Transcript Highlights:

• But this steals from really important programs that would actually support our students.
• Students who use those programs.
• They're all now ESA programs, with over half a million students participating.
• With the largest effects for the low-income students who use the program.
• low-income students who use the program. low-income students who use the program.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• program.
• Powerful programming asks students to call on what they have learned in the past to investigate a problem
• To accommodate this, our student teachers work with our mathematics program to synchronize the teaching
• Students learn so many skills about solving problems, and I just think it's a really valuable program
• It’s because I think they’re great, and I think it helps me make a stronger program and prepares my students

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• There are probably, things that we could do to entice more students into those programs, because, as
• our particular case, early college programs attract a lot of students.
• It's a collection of about 12 different programs. We've encountered over 4,000 students.
• It's a collection of about 12 different programs. We've encountered over 4,000 students.
• We are currently right now with about 150 or 60 students. in this program.

Keywords: 996, all

Transcript Highlights:

• programming.
• program.
• students, both its work-to-learn types of programs and things of that sort.
• And yes, they are still considered students at the university if they're under this particular program
• ...program at UNM.

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• Our study looked at the impact of the program on students who completed the program, so they graduated
• from an Excel Center with a high school diploma, compared to students who were offered the program and
• Therefore, it takes 500 students to fully Using 500 students as the basis.
• Enhanced student achievement, or ESA, formerly known as the National School Lunch Program.
• English learner students generate $366 per student, or $16 million in 25.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• of existing programs.
• programs like CalFresh is vital for both students and California's economy.
• This impacts K-12 students. This impacts higher education students.
• I'm with Bay Area Community Resources, and we provide expanded learning programs to thousands of students
• For these students, educational success depends on coordinated systems of care, not isolated programs

Keywords: 987, senate, all

Summary: The committee heard the Governor’s May Revision proposals for TK-12 education, beginning with a Proposition 98 overview from the Department of Finance and the Legislative Analyst’s Office. Finance said the May Revision increases the Proposition 98 minimum guarantee by about $6.4 billion relative to the Governor’s January budget across the three-year window, with higher guarantees in each year, continued full payment of the outstanding settle-up obligation in 2024-25, and a reduced $3.9 billion settle-up amount in 2025-26. Finance also described larger mandatory and discretionary deposits into the Proposition 98 reserve, ending with an estimated $10.3 billion reserve balance. The LAO said the overall estimates were reasonable, but urged the state to fully fund the guarantee and use other budget tools, including reserves, to manage volatility rather than delay settle-up payments. Members questioned the remaining settle-up amount, the risk of revenue volatility, and possible alternatives such as advance payments or other reserve strategies. The second panel covered Department of Education proposals and trailer bill language. Finance outlined additional state operations funding and positions for CDE, along with trailer bill changes affecting community schools, preschool, literacy, special education, charter accountability, teacher-related programs, and other technical cleanups. The LAO supported the overall structure of the package but recommended changes to several items, including rejecting some additional one-time community schools, literacy, math, multilingual screener, and inclusive college proposals, while supporting the ongoing LCFF and special education increases and raising concerns about the paid pregnancy disability leave proposal’s cost and implementation complexity. CDE supported the special education increase, community schools, literacy and math investments, homelessness funding, and the paid pregnancy leave proposal, while asking for more funding for county office support, clearer homelessness definitions, and continued preschool parity. Members also asked about immigrant student supports, community schools reporting, and the rationale and cost estimate for the paid pregnancy leave proposal, which Finance estimated at $218 million annually. The final panel addressed the Commission on Teacher Credentialing. Finance proposed additional legal staffing for SB 848 implementation and educator misconduct caseloads, a fee increase for clear credential renewals from $100 to $125, a $5 million one-time Proposition 98 investment to build a transcript review platform, $2 million ongoing for transcript review staffing, and $30 million one-time for the statewide residency technical assistance center. The LAO had no concerns about the legal staffing, supported the transcript review platform if the fee increase and ongoing staffing were adopted, and recommended rejecting the residency technical assistance center expansion because existing funding runs through 2029. The Commission explained that the misconduct workload has grown over several years, that AI would assist but not replace human review in transcript matching, and that the residency technical assistance center helps recruit and retain teachers and support rural districts. Public commenters largely supported special education, discretionary block grants, community schools, literacy investments, homelessness funding, and teacher credentialing alternatives, while some urged rejection of the settle-up proposal and preschool COLA reduction.

