Transcript Highlights:

• And I got to tell you that as an English learner myself, there is nothing more frustrating when you have
• Nearly 45% are English language learners. Our high needs.
• Nearly 45% are English language learners, and 85% are low income.
• Nearly 45% are English language learners. Our high needs.
• Nearly 45% are English language learners, and 85% are low income.

Committee: Joint Joint Committee on Ways and Means

Transcript Highlights:

• Learners come there to learn about project management.
• So far, we have served, as you can see, 3,100 learners.
• So far, we've served almost 2,100 learners.
• We're in progress or pending 850 learners who are still in process.
• Again, we have a 54% response rate of learners.

Committee: House Economic & Rural Development & Policy Committee

Transcript Highlights:

• The extent of the... ...of students in poverty, students of color, and English learners.
• And I got to tell you that as an English learner myself, there is nothing more frustrating when you have
• And I got to tell you that as an English learner myself, there is nothing more frustrating when you have
• Nearly 45% are English language learners.
• Nearly 45% are English language learners, and 85% are low income.

Committee: Joint Joint Committee on Ways and Means

Summary: The Joint Committee on Ways and Means held a public hearing in Lawrence focused on the governor’s proposed FY27 budget for education and local aid. Opening remarks from Senator Pavel Payano, Representative Pat Duffy, and local leaders emphasized the importance of education funding for Lawrence and other Gateway Cities, with Acting Mayor Giovanni Rodriguez and Superintendent Ralph Carrero highlighting the city’s high-need student population, Chapter 70 and Student Opportunity Act funding, early college and career pathways, and the need for sustained support to close achievement gaps. The Education Secretariat testified in support of the budget, with Acting Secretary Amy Kershaw outlining investments in early literacy, universal pre-K, student mental health, school meals, high school redesign, higher education affordability, and early childhood systems. Commissioner Noi Ortega described higher education proposals including expanded free community college, continued free tuition at public four-year institutions, student success funding, early college and dual enrollment investments, and the Bright Act and Drive Act. Commissioner Pedro Martinez detailed K-12 proposals such as full Student Opportunity Act funding, increased Chapter 70 aid, special education circuit breaker funding, transportation aid, literacy initiatives, and a new Accelerating Achievement Initiative aimed at schools with the greatest needs. Commissioner Kershaw also described early education proposals including funding for C3, child care financial assistance, CPPI, workforce supports, and administrative funding restoration. Committee members questioned the administration about the pending local contribution formula study, the final year of Student Opportunity Act implementation, and the need to address health care and other cost drivers in school funding. Officials said the local contribution report is expected by the end of June and that a draft will be shared for public comment after data analysis is complete. Members also raised concerns about Chapter 70 disparities between districts and urged a broader review of the formula. In response, the commissioners said the Student Opportunity Act narrowed funding gaps but further work is needed, and they pointed to the new achievement initiative, literacy efforts, and early college expansion as ways to improve outcomes. No votes were taken at the hearing.

Transcript Highlights:

• Roughly half are English language learners, and many come from immigrant families.
• language learners.
• </c> and 20% are English language learners. and 20% are English language learners.
• </c> higher concentrations of English higher concentrations of English learners<00:42:13.200><c> and<
• This student is eligible to attend high school as an English learner whose formal education was interrupted

Committee: House Education Finance

Transcript Highlights:

• Learner Roadmap Policy, which is due to expire this year and is the most effective toolkit that we have
• for ensuring anyone working with English learners understands the best practices.
• We also support rejecting the definition for students at risk of becoming long-term English learners
• Item 11, various appropriations, and Item 40, the adult learner program in higher ed.
• Item 11, various appropriations and 40, the adult learner program in higher ed.

Transcript Highlights:

• </c> dealing with with those young learners dealing with with those young learners arriving<00:12:32.080
• </c> up for success as lifelong learners. up for success as lifelong learners.
• And we also had a teacher who worked with her English language learners, all of whom wanted to learn
• c> of</c><00:44:41.840><c> whom</c> English language learners, all of whom English language learners,
• </c><00:46:18.200><c> language</c> was rural, one serving English language was rural, one serving English

Bills: HF3776 , HF3557 , HF3585

Committee: House Education Policy

Transcript Highlights:

• Title 3A is again supports for English learners, again part-time staff of the department, as well as
• learner acquisition, English learner language acquisition.
• It has about 18.8% of its population classified as English learners.
• Have English learners, you qualify for some of this money, but not all districts use it the same way,
• And so, you know, obviously there's some connection between English learners and migrants.

