Transcript Highlights:

• Representative Dto. Yes. Representative Dry. Yes. Representative Belchure. Yes.
• Representative Murray. Yes. Representative Rung. Yes. Representative Hall. Yes.
• Representative Balbon. Yes. Representative Celig. Yes. Representative Kuger. Yes.
• Representative Dy, yes. Representative Terry, yes. Representative Belcher, yes.
• > here<00:28:12.480> in students, high school students here in students, high school students

Keywords: 1189, house, all

Transcript Highlights:

• Representative Olds. >> Aye. Representative Woodson. >> Aye. Representative Muraoka. >> Aye.
• Representative Kila? >> Aye. Representative Olds? >> Aye. Representative Woodson? >> Aye.
• Representative Amato. >> Aye. Representative Evslin. >> Aye. Representative Garrett. >> Aye.
• Representative Kapela. >> Aye. Representative Kila. >> Aye. Representative Olds. >> Aye.
• students?

Keywords: 910, house, all

Summary: The committees heard testimony on HB 1872, which would create an early learning apprenticeship grant program to help early childhood providers participate in approved apprenticeship programs, require annual reporting, and appropriate funds. Testifiers in support included the University of Hawaiʻi, the Executive Office on Early Learning, the City and County of Honolulu, Commit to Keiki, the Chamber of Commerce Hawaiʻi, the Commission on the Status of Women, Hawaiʻi Children’s Action Network Speaks, Parents for Public Schools of Hawaiʻi, and Kīʻoka Family Learning Centers. Supporters said the bill would reduce financial barriers, strengthen recruitment and retention, improve compensation and career pathways, and help address child care shortages and workforce instability. The committee then voted to pass HB 1872 with amendments, including an HD1 and a defective date to allow further discussion. The committee next took up HB 2489, which would appropriate funds for the University of Hawaiʻi to establish a bachelor’s degree program in American Sign Language interpretation, with a longer-term plan for a master’s program. Testimony in support came from the Disability Communication Access Board and the University of Hawaiʻi, and members also heard detailed support from DECAP and other advocates describing a statewide shortage of ASL interpreters, long waiting lists for ASL courses, and the need for locally trained interpreters who understand Hawaiʻi’s cultural and community needs. Witnesses said the shortage affects schools, courts, hospitals, emergency services, and other settings, and that the program could be expanded through articulation with other campuses. The committee voted to pass HB 2489 with amendments, again using an HD1 and defective date. After those two measures, the committee moved to HB 441 on campus safety, which would require students, including transfer students, to complete training on federal laws and university policies regarding sexual misconduct before initial registration and would change how often training is provided to students and employees. The University of Hawaiʻi stood on its written testimony, while supporters including IMUA Alliance and other testifiers urged passage, citing survivor experiences, national best practices, and the need for prevention before harm occurs. No vote on HB 441 was reached in the portion provided.

Transcript Highlights:

• Students' needs addressing holistic students' needs both through academic behavior and wellness in a
• But also to provide direct therapy to our students because what we're finding, the students that are
• , students and then.
• Chairman and, and Representative, in Roswell, whenever we have the student that needs a uh an additional
• Thank you, Representative.

Transcript Highlights:

• Representative Schoolcraft Representative Curry, um. I understand.
• OK, uh, Representative Hanahosa. Thank you, Representative Fairley, um.
• Um, Representative Hinojosa. Representative Schoolcraft.
• Thank you, Representative.
• Represent Schoolcraft. Dr.

