help support
• In my building, I have five special education teachers and 10 paraprofessionals, all of whom help support
• In my building, I have five special education teachers and 10 paraprofessionals, all of whom help support
• help providing supports to Educators to help providing supports to Educators to help Implement<01

Keywords: 1183, house

Transcript Highlights:

• Mickey Weiss, a mother of four and an educator, is strongly in favor of supporting AB 715.
• I strongly support this bill as an educator myself. I am David River.
• I strongly support this bill so our kids can all feel safe in their schools, in education with their
• I'm an educator, and I urge members to strongly support this bill. Thank you.
• And I support human rights and a meaningful education. Please vote no on this bill.

Summary: The Assembly Education Committee held a special hearing on AB 715, with the authors presenting the bill as a response to rising anti-Semitism in K-12 schools. The authors said the measure is intended to strengthen protections for Jewish students, improve district accountability, expand the uniform complaint process, clarify protections related to religion and nationality, and create a state-level anti-Semitism coordinator. They emphasized that the bill was developed through collaboration with the Black, Latino, AAPI, and Jewish caucuses and argued it is meant to protect all students from hate while preserving legitimate classroom discussion. The hearing included extensive public testimony. Supporters, including students, parents, rabbis, Jewish organizations, and some educators, described harassment, biased curriculum, delayed or ineffective school responses, and fear among Jewish students and families. They urged the committee to act to make schools safer and more responsive. Opponents, including teachers, ethnic studies advocates, civil liberties groups, Palestinian rights advocates, and some Jewish parents, argued the bill was rushed, vague, and could chill academic freedom, censor discussion of Palestine and Israel, and expand complaints against teachers and school districts. Several witnesses said existing complaint and anti-discrimination systems already address these issues. Committee members then questioned the authors and witnesses about implementation, definitions, and possible effects on curriculum and school boards. The authors said the bill is still intent language and that details would be refined in further negotiations with stakeholders. Representatives from the California School Boards Association and California Teachers Association raised concerns about the new language and possible unintended consequences, while ACLU California Action said it had concerns but wanted to keep working on the bill. The transcript does not show a final vote or action taken on AB 715 during this hearing.

Transcript Highlights:

• before education budget side.
• But state Board of Education course education. Local funds are very important education.
• We've asked the Department of Education to help us better understand how these funds are used to support
• Again, the majority of these funds go directly to the local educational agencies for student supports
• Department of Education.

Keywords: 999, senate, all

Transcript Highlights:

• And, you know, even Education Minnesota is supportive of doing something here.
• She supported education and served on the Education Committee for many years, working on behalf of education
• This is an education finance bill, and it should be focused on educating kids and supporting them.
• Greeman, I cannot support the bill with the repeal of unemployment insurance for education support personnel
• Educational Support Personnel (ESPs) help support student success in so many ways, and this is why we

Transcript Highlights:

• LESC staff met with PED and HED to better understand current supports for 520 educators.
• Assistance Centers, which were authorized in 2023 to support professional learning for 520 educators
• I mean, you know, thank you for the support that you all gave for Indian education, the highest it's
• We also see Pueblo tribes and nations utilizing the Indian Education Fund to support the 520 certification
• And then lastly, it would support providers seeking bilingual education endorsement.

Summary: The committee began with a presentation on the 520 Native American Language and Culture certificate, created to let proficient tribal language and culture speakers teach in K-12 schools without a bachelor’s degree. LESC staff, PED, and HED described the certificate’s statutory basis, the role of tribes and pueblos in setting proficiency standards, and ongoing challenges such as uneven MOAs, limited professional development, rural access barriers, data gaps, and retention concerns. PED said oversight of 520 is moving from the licensure bureau to the Indian Education Division, and HED reported that the tribal education technical assistance centers authorized in 2023 are still in procurement but are expected to be awarded in early 2026. A student, Alonzo Hughes, testified about how learning Tewa from 520-certified teachers helped him understand his culture and speak with elders, and members praised the program’s role in language revitalization and asked about funding, teacher pathways, and whether similar models exist in other states. Committee members then discussed several PED rule updates. Staff reviewed an adopted rule implementing HB 54 on AEDs and cardiac emergency response plans, including staff training requirements and staggered compliance dates, and a proposed rule for school nurse licensure under HB 195 that would create a three-tier system and align nurse pay with teacher pay. They also reviewed proposed changes to the Community Schools Act rule, including a full-time community school coordinator requirement, updated grant language, and broader coalition membership criteria; PED said the broader language would not conflict with the Martinez-Yazzie work. A proposed bilingual teacher rule would standardize coursework requirements, add trans-languaging and culturally relevant curriculum competencies, and allow Native American language certification applicants to demonstrate proficiency using tribal standards. In questions, members raised concerns about AEDs being present at athletic events, the need for the amended school nurse bill to move experienced nurses directly into higher levels, and whether the community schools rule’s broader coalition language could affect current education litigation. Members also asked about funding for 520 programs, teacher residency or cohort models, and how to support advanced language instruction and sustainability. PED said the Indian Education Fund and school budgets can support some of the work, but additional strategic funding and cross-training are needed. The committee also heard that New Mexico’s 520 system is unusually robust compared with other states, and members encouraged staff to present the model at national conferences. The meeting ended with the director’s report, which noted a flat budget request of $2,024,300, staff turnover including Natasha Davalos’s departure, and appreciation for the committee’s work before adjournment for the holidays.