Committee: House Federal Funding Stabilization Subcommittee

Transcript Highlights:

• I think he knows how hard I've worked on, uh, students, English language learners.
• And we have about 30% English language learners in those two school systems.
• And we have about 30% English<01:00:50.880><c> language</c><01:00:51.440><c> learners</c><01:00:52.240
• ><c> in</c><01:00:52.559><c> those</c><01:00:52.799><c> two</c> English language learners in those two
• English language learners in those two school<01:00:53.440><c> systems.

Committee: House Primary and Secondary Education

Transcript Highlights:

• language learner funds, as well as many other funds such as student growth and declining enrollment
• learners or work in classrooms filled with English learners or special education students.
• learners and special education, and what those courses are.
• or English learners, and also in special ed.
• or English learners, and also in special ed?

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• Instead it drains public schools from critical resources leaving rural communities, English learners,
• So members Senate Bill 2 does not do enough to support Texas English language learners.
• And one of the three students, one of three students in my district is an English language learner.
• So this bill doesn't give those English learners more choices it gives them fewer choices.
• It fails English learners, it drains rural public schools.

Bills: SB2 , SJR36 , SB2 , SB2 , SR29 , SB2

Keywords: Maverick County, recognition, economic development, Texas Senate, community celebration

Transcript Highlights:

• This is the same philosophy that is applied to special education and English learners.
• This is the same philosophy that is applied to special education and English learners.
• Currently, these other things, like free and reduced lunch, special education, English language learners
• We basically are asking for the same consideration that, in the funding structure, English learners get
• Just as an example, in Columbia Public Schools, we've got about 1,300 students in the English learner

Committee: House Elementary and Secondary Education

Transcript Highlights:

• Teachers need to understand that gifted learners deserve to have their unique needs met.
• Those bills built a framework for advanced learners.
• an English language learner is in their class.
• Gifted and advanced learners are no different.
• Thank you for your time and your commitment to all learners. All right.

Committee: Joint Joint Committee on Education

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.

Bills: HB111 , HB108 , HB145 , HB164 , HB291 , HJR6 , HR1 , HB63 , HB64 , HB165 , HB184 , HB200 , HB4 , HB7 , HB20 , HB65 , HB66 , HB80 , HB88 , HB96 , HB166 , HB285 , HB295 , HB306 , SB29 , SB37 , HJM2 , HJM3 , HJM1 , HM7 , HM17 , HM4 , HM22 , HM23 , HM24 , HM26 , HM2 , HM16 , HM32 , HM13 , HM47 , HM20 , HM51 , HM1 , HM31 , HM35 , HM36 , HM46 , HM53 , HM54 , HM11 , HM14 , HM21 , HM34 , HM50 , HB111 , HB108 , HB145 , HB164 , HB291 , HJR6 , HR1 , HB63 , HB64 , HB165 , HB184 , HB200 , HB4 , HB7 , HB20 , HB65 , HB66 , HB80 , HB88 , HB96 , HB166 , HB285 , HB295 , HB306 , SB29 , SB37 , HJM2 , HJM3 , HJM1 , HM7 , HM17 , HM4 , HM22 , HM23 , HM24 , HM26 , HM2 , HM16 , HM32 , HM13 , HM47 , HM20 , HM51 , HM1 , HM31 , HM35 , HM36 , HM46 , HM53 , HM54 , HM11 , HM14 , HM21 , HM34 , HM50

Keywords: water law, state engineer, civil penalty, compliance order, water rights, overdiversion, illegal diversion, groundwater storage and recovery, well license, permit violation, water enforcement, New Mexico water code, irrigation district, conservancy district, water diversion, unauthorized water sales, measuring device, district court appeal, water resources, water compliance

Transcript Highlights:

• My mother was a high school English teacher.
• As a child growing up in Los Angeles and entering school as an English learner, I experienced firsthand
• language learner as a child.
• I was eight when I began to learn English.
• learner proficiency.