Bills: HB6, HB27, HB123, HB210, HB213, HB222

Keywords: hemp, consumable hemp products, hemp-derived cannabinoids, CBD, cannabidiol, CBG, cannabigerol, Texas hemp law, hemp regulation, cannabinoid products, delta-9 THC, intoxicating hemp, hemp gummies, hemp vape, retail registration, product registration, QR code labeling, child-resistant packaging, youth access, minor sales

Transcript Highlights:

• Jackson, Representative Baca, Representative Brown, Representative Chatfield, Representative Dow, Representative
• Representative Pettigrew, Representative Sanchez, Representative Sariñana, Representative Silva.
• Chair, Representative Dow, so many of these students, if available, they would ride the Rail Runner.
• Do students pay for room and board? Madam Chair, Representative Garrett, it's a public school.
• Madam Chair, Representative Duncan, I do not know their total enrollment, but not all of their students

Keywords: 996, all

Transcript Highlights:

• Motion by Representative Ladyman. Do I have a second? Second by Representative Back.
• Next up, we have Representative Beck, then Senator Stone, Representative Brown, and Representative Rye
• Representative Bray? Representative Bray? Yes. Thank you, Madam Chairman.
• Representative Duke.
• And next we have Representative Beck and then Representative Lightyman. Representative Beck.

Summary: The committee first approved the minutes from the prior meeting and then heard several audit-related reports. The executive committee report noted audit and special reports were scheduled for standing committees and the full Legislative Joint Audit Committee, with one requested report still in progress. The City, County, and Local report covered delinquent private water and sewer audits, reinstatement of turnback funds for entities that filed required reports, and action involving the town of Daisy, which was directed to repay misused street funds at 10% of general fund revenue annually. The education and state agencies reports included higher education audits and state agency findings, with some reports filed and others deferred to the February meeting for additional information or corrective-action details. The committee then took up a special audit of the Charles W. Donaldson Scholars Academy at UA Little Rock. Legislative Audit reported that the program, funded with $10 million in desegregation money plus a $50,000 grant, awarded $1.87 million in scholarships to 379 students, with 116 graduates, but found numerous eligibility and disbursement problems, including scholarships to ineligible students, excessive awards, improper documentation, and unclear disposition of some assets. Committee members questioned UALR representatives about oversight, staffing, and whether funds were properly used, and also heard from Philander Smith College about its limited role in verifying enrollment. Members expressed concern about the program’s results and the lack of detail on accountability, and the committee voted to table the report until the next meeting for further review and requested additional information, including the federal court order and more detail on expenditures and oversight. Finally, the committee reviewed the annual disposition report on matters referred to prosecutors and the Attorney General for 2024. Staff said 164 matters were referred, with 28 resulting in criminal charges and convictions, 39 still under review, 96 not charged, and others dismissed or pending; 20 convictions produced fines, restitution, and audit-cost orders, and bond trust fund claims were paid in some cases. Prosecutor Coordinator and Attorney General representatives explained that some referrals do not meet criminal standards, may lack intent, or are otherwise not prosecutable, and members asked for more standardized reporting, clearer explanations of why cases are not charged, and more information on restitution efforts. The committee discussed possible templates, training, and better coordination, then voted to file the report and adjourned, with the next meeting set for February 12, 2026.

Transcript Highlights:

• funding for certain students.
• Student engagement, I think, is the key to student attendance.
• Thank you, Representative.
• Chair, Representative, I just wanna make sure and what those numbers represent.
• They're, you know, anywhere from a dollar per student to 15 per student depending on what the platform

Transcript Highlights:

• Our undocumented students, student parents, international students, and foster students will bear the
• Our undocumented students, student parents, international students, and foster students will bear the
• On behalf of the 230,000 students that we represent, we are very appreciative of the May Revise in reducing
• As a representative of our student body, I see the impact SYNC has on our community.
• CSUEU represents 35,000 non-faculty staff and students at CSU.