Transcript Highlights:

• A student could take one or two non-CTE courses and be considered sort of a part-time program student
• classes<01:01:35.920> and um program student or three classes and um program student or three
• And it it program student.
• So enhancing student access as well. those programs will be folded in here uh those programs will be
• students coming out of our CTE programs. students coming out of our CTE programs.

Keywords: 928, house, all

Summary: The committee first heard Senate Bill 292, which would authorize a governor’s warrant to cover special education aid shortfalls from the education trust fund, and from the general fund if needed, so local school districts would not have to absorb prorated costs or raise local property taxes. Senator Lang said the bill was prompted by a prior $15 million special education funding shortfall caused by higher-than-expected catastrophic aid claims, including more qualifying students and the recent increase in the special education age limit to 22. He emphasized that the bill is intended to ensure the state meets its funding commitment and avoid shifting costs to towns. Members asked about how the bill interacts with House Bill 742 and House Bill 773, including whether the language should be merged or whether the state should fund 100% versus an 80% floor. Lang said he was open to improving the bill and to adding a study committee or performance audit on special education costs, but maintained that the state should not push costs to local taxpayers when it has available funds. The hearing on SB 292 was then closed, with no vote taken. The committee then opened Senate Bill 98, which would extend for five more years a tax credit program for donations to regional career and technical education centers. Senator Waters said the program has been successful in building partnerships between CTE centers and employers, especially through equipment donations that support training and apprenticeships. He cited examples including automotive, marine trades, and advanced manufacturing programs, and said the five-year extension would let lawmakers continue to review whether the incentive is working as intended. Several members questioned whether the credit is effectively a 100% subsidy and how the cap works. Waters and another member explained that the underlying program has an aggregate cap of $500,000 and that credits are prorated if requests exceed that amount; they also said the donations are primarily equipment, not cash. Some members raised concerns about whether businesses could also claim other tax deductions or credits, but the sponsor said the existing structure has been in place for years and has been revisited periodically. No vote was taken during the hearing excerpt provided.

Transcript Highlights:

• These students are not eligible for the EFA program, and when you remove the out-of-state students, the
• That means for every two in the program now, you're only going to add one student.
• There are zero in the program right now, but there are 5,000 ELL students in New Hampshire.
• In the higher-income zip codes, you have 28 students in the EFA programs.
• you have 28 students in the EFA programs you have 28 students in the EFA programs this<01:34:34.320

Keywords: 1191, senate, all

Transcript Highlights:

• <00:27:22.799> that<00:27:22.960> students frequent degree programs that students frequent
• degree programs that students at<00:27:23.640> have<00:27:24.279> right<00:27:24.440><
• I said I want to know the exact health of our students, the exact health of our programming, what the
• the exact health of our students the exact health of our programming<01:21:16.280> what<01:21
• :16.480> the<01:21:16.679> students<01:21:17.159> need programming what the students

Keywords: 1183, house

Transcript Highlights:

• on what was given back last year or anything like that to students under the three-program requirement
• That program is a collegiate-based program for students who want to seek a collegiate-based program.
• Lively Technical College has a program for students that teaches job programs for those who want to do
• He made that program the focus of an OPPAGA study, which then led to the creation of the Center for Students
• Many of the students who've gone through that, along with the school year programs, go directly to work

Summary: The subcommittee met with a quorum and considered three bills. House Bill 1145 by Representative Shoaf would clarify that public charter schools may participate in the CAP grant program and expand the number of eligible programs under the money-back guarantee workforce education provision from three to six. Supporters said it would broaden access and encourage outcomes-focused training; members asked about fiscal impact and repayment concerns. The bill passed 16-0 and was reported favorably. House Bill 127 by Representative Kendall addressed exceptional student education and workforce credentialing. A strike-all amendment broadened the bill to include all students with disabilities, use the term micro-credential, involve the Department of Education, the Florida Center for Students with Unique Abilities, and OSHA, and add validation by special education staff and an IEP team member. Public testimony included support from Goodwill and others, while one witness raised concerns about IDEA compliance, voluntariness, and funding. Members debated those issues, with supporters emphasizing that the bill was not mandatory and would help transition students into work; the amendment was adopted and the bill then passed 15-0. House Bill 571 by Representative Kendall would expand career planning and work-based learning opportunities for students, require the Articulation Coordinating Committee to evaluate apprenticeship and pre-apprenticeship programs for postsecondary credit, allow more flexible work-based learning, provide career days for students age 16 and up, guarantee transfer of certain credits to the Florida College System, and require annual review of personalized academic and career plans. Several industry and education groups appeared in support, no one spoke in opposition, and the bill passed 15-0 and was reported favorably. The meeting then adjourned.