Summary: The committee first approved several governor’s appointments not required to appear, including Arthur Krantz to the Public Employment Relations Board and Christopher Ferguson, Brian Haynes, Anna Marie de Mars, and Ronald Fiore to the Student Aid or Student Athletic commissions, all by unanimous 5-0 votes. It also approved references of bills to committees by a 5-0 vote. The committee then heard from Julia Montgomery, nominated for a third term as General Counsel of the Agricultural Labor Relations Board, who described her work on farmworker rights, outreach, and enforcement of labor protections. Members questioned Montgomery closely about card-check unionization procedures, signature authenticity, outreach to Spanish-speaking and indigenous-language farmworkers, make-whole enforcement delays, and a long-running Tri-Fanucchi farm case. Montgomery said objections and unfair labor practice charges can be investigated, that signature verification is handled by board staff rather than her office, and that delays often stem from appeals, difficulty locating workers, employer obstruction, and court backlogs. Vice Chair Grove voted no, while Senators Laird and Reyes supported the nomination; the committee advanced Montgomery to the full Senate on a 3-2 vote. The committee then considered three State Board of Education appointments: Cynthia Glover Woods, Brenda Lewis, and Gabriela Orozco Gonzalez. In opening statements, all three emphasized long careers in public education and support for students, teachers, and families. Questions focused on math achievement, the 2023 math framework and access to Algebra I in middle school, transitional kindergarten, community schools, and the effectiveness of education spending. The nominees said the framework still allows ready eighth graders to take Algebra I, pointed to new instructional materials, professional learning, TK expansion, and community schools as key improvements, and said they had not been involved in the governor’s proposed education governance changes. Public witnesses and education groups testified in strong support. The committee advanced Glover Woods 3-1, Lewis 4-1, and Gonzalez 3-1 to the full Senate.

Transcript Highlights:

• As a child growing up in Los Angeles and entering school as an English learner, I experienced firsthand
• language learner as a child.
• I was eight when I began to learn English.
• A lot of language support, since the majority of my students are English language learners, and giving
• learner proficiency.

Committee: Senate Rules

Transcript Highlights:

• In existing law, we have an English language learner weight, but that's been built out.
• </c> existing law, we have an English existing law, we have an English language<00:15:36.480><c> learner
• And similarly on the right side, you see the repeal of the categorical aid piece for the English learner
• You now have that built-out English language learners weight, and then some decisions remain to be made
• You now have that built-out English language learners weight, and then some decisions remain to be made

Transcript Highlights:

• Five million for adult education and English learners.
• And I got to tell you that as an English learner myself, there is nothing more frustrating when you have
• And I got to tell you that as an English learner myself, there is nothing more frustrating when you have
• Nearly 45% are English language learners. Our high needs.
• Nearly 45% are English language learners, and 85% are low income.

Committee: Joint Joint Committee on Ways and Means

Summary: The hearing was a Joint Committee on Ways and Means budget session held in Lawrence focused on the governor’s proposed FY27 education and local aid budget, with remarks from legislative co-chairs, local officials, and education agency leaders. Acting Mayor Giovanni Rodriguez and Superintendent Ralph Carrero emphasized Lawrence’s high-need student population, the importance of Chapter 70 and Student Opportunity Act funding, and the impact of state aid on schools serving many English learners and low-income families. Carrero highlighted Lawrence High School programs such as early college, dual degrees, career pathways, and early childhood classrooms embedded in the high school, while lawmakers introduced themselves and noted the importance of the hearing to their districts. Acting Secretary of Education Amy Kershaw, Commissioner of Higher Education Noi Ortega, Commissioner of Elementary and Secondary Education Pedro Martinez, and Commissioner of Early Education and Care Amy Kershaw outlined the administration’s FY27 priorities. They described investments in literacy initiatives, universal school meals, student mental health, early college and career pathways, higher education affordability, community college and university student-success supports, preschool expansion, child care subsidies, and workforce supports for early educators. The commissioners also discussed federal funding threats, equity gaps, and the administration’s efforts to improve outcomes for Black and brown students, multilingual learners, students with disabilities, and low-income students. Members questioned the panel about the local contribution formula study, the final year of Student Opportunity Act implementation, and the need to revisit Chapter 70 funding to better address rising costs such as special education, transportation, and health care. Officials said the local contribution study report is expected by the end of June, with a draft to be shared after data analysis and public comment. Commissioner Martinez said the Student Opportunity Act narrowed funding gaps but more work is needed, and he pointed to a proposed Accelerating Achievement Initiative to support the highest-need schools. Senator Oliveira also raised concerns about Chapter 70 disparities and asked about partnerships with libraries to support literacy, prompting discussion of broader early literacy collaboration.