Summary: The committee heard the May Revision presentation for the Assembly Budget Subcommittee on Education Finance, with public comment focused heavily on K-12 priorities such as universal school meals, kitchen infrastructure, food service and custodial support, youth leadership grants, Special Olympics funding, English learner support, universal pre-K, literacy investments, and concerns about community college funding shifts. Speakers also urged support for expanded learning, teacher recruitment and training, and maintaining or increasing funding for community colleges and student support programs. Finance and the LAO then reviewed the Proposition 98 outlook. Finance said the May Revision lowers the 2025-26 Prop. 98 guarantee to $114.6 billion, about $4.3 billion below January, due mainly to lower revenue estimates, with smaller effects from attendance and property tax changes. The administration also described rebenching for universal transitional kindergarten and a one-time rebench tied to Los Angeles fire-related property tax losses, along with changes to the Public School System Stabilization Account, deferrals, and updated COLA assumptions. The LAO said the budget relies too much on deferrals and one-time funds, creates a structural shortfall, and should instead align ongoing spending with the guarantee and preserve a reserve buffer. Members questioned the TK rebench and the shift of funding from community colleges to K-12, asking why it was being applied retroactively and how colleges would be held harmless. Finance said the changes align funding with where TK costs are being incurred and that reappropriation funding and other adjustments would offset impacts on community colleges. The LAO argued the historical split formula is outdated and should be abandoned in favor of budgeting around current priorities rather than fixed percentages. Members also raised concerns about draining the rainy day reserve and using deferrals, while the LAO said preserving reserves would better protect against future volatility. The committee then moved to specific K-12 and education proposals. Finance outlined May Revision changes including state operations adjustments for the Department of Education, technical trailer bill changes, a $100 million student teacher stipend program administered by Kern County, and updates to the charter school facility grant program. The LAO recommended rejecting the proposed increases for expanded learning, literacy coaches, and the student teacher stipend as currently structured, while supporting the minimum grant increase for expanded learning. Members expressed support for teacher recruitment efforts but questioned whether one-time funding can sustain ongoing programs and whether the student teacher stipend should be targeted to shortage areas or low-income communities.

Transcript Highlights:

• Under the definition of resident student that's used by the Office of Higher Education. >> Representative
• fall 2027, they're eligible for the resident student tuition rate. >> Representative Robbins. >> Thank
• Representative Ray Rrower, was the question, was the concern over how many students might be coming?
• Representative Ray Rrower, was the question, was the concern over how many students might be coming?
• Representative<00:42:59.520> Nani. Representative Nani. Representative Nani.

Keywords: 1183, house

Transcript Highlights:

• Representative Duncan. Representative Garrett. Representative Hernandez.
• Representative Herndon present. Representative Herrera. Representative Little.
• Representative Lujan Representative Pettigrew. Representative Sanchez.
• Chair, I represent that 100 Million is earmarked for student life and housing projects statewide through
• Chair, Representative, you know that would be up to the institution to put up that type of student life

Keywords: 996, all

Transcript Highlights:

• REPRESENTATIVE TANT. >> Representative: I'M CURIOUS ABOUT THE STUDENTS WHO ARE NOT ABLE TO PASS THE EXAMS
• WHEN WE INVEST IN STUDENT SUCCESS INITIATIVES STUDENTS PERFORM BETTER.
• REPRESENTATIVE WOODSON YOU ARE RECOGNIZED. >> Representative: THANK YOU MADAM CHAIR.
• >> Representative: SURE. >> Chair: YOU ARE RECOGNIZED. >> Representative: FIRST OF ALL IF I HAVE A STUDENT
• REPRESENTATIVE BARTLEMAN IN DEBATE. >> Representative: THANK YOU VERY MUCH.

Transcript Highlights:

• Representative Murray, then Representative Paul. Representative Paul, thank you, Madam Chair.
• and former students, adults with disabilities, representatives from charter schools, homeschools, advocates
• records and students like it students records and students services<02:22:56.800> and<02:22:57.120
• In September of '23, Stevens High School in Claremont, one of the communities I represent, sent students
• In September of '23, Stevens High School in Claremont, one of the communities I represent, sent students