Transcript Highlights:

• that allow students shorter educational programs that lead directly into the workforce and that can
• that allow students shorter educational programs that lead directly into the workforce and that can
• that allow students shorter educational programs that lead directly into the workforce and that can
• that allow students shorter educational programs that lead directly into the workforce and that can
• /c><00:31:11.039> uh<00:31:11.640> uh programs that allow students uh uh programs that

Keywords: 928, house, all

Summary: The committee heard updates from the chancellors of the state university system and the community college system on ongoing restructuring, collaboration, and enrollment trends. The university system said its office move to the NHTI campus is ahead of schedule and should save students about $250,000 a year while creating revenue for the community college system. Both systems described continued work on transfer pathways, direct-admit outreach, shared advising, and broader efforts to shrink footprints, reduce costs, and improve operational efficiency in response to declining enrollment and demographic pressure. A major topic was a possible federal change to Pell Grant eligibility that would require students to enroll in at least 7.5 credits. The chancellors said most community college students are part-time because of work and family responsibilities, and that the change could affect roughly 2,000 current Pell recipients and make it harder for students to afford or sustain enrollment. Members also discussed how the state’s governor’s scholarship statute largely benefits full-time students, suggesting possible future statutory changes. The chancellors explained how credits typically work, noting most courses are three or four credits and that students would likely need to add an entire course to meet the proposed threshold. The committee also discussed the broader higher education landscape, including declining high school cohorts, competition among New England institutions, and the need to right-size capacity. One member raised concerns about the health of regional campuses such as Plymouth and Keene; the chancellors said incoming enrollment is down at UNH and Plymouth and holding at Keene, attributing the trend to demographics rather than one campus drawing students away from another. They emphasized the importance of community colleges, adult learners, and short-term workforce programs as part of the state’s future education mix. Finally, the committee touched on the value of the university system’s research enterprise. The chancellor said about $250 million a year flows into the university system in federal research grants, with about $9.5 million currently under stop-work orders from federal agencies. She said the immediate concern is not DEI-related but federal cuts and possible caps on indirect cost recovery. Members noted that the R1 research designation supports business partnerships, student opportunities, and economic development projects such as West Edge in Durham.

Transcript Highlights:

• There were about 3,000 students enrolled in that virtual program.
• students.
• The program was specifically for undergraduate students seeking elementary education certification, as
• Then I have something here that demonstrates the way in which our student teachers in the TECLA program
• critical programs that allow our at-risk students to thrive.

Transcript Highlights:

• Those are home education students, charter school students, private school students, Florida virtual
• to participate in that program. ...as a home education student to participate in that program.
• When a student is a—I'm sorry. That's okay. When a student is a...
• I think what you're referring to is when a student, a home education student, charter school student,
• When it's a non-traditional student, a home education student, charter school student, or Florida Virtual

Summary: The Student Academic Success Subcommittee met to discuss Florida’s current “sports choice” rules and high school NIL policy, then heard and passed HB 151. FHSAA officials and Sarasota County Schools staff explained eligibility rules for student-athletes, including GPA, age, semester limits, physicals, insurance, and the different participation options for traditional public, charter, home education, Florida Virtual, and private school students. Members focused on how controlled open enrollment works, whether private school students can play at public schools and vice versa, transfer timing and capacity limits, recruiting restrictions, and the role of local district policies. Sarasota officials said about 400 students in their county participate through non-traditional athletic arrangements, and FHSAA said statewide there are 5,460 non-traditional student-athlete forms on file out of roughly 280,000 student-athletes. The committee then reviewed Florida’s high school NIL framework. FHSAA said students in grades 9-12 may enter NIL deals, with no income cap, but they are barred from agreements involving adult entertainment, alcohol, tobacco/vaping, cannabis, controlled substances, gambling, weapons, political or social activism, and NIL collectives. Students must have a written contract and cannot use school logos or uniforms without permission. FHSAA said about 25 students statewide had NIL deals so far, and Sarasota was first to file. Members raised concerns about recruiting, taxes, financial literacy, mental health, and whether students should be treated as employees, while district staff said they provide education and financial literacy resources but do not review contracts. After the discussion, the committee took up HB 151 by Rep. Abbott. The bill allows students at FHSAA-member private schools to participate in sports at another member school when their own school does not offer that sport, and it removes the current 200-student enrollment limit. An amendment clarifying the private-school language was adopted without objection. A public witness from a small private school supported the bill, saying it would let the school join FHSAA without losing local athletic access for its students. Despite some members raising fairness and funding concerns, the bill passed on a 15-0 vote and was reported favorably.