Transcript Highlights:

• and ensuring that we have more faculty that are focused on bilingual education and supporting English
• The plan calls for and to ensure that we are including educators who are experts in supporting our Martinez
• And Senator Soltz Speaks a lot about how we really address educational needs and supports when We have
• I think an education system that Supports, celebrates, and grows the rich culture and languages of our
• From a higher education institution and become an educator.

Transcript Highlights:

• I thank the Speaker for supporting this discussion to continue to ensure that our K-12 public education
• to public education.
• AB 1454 is a powerful step forward in supporting our educators and especially our students.
• I support...
• But more importantly, when we support this bill, we support them.

Summary: The Assembly convened after a quorum call, prayer, and Pledge of Allegiance, then moved through a long floor file of bills. Early measures passed with little or no debate, including AB 698 on local transfer taxes and affordable housing analysis, AB 456 on mobile home sales, AB 1129 on reportable infant health conditions, AB 69 on Fair Plan insurance notices and voluntary market searches, AB 357 on expedited student and faculty housing permits, AB 383 on firearms code cleanups, AB 426 on drones interfering with emergency response, AB 825 on energy affordability and transmission financing, and AB 699 on ballot transparency for local tax and bond measures. Most of these bills passed unanimously or with strong bipartisan margins, while AB 825 drew the most extended debate over whether it would lower costs or expand state control of energy infrastructure; it ultimately passed 45-5. The most contentious item was AB 84, which would strengthen oversight of non-classroom-based charter schools and tighten accountability for charter spending and operations. Supporters argued it was needed to stop fraud and misuse of public education dollars, citing major scandals and audit findings, while opponents warned it would harm legitimate charter schools, reduce educational options, and disproportionately affect rural and special-needs students. Several members said they supported the bill only to keep negotiations going, and others urged more targeted or delayed action. After extensive debate and multiple amendments, the Assembly passed AB 84 on a 41-22 vote. The chamber also took up AB 610, a housing bill that would require cities and counties to disclose planned housing restrictions and limit new constraints for three years after housing element approval. The author framed it as a certainty and transparency measure to help address the state’s housing shortage, while noting continued discussions with local governments and housing advocates. The transcript ends with the bill’s presentation and request for an aye vote, with no final vote shown in the excerpt.

Transcript Highlights:

• Commissioner of the Higher Education, interim commissioner of higher education, Texas Higher Education
• Gilbert Zavala, Vice President of Education and Talent for Opportunity Austin, supporting the bill.
• Gilbert Zavala, Vice President of Education and Talent for Opportunity Austin, supporting the bill.
• We're fully supportive.
• TAA will operate independently but will be administratively supported by the Texas Higher Education Coordinating