Keywords: 928, house, all

Summary: The committee opened with the Pledge of Allegiance and noted weather-related absences and a large number of new bills. The chair said a subcommittee would be formed to review three cell phone bills, and a full committee work session on bullying would be scheduled for the week after next. The committee then began a hearing on House Bill 121, which would create local special education advisory councils in school districts. Representative Glenn Cordelli, the sponsor, said the councils would be parent-driven, with parents of children with disabilities advising districts on education, safety, program development, evaluation, planning, policies, and communication with administrators. He said the bill would require at least quarterly meetings with district administration, an annual parent workshop, and a year-end report to the school board. He also cited federal guidance from the U.S. Department of Education on parent advisory councils and said the goal was to improve collaboration between parents and schools. Members raised questions about the use of “shall,” how councils would be formed in districts without PTAs/PTOs, whether the councils could function in very small districts, privacy concerns about parents disclosing their children’s disabilities, whether the councils should include guardians or educational professionals, and whether the councils would have any direct tie to the state advisory council. The sponsor said the requirement was intended to make the councils mandatory, that local districts could organize them organically if needed, that participation would be voluntary, that parents would not be required to disclose private information, and that the councils would remain advisory rather than determinative. He also said costs should be minimal. Testimony then began from Nicole Sheath, a pediatric occupational therapist and parent of four children with disabilities, who described her experience balancing advocacy, school collaboration, and the demands of her children’s therapies and education.

Transcript Highlights:

• so Equity uh for students and students so Equity uh for students is<00:14:04.000> often<00:14
• A PSO student may be a public school district student, a homeschool student, or a non-public student.
• Chair, Representative Quam, in terms of the online programs, a student in Minnesota can attend a full-time
• , not per special ed student, but per every student.
• 01:34:51.280> student specialed student but per every student specialed student but per every

Keywords: 1183, house

Summary: The committee first approved the January 21st minutes by voice vote. Members then resumed a school finance overview focused on how Minnesota’s “base” budgeting system works and how future committee targets are set above or below that base by the Ways and Means chair, in consultation with fiscal staff. Staff emphasized that school funding decisions are tied to the state budget base and that changes made by the tax committee can affect school levies and school finance more broadly. The presentation then turned to property tax fundamentals. Staff explained that roughly 65% of school district revenue comes from state aid and about 20% from property taxes, with property tax revenue applying to school districts rather than charter schools. They reviewed the two main school tax bases—referendum market value and adjusted net tax capacity—along with class rates, sales ratios, and equalization. They also described tax credits, especially the school building bond agricultural credit, which helps reduce the property tax burden on agricultural land in Greater Minnesota. Members discussed student choice programs and how funding follows students. In response to questions from Representative Quam, staff explained postsecondary enrollment options (including direct enrollment and College in the Schools) and online learning, noting that funding generally follows the student to the serving institution or district. Staff also reviewed Minnesota’s pupil-counting system, including average daily membership and pupil weighting, and explained that students attending charter schools, other districts through open enrollment, or online programs are counted where they are served. The presentation concluded with broader school finance context: funding sources, equity and adequacy goals, constitutional and statutory authority, and the state’s school data systems (EUP/FARS, MARS, and STARS). Staff also began reviewing long-term enrollment trends, noting the impact of the baby boom, later growth from the mid-1980s through about 2000, and projected modest declines in public school enrollment through 2029.

Transcript Highlights:

• 300,000 students.
• is for all students.
• Our organization represents 5.5 million Texas public school students, 55% of whom are Latino.
• Our organization represents 5.5 million Texas public school students, 55% of whom are Latino.
• Our student demographics reflect a diverse population representing various racial and ethnic backgrounds

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• So I have Representative Ferrary and then Representative...
• And then, as you said, there are older students, and older students, obviously, feel that they are more
• So I have Representative Cates and Representative Roybal-Caballero, and just a reminder that we Let's
• I helped organize the Graduate Student Union, and we're also aligned with the graduate students here
• Representative Torres-Velasquez. Okay. We'll just start with Representative Caballero.