Transcript Highlights:

• My portfolio are things related to academic and student affairs, and so this topic of low-producing programs
• any more students into that program so that you can eventually move to termination.
• So there could be actually revenue generated as they maybe move to a more desirable program for students
• A full-time equivalent student does not include a student enrolled in the medical doctorate program at
• So sometimes a student might get recruited, you know, halfway through their program...

Keywords: 908, all

Transcript Highlights:

• program that trains high school students program that trains high school students to<00:20:28.080
• We have Asian Student Association as well as the school news program.
• on the program, and discouraging students, especially students of color, from accessing the program.
• can take the red tape in which students can take the PSEO<01:02:06.600> program.
• , from accessing the students of color, from accessing the program.<01:02:25.760> People<01:02

Keywords: 1187, senate, all

Transcript Highlights:

• Students can take practice tests and get real-time feedback with this program.
• That was a program that I used with my students consistently.
• and ensuring that success of the program and ensuring that every<00:47:40.240> student<00:47:
• and the native Indian ed programs and the native students.<01:18:23.360> So,<01:18:23.679>
• students, and this is programming that is culturally and academically tailored.

Keywords: 1187, senate, all

Transcript Highlights:

• I was a work study in the academic advising program and I know that 70% of where students had to take
• So the money would go directly to students to get them in there, get them through those programs so that
• Providing a Bachelor of Science in Nursing program aligns with student skills and nursing. workforce
• programs in the future.
• success programs.

Keywords: 1184, house, all

Transcript Highlights:

• This lunch program is very important to some of the students.
• Many of these students have transitional programs.
• Many of these students have transitional programs.
• Many of these students have transitional programs.
• Many of these students have transitional programs.

Keywords: 1189, house, all

Transcript Highlights:

• to help Florida school districts established high impact tutoring programs for students struggling in
• And we're charged to administer this program to eligible students in grades K through 5 for reading and
• Compare in terms of student outcomes and student engagement.
• for those elementary students.
• So, yes, it will be scheduled in the student day. So I think it like a program level for a school.

Transcript Highlights:

• But we have a great program in San Diego State. It's a unique program. It's a life skills program.
• But we have a great program in San Diego State. It's a unique program. It's a life skills program.
• All student athletes deserve access to real financial education, not just those at well-resourced programs
• know, now that affects our opportunity to get that next student into that program, etc.
• know, now that affects our opportunity to get that next student into that program, etc.

Keywords: 988, house, all

Summary: The committee held an informational hearing on name, image, and likeness (NIL) financial literacy programs and how NIL is affecting student athletes in California. The chair opened by noting California’s early leadership on NIL and the need to ensure athletes have the education and support to manage contracts, taxes, budgeting, and other financial decisions. Witnesses across the panels generally agreed that NIL has created new opportunities but also significant risks, especially for young athletes who may lack experience, legal advice, or consistent institutional support. Tyree Dillingham and Brandon Copeland described widespread financial vulnerability among student athletes, including confusion about pay, taxes, credit, and contract terms, and warned about predatory deals, cash advances, and conflicts of interest. They argued for standardized, mandatory financial literacy and stronger protections, including a players association model and limits on predatory practices. Mikey Williams and attorney Anthony Coronae gave a personal account of a NIL-related advance they said functioned like a payday loan, with terms they said were not fully understood and that left Williams owing money while his name and image were used to raise additional funds. They urged legal review, clearer rules, and guardrails to prevent similar exploitation. Adam Shore, athletic director at the University of the Pacific, and San Diego State representatives Brendan Hill and Sloan Benchoff offered an institutional perspective. Shore said college sports are in a chaotic transition, with transfer rules, revenue sharing, and NIL creating pressure on schools, but he also described existing support structures and suggested California consider adapting sports-agent registration rules and pursuing a national solution. Hill and Benchoff highlighted San Diego State’s mandatory multi-year life skills program, which includes financial literacy, internships, and career preparation, and said that model should be standardized statewide. No votes were taken; the hearing was informational and focused on testimony, questions, and policy ideas.