Summary: The Senate Education K-16 Committee heard Senate Bill 1961, which would expand reporting on post-secondary outcomes and workforce data, including employment, earnings, regional labor demand, and credentials of value. Senator Bettencourt said the bill is intended to close data gaps and improve alignment between education programs and workforce needs. Witnesses from Opportunity Austin, Texas 2036, Samsung Austin Semiconductor, and the Fort Worth workforce community testified in support, saying better data would help students, parents, schools, employers, and regional economic development efforts. After questions from members about regional workforce pipelines and semiconductor talent needs, public testimony closed and SB 1961 was left pending. The committee then took up several pending bills and reported them favorably, including SB 1325, SB 604, SB 1832, SB 747, SB 2185, and SB 2395, with committee substitutes adopted where needed. SB 1325 was amended to remove the DSHS commissioner’s authority to issue standing orders for respiratory distress medication in schools. SB 1832, relating to school transfer or private-school funding options for students victimized by a public school employee, and SB 747, relating to intimate visual material policies, were both advanced on recorded votes. SB 2185, on the bilingual education allotment, was initially moved to a local calendar but was later backed up and reported to the full Senate after a fiscal note was noted. SB 2395, on school district general obligation bonds, was also reported favorably and then moved to the local and uncontested calendar. The committee also heard SB 646, which would expand the Mental Health Professional Loan Repayment Program to additional professions, increase award amounts, and add stipends for rural and bilingual service. Senator West said the bill responds to mental health workforce shortages and inflation. The Texas Counseling Association supported the measure, and a Hogg Foundation representative said participation has grown sharply since prior changes. SB 646 was left pending. The committee also heard SB 2647, which would create a Texas state accrediting agency and interim oversight system for higher education accreditors; supporters from the Texas Public Policy Foundation and a massage school owner argued it would improve accountability and reduce accreditor overreach, while Senator Menendez raised concerns about effects on law and medical school accreditation and student opportunities. SB 2647 was left pending. Finally, the committee heard SB 2786, which would exempt first responders from the Texas Success Initiative entrance exam, and SB 2615, which would standardize remote-work policies across public higher education institutions. The Texas State Association of Firefighters supported SB 2786, saying it would remove an extra step for career advancement; the bill was left pending because the committee substitute had not yet been adopted. SB 2615 was presented as a way to ensure more consistent in-person staffing expectations while preserving exceptions for illness, disability, and some non-teaching roles; it too was left pending. The committee then recessed subject to the call of the chair.

Transcript Highlights:

• I'm the education policy advisor at Texas 2036 and proud to testify in support of House Bill 2196.
• Um, as an organization, we do support the expansion of different learning opportunities and educational
• Uh, honorable members of the Education Committee, my name is Eric Bonhart, and I am here today in support
• It is concerning to see taxpayer dollars, which are intended to support education being used to strengthen
• Um, for instance, one of our biggest challenges is, uh, finding support for our special education students

Bills: HB117

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

Transcript Highlights:

• <00:38:38.560> that<00:38:38.880> supports providing education that supports providing
• education that supports healthier<00:38:39.920> families,<00:38:40.800> stronger<00:38
• <00:42:17.839> educators allows extension to support educators allows extension to support
• by our office of three are supported by our office of education<01:32:12.480> technology<01:32
• So each year we've expanded our capacities to support more schools, more educators, and more districts

Keywords: Call to Order and Roll Call – 0:00:00 Workforce Pell Grant Update – 0:03:30 Extension Office Update – 0:33:25 Kentucky Academic Standards for Social Studies – 1:07:08 Early Literacy Outcomes – 1:32:20 Consideration of Referred Administrative Regulations – 1:58:30 Adjournment 2:13:13, 958, all

Transcript Highlights:

• Special education students rely on individualized instruction, accommodations, and support services listed
• We support SB 374 to continue to provide our educators professional development on the discipline and
• can teach the middle school, junior high school, education, or secondary education.
• Keating, just expressing our support, urging your support, and thanking the sponsors for this.
• Chair, we have no callers in support. Thank you. Seeing no one in support?

Keywords: 909, all

Transcript Highlights:

• With that, let me stop and again, thank you for your support of higher education.
• It's the foundation of supporting higher education in Texas, and it's critical that we keep pace with
• This funding is crucial for educational and institutional support. general operational expenses and supports
• Lastly, we support and request funding for THECB's Higher Education Fund recommendation.
• Thank you again for your patience today and everything that you do to support higher education.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• You can see the little cog there showing that our job and our role is to support all of our local education
• supports.
• support.
• And then it goes on to say that we're going to expand the amount of support for county offices of education
• support.