Transcript Highlights:

• , Representative Hansen, Representative Han.
• Vice Chair Phillips, Representative Chris Hendricks, Representative Hannah Bowen, Representative Orlando
• Ramos, Representative Steve Owens, Representative Jim Hawkins, Representative Dave DeCoste, and Representative
• representative on the district school committee and president of the student council.
• I'm here representing the students of Essex North Shore in support of Senate Bill 2414 to fund the construction

Keywords: 995, all

Summary: The Joint Committee on Transportation held a public hearing on a wide range of bills and topics, including impaired driving, antique and collector vehicles, roadway maintenance, homelessness-related identification cards, a pedestrian tunnel for Essex North Shore Agricultural and Technical School, a bridge naming in Sandwich, historic route designations, and litter prevention. The chairs outlined the hearing process, including three-minute limits for individuals and seven minutes for panels, and noted that elected officials would be taken out of turn. No votes were taken during the hearing; the committee heard testimony and then adjourned. On impaired driving, Middlesex County District Attorney Marian Ryan and tow lot operator Chris Nolan supported a bill creating a 12-hour tow-yard hold for vehicles involved in drug-impaired incidents, similar to the existing alcohol-related hold. On transportation infrastructure and road safety, Representative Howitt testified for several bills requiring reflective tape on temporary loads, restoring road markings after utility work, requiring roadway restoration after excavation, and improving reporting on roadway damage after crashes. AAA Northeast supported bills expanding the distracted driving law to cover video recording while driving, while noting it preferred the offense remain a primary offense. Several witnesses testified in support of bills affecting vehicle enthusiasts, including restoring year-of-manufacture plates for antique vehicles, creating a single rear collector plate, and changing antique vehicle inspection rules. Another major topic was H. 3750/S. 2399, which would provide no-fee state IDs and flexible residency documentation for youth and adults experiencing homelessness; supporters included the Massachusetts Coalition for the Homeless, social workers, city officials, and people with lived experience, all emphasizing that lack of ID blocks access to housing, jobs, health care, and other services. The committee also heard strong support for S. 2414, authorizing a tunnel connecting the north and south campuses of Essex North Shore Agricultural and Technical School, with school leaders and students citing safety, accessibility, and traffic concerns. Finally, the committee heard emotional testimony for H. 4374 to name the Quaker Meeting House Road overpass in Sandwich for Staff Sergeant Raymond G. Torville, and testimony for a resolve creating a roadside litter prevention and cleanup task force.

Transcript Highlights:

• > may student enrollment because students may student enrollment because students may not<00:29
• They share ideas for onboarding and to bring more students in that represent first generation, low-income
• Students who are low-income, students of color, first-generation students, students with disabilities
• Students who are low-income, students of color, first-generation students, students with disabilities
• , students of color, low-income students, students of color, students<01:13:48.800> first<01:13

Keywords: Call to Order and Roll Call: 0:00:00 Approval of Minutes: 0:01:45 Federal Education Updates 0:02:12 Dual Credit Updates: 0:43:38 Kentucky State University's Doctoral Program Request: 01:27:08 Postsecondary Accreditation: 1:49:05 Consideration of Referred Administrative Regulations: 2:14:48 Adjournment 2:16:31, 958, all

Summary: The committee met with a quorum, approved the previous meeting minutes, and heard a presentation from Austin Reid of the National Conference of State Legislatures on education-related provisions in the federal One Big Beautiful Bill Act (H.R. 1). Reid said the law is projected to increase the federal deficit over 10 years, with major savings coming from Medicaid, student loan changes, and SNAP. He focused on how those changes could affect schools, including possible effects on free and reduced-price meal certification, state funding formulas that use SNAP as a proxy for low-income status, and Medicaid-funded school services for students with disabilities. Reid also outlined the new federal scholarship tax credit, which gives a dollar-for-dollar credit for donations to qualifying scholarship-granting organizations. He said families up to 300% of area median income may benefit, the program begins in 2027, and states must opt in and designate eligible organizations. He noted unresolved questions about whether states can add their own criteria and said Treasury regulations will be important. He also described the expansion of 529 plans to cover more K-12 and postsecondary expenses. On higher education, Reid explained a new workforce Pell grant option for short-term programs, with states and governors playing a role in determining eligible programs. He said the programs must meet placement, completion, and earnings measures and that implementation is expected to be tight before the July 1, 2026 effective date. He also reviewed student loan changes, including lower institutional loan limits, prorated borrowing for part-time enrollment, new caps on graduate and Parent PLUS loans, and a new earnings-based accountability standard that could make some programs ineligible for student loans if graduates earn too little. No votes were taken beyond approval of the minutes.