Transcript Highlights:

• Chao Bogues' request for reinvestment and renewal of the Educator Workforce Investment Grant for English
• Learner Roadmap Policy, which is due to expire this year and is the most effective toolkit that we have
• for ensuring anyone working with English learners understands the best practices.
• We also support rejecting the definition for students at risk of becoming long-term English learners
• Item 11, various appropriations and 40, the adult learner program in higher ed.

Summary: The Senate Budget Subcommittee No. 1 on Education held its close-out hearing for the 2026 budget plan, with the chair describing the Senate proposal as fully funding Proposition 98 and emphasizing investments in universal school meals, career education, immigrant and LGBTQ+ student supports, higher education compacts, community colleges, and other student services. Public commenters largely supported those priorities, including funding for CalNEW and Dream Resource Centers, educator workforce and English learner supports, community schools, special education, paid pregnancy leave, and the Middle Class Scholarship, while some raised concerns about proposed cuts, borrowing, and the inclusion of non-LEA preschool programs in Prop. 98.\n\nDuring member comments, one senator said many items were supportable but raised concerns about placeholder language, accountability, borrowing for the Middle Class Scholarship, and the structure of paid pregnancy leave and apprenticeship funding, indicating some no votes and abstentions. The chair responded that the budget reflects major investments in K-12 and higher education, including full Prop. 98 funding, elimination of the settle-up amount, expanded student aid, and continued support for immigrant students and resource centers.\n\nThe committee then moved through the vote-only calendar and adopted most staff recommendations by roll call. Several items passed unanimously or with one abstention/no vote, while some higher education and K-12 items drew opposition from one member, including the item on the Middle Class Scholarship borrowing structure and certain proposals related to pregnancy leave, Calbright/common cloud platform, apprenticeship backfill, and other specified issues. The hearing concluded after the chair thanked participants and adjourned the subcommittee.

Transcript Highlights:

• We focused on English language learners, homeless students, and special education students.
• The first table lists the requirements related to English language learners.
• language learners, homeless students, and special education students.
• On last year's SBAC, we saw multilingual learners outperform their statewide peers by 20% in ELA and
• Multilingual learners outperformed their statewide peers by 20% in ELA and 13% in math.

Summary: The committee meeting began with a brief explanation of the renamed Joint Legislative Audit Review Committee subcommittee, now called the Committee to Hear SAO Performance Audits, and a presentation from the State Auditor’s Office on its current biennium performance audit work plan. The auditor described how topics are selected from a large pool of potential audits and highlighted several ongoing or planned audits, including the Liquor and Cannabis Board, oversight of authorized entities serving students with disabilities, the Quality Home Care Initiative, Medicaid managed care versus fee-for-service costs, the Housing Commission tenant ownership follow-up, DSHS vendor payment patterns, implementation of the Since Time Memorial curriculum, and the Washington State ferry system. Members asked about coordination with JLARC to avoid duplication, and the auditor said the offices exchange work plans, monthly updates, and quarterly coordination meetings. The committee then heard the State Auditor’s performance audit on how charter schools identify and support at-risk students. Auditors reviewed four charter schools—Catalyst Public Schools, Innovation High School, Pinnacles Prep, and Rainier Prep—and focused on English language learners, homeless students, and special education students. The audit found the schools met nearly all legal requirements reviewed, with only one area where two schools partially met a language-access requirement. The schools also used several promising practices, including small-group instruction, culturally responsive environments, and multi-tiered systems of support, though the auditors recommended better documentation of procedures to improve consistency. Families interviewed generally reported positive experiences, while noting resource constraints. Committee members asked about how the four schools were selected, whether the audit compared charter populations to home districts, and how MTSS requirements applied to the schools reviewed. The State Auditor’s Office said the sample was chosen for geographic diversity, student population characteristics, and representation from both authorizers, and that K-2 MTSS requirements were not evaluated because they applied to only one school. Representatives from the Charter School Commission and charter school advocates responded positively, emphasizing technical assistance, collaboration, and sharing best practices across schools. Two public testifiers also supported the report and said it highlighted effective practices that could be expanded across charter and traditional public schools.

Transcript Highlights:

• So, as an English teacher, I took the Praxis Secondary English.
• This bill revises provisions relating to pupils who are English learners, including the appointment,
• qualifications, and duties of school district administrators who support English learner pupils, among
• This bill again revises provisions related to pupils who are English learners, including the appointment
• , qualifications, and duties of school district administrators who support English learner pupils, among

Bills: SB175 , SB277 , SB374 , SB400

Committee: Senate Education