Keywords: 988, house, all

Summary: The Assembly Budget Subcommittee on Education Finance heard testimony and took up three main budget areas: the Expanded Learning Opportunities Program (ELOP), differentiated assistance and the statewide system of support, and universal school meals with kitchen infrastructure grants. Public commenters and agency witnesses generally supported continued or increased funding for ELOP, with several groups urging stabilization of Tier 2 rates, more support for older youth, and preservation of equity guardrails and local flexibility. On school meals and kitchen infrastructure, testimony broadly supported universal meals and additional kitchen funding, while the LAO questioned the need for a fourth round of kitchen grants and recommended rejecting it until clearer unmet-need data are available. For ELOP, the Department of Finance described the Governor’s proposal to provide $4.7 billion ongoing for the program and $62.4 million ongoing to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended instead fixing the Tier 2 rate at $1,579 and tying future changes to program requirements. CDE said the program is showing positive results in attendance and math, but data on enrollment patterns, TK participation, and some overlap with other programs are still being collected. Members raised concerns about possible double-funding with ACEs and 21st Century programs, the lack of site-specific data, and whether the current structure best targets students most in need; the issue was left open. For differentiated assistance, CCEE outlined the current statewide system of support and the Governor’s proposal to shift to universal and targeted assistance with a three-year cycle. Finance said the proposal would provide more stable county office funding, broaden universal supports, and give the State Board more flexibility to revise eligibility criteria; it also proposed $131.9 million ongoing for universal and targeted assistance. The LAO objected to changing the system before the State Board finalizes the new performance criteria and recommended revisiting the proposal later, while several members worried that a three-year entry window and broader board authority could weaken subgroup-based equity protections. The committee also discussed school meal funding, with Finance proposing $1.8 billion for universal meals and $100 million ongoing plus $100 million one-time for kitchen infrastructure, while CDE emphasized ongoing needs, deferred maintenance, and the importance of flexibility for innovative strategies such as food pantries. The committee held the issues open and invited additional public comment before moving on.

Transcript Highlights:

• The Strong Workforce Program is the backbone of our career technical education investments and supports
• The Strong Workforce Program is the backbone of our career technical education investments and supports
• How have colleges and universities supported it, or how can they support it?
• Thank you all for your time and your support. Nope, hold on, your support.
• don't need education to be able to support their children.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• The program supports partnerships between higher education institutions and other organizations to enhance
• higher supports partnerships between higher supports partnerships between higher education<00:04:
• And we education, higher education.
• In addition, in 2023, we submitted a Supporting Effective Educator Development, or SEED, grant and received
• <00:53:39.680> effective<00:53:40.160> educator supporting effective educator supporting

Keywords: 1187, senate, all

Transcript Highlights:

• support prepared, quality educators that support prepared, quality educators in<00:43:08.360> our<
• Paraprofessionals are among our most valued educators, yet they often lack consistent support.
• , yet they often lack valued educators, yet they often lack consistent<00:49:16.320> support.
• This allows the Compass and MTSS to provide support to districts and charters related to educational
• Education Evolving is thankful for this conversation and eager to support any task force or lawmaker

Keywords: 1187, senate, all

Transcript Highlights:

• The Department of Education supports this bill.
• :31:08.639> this Department of Education supports this Department of Education supports this bill
• What are we doing to support the teachers if an educator preparation program does require testing?
• What are we doing to support the teachers if an educator preparation program does require testing?
• We have Chamber of Commerce Hawaii in support. Democratic Party Hawaii Education Caucus in support.

Keywords: 910, house, all

Summary: The committee on Education heard testimony on HB 1895, which would add education-worker protections by expanding harassment-related offenses. The Department of Education, HSTA, HGA, and several school employees and principals testified in support, describing increased harassment and threats toward teachers and staff, especially since COVID, and saying the bill would help deter bad actors. The Office of the Public Defender opposed the measure, saying the language was vague and overbroad, could criminalize ordinary parental advocacy or speech, and might not survive constitutional scrutiny. In response to questions, the public defender said existing statutes already cover threatening or assaultive conduct against educational workers, while DOE representatives said the bill was aimed at excessive and repetitive disruptive behavior. No vote or final action was taken in the excerpt. The committee then took up HB 1592, concerning protections for educational workers and sports officials. DOE, the Charter School Commission, HGA, HSTA, school principals, athletic programs, and many individual testifiers supported the bill, with several describing threats, harassment, and aggressive behavior at schools and athletic events. One principal said he had repeatedly involved law enforcement after threats and incidents on campus, and a teacher testified about the need to keep school environments safe and orderly. The Office of the Public Defender again opposed the bill, arguing that current law already enhances penalties for assaults and terroristic threatening against educational workers and sports officials, and that new offenses would have little deterrent effect. Committee members questioned whether the bill should be a separate statute and how to distinguish passionate advocacy from harassment; DOE said the line was crossed when conduct became excessive and repetitive, while the public defender urged clearer drafting and more emphasis on prevention, education, security, and de-escalation. No vote or final action was announced in the excerpt.