Transcript Highlights:

• AND AGAIN, MAKE SURE WHAT IS HARMFUL TO OUR STUDENTS IS WHAT WE ARE BLOCKING. >> Chair Trabulsy: REPRESENTATIVE
• REPRESENTATIVE, DID YOU HAVE A FOLLOW-UP? OKAY. REPRESENTATIVE NIXON, YOU ARE RECOGNIZED. >> Rep.
• WHY SHOULD PUBLIC SCHOOL STUDENTS BE SUBJECT TO A MORE STRICT STANDARD TO STUDENTS WHOSE FAMILIES CAN
• REPRESENTING THEMSELVES.
• REPRESENTATIVE BLACK YOU ARE RECOGNIZED IN DEBATE. >> THANK YOU MADAM CHAIR, THANK YOU REPRESENTATIVE

Transcript Highlights:

• 00:13:28.120> yes<00:13:28.480> representative representative Bon yes representative representative
• :25.199> representative representative Hall no representative representative Hall no representative
• From that, CDC selects a sample of the schools, classrooms, and students from which they can make a representative
• This is not the representative results; it's just aggregate results for all the students at each school
• Representative Morris asked whether, if one or more of these questions trigger something in students,

Keywords: 928, house, all

Summary: The committee first noted that House Bill 398, concerning Holocaust and genocide studies, and House Bill 131 had already been handled previously and were off the schedule. It then took up House Bill 740, which would require the Department of Education to maintain permanent records for closed charter schools. After brief discussion about overlap with another charter-school bill that already addressed closure and records, Representative Freeman moved to table the bill. The committee voted 16-0 to table/ITL the bill, and it was placed on the consent calendar. The main discussion centered on House Bill 557, which would require additional information on school budget ballots, including average cost per pupil, enrollment history, and teacher-to-administrator ratios. Members raised concerns that the bill was duplicative of existing law, overly detailed, costly to towns, and potentially electioneering or cumbersome on ballots. Supporters argued it would improve transparency and help voters who do not attend deliberative sessions or use online resources. The committee did not vote on the bill during the discussion; instead, members moved into caucus and later indicated they would hold the bill until Monday for further review. Later, the committee turned to House Bill 699 on special education definitions and considered Amendment 0606H. The sponsor explained the amendment was developed with the Department of Education after hearing testimony and was intended to align state definitions with federal law and incorporate recommendations from a prior audit, including changing “functionally blind pupils” to “students with visual impairments.” Some members supported the changes as responsive to the hearing and audit, while others objected that the amendment was still confusing, had not fully addressed stakeholder concerns, and should wait for a more comprehensive special education audit. The discussion also referenced House Bill 754 and another amendment, but the transcript ends before final action on HB 699 is shown.

Transcript Highlights:

• Representative Amato: I. Representative Asland: I. Representative Garrett: I.
• Representative Capella: Excused. Representative Keala: Excused. Representative Ohno: I.
• Representative Amato. Aye. Representative Esmond. Aye. Representative Garrett. Aye.
• Representative Lacchica. Aye. Representative Ohno. Aye. Representative Woodson. Aye.
• Representative Ichiyama. Aye. Representative Ohno. Aye. Representative Woodson. Aye.

Keywords: 910, house, all

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.