Transcript Highlights:

• Speaker, gentlelady, again my focus is on STEM and education. ...focus is on STEM and education.
• But my father told me it was to be educated.
• It was not to necessarily get a job, but to be educated.
• But to be... ...educated, you went to higher education. And so that would be the difference. Mr.
• to just be educated, but our education should be bettering our community.

Transcript Highlights:

• It starts with general education.
• Hawaii State Board of Education. >> The Board of Education offers comments.
• </c> director to the board of education. director to the board of education.
• </c> education will implement it. education will implement it.
• </c> Department of Education. Department of Education.

Bills: SB2003

Keywords: Mauna Kea, land management, University of Hawaii, astronomical observatories, leasable lands, natural resource management, stewardship authority, 912, senate, all

Summary: The joint committees on Water, Land, Culture, and the Arts and Education heard testimony and discussed SB 20003, which would require the auditor’s report under Act 255 to include a recommendation on whether the Monarch Stewardship and Oversight Authority is fit to continue managing Monaca lands. Testimony focused on the bill’s reversion language, the role of the auditor, and whether the measure gave the auditor too much discretion without clear criteria. The Office of the Auditor’s position, read into the record, was that it had strong reservations because the bill did not provide standards for assessing fitness and asked that the requirement be held or amended. Other testimony suggested a work group with relevant agencies and Hawaiian practitioners to manage the transition and reduce conflict. Committee members debated whether the bill should simply restore the original reversion language or also require an audit-based fitness determination. Several members questioned the need for a 2031 audit when Act 255 already provides for a performance and financial audit in 2031 and noted that the bill could shift authority away from the legislature. In response, the committee chair explained that the measure was intended to restore language removed during conference and to address the transition back to the University of Hawaii if the authority was not meeting the act’s purpose. The committees ultimately recommended SB 20003 be passed with amendments. The amendments would strike the auditor/audit section, add language addressing timelines by providing a 10-year lease extension and sublease extension, and make technical changes including a defective date. The committees voted to adopt the amended measure and send it forward as an SD1. The transcript also included a separate Education Committee hearing on SB 3286, which would require the University of Hawaii to develop a facilities and student housing master plan and report to the legislature. University of Hawaii testimony said the system supports the intent but that the bill’s requirements are a heavy lift across 10 campuses and should follow development of a broader academic strategy. Members raised concerns about deferred maintenance, shifting priorities, and the lack of a systemwide plan, while the university said it already has a six-year capital improvement plan but acknowledged it does not fully incorporate the broader academic and housing strategy the bill contemplates.

Transcript Highlights:

• evidence-based education.
• </c> hard to support you know the education hard to support you know the education and<03:15:11.680><
• </c> supped supposed to backfill the educ supped supposed to backfill the educ education<03:16:19.120
• ><c> and</c><03:16:39.040><c> so</c> into educ education trust fund and so into educ education trust
• So these are Department of Education-related sections. The first is the education trust fund law.

Keywords: 928, house, all

Summary: The committee first took up HB 129, which would redefine “evidence-based” in public education. The Department of Education testified that the bill’s definition would conflict with federal definitions and be very restrictive, potentially affecting a wide range of instructional methods, curriculum materials, teacher training, civics requirements, suicide prevention training, and other programs. The department said the bill could force a broad overhaul of school practices, create local implementation burdens, and require at least one new state position, with a fiscal note estimating roughly $118,000 in FY 2026 rising in later years. Members also raised concerns about possible impacts on federal pass-through funding and whether the bill was workable. Representative Papovich moved to retain HB 129, and the motion passed 7-0. The committee then heard HB 133, a Department of Safety/DMV bill involving follow-up when a person votes using an out-of-state license or non-driver ID and then does not obtain a New Hampshire credential within the statutory timeframe. DMV officials said the bill would require a $40,000 technology upgrade plus a new full-time position, and that the fiscal note did not include postage or fully account for the manual work needed to match records, send notices, and review responses. They said the proposal also raised broader tracking issues because it would apply not only to voters but to anyone who had not obtained a New Hampshire license within 60 days, and they questioned whether DMV was the proper agency to make those inquiries. Committee members pressed the department on how the 60-day clock would be determined, whether the bill could amount to a kind of poll tax or raise privacy concerns, and whether voter ID cards or other exceptions would avoid that problem. The department explained that New Hampshire offers a free voter identification card through town clerks for people without a license or state ID, but said the bill did not exempt those cards and that the DMV would still be asked to investigate status after voting. Officials also said the bill would be difficult to enforce, that some cases would be ambiguous, and that any response from the DMV would likely amount to a request for information rather than an enforceable consequence. No vote on HB 133 was taken in the portion provided.

Transcript Highlights:

• I'm really struck by your emphasis on education for the educators, but I also am hearing that some of
• You cannot legislate good educators.
• But you can absolutely legislate bad education—education that is too afraid of challenge and honesty
• Holocaust education optional, and has to be a failure.
• If one thing that you can fix, it’s public education. Okay. It is public education.

Keywords: 995, all

Summary: The Special Commission on Combating Anti-Semitism opened by approving the minutes from its November 5, 2025 meeting and outlining plans for its next meeting on November 20, when it expects to vote on the draft master report and recommendations. The chair explained that revised drafts would be circulated, changes would be handled by motion, and the final vote would be by roll call. The meeting then moved through several public panels focused on prevention, education, workplace support, and community safety. Parents for Peace testified that anti-Semitism and extremism should be treated as a public health crisis and urged state funding for training in K-12 schools, healthcare, and law enforcement. The panel described its intervention work with radicalized youth and families, argued for early-warning training for educators, and recommended diversion resources for courts and prosecutors so cases can be addressed before they escalate. Commissioners asked about the origins of radicalization, the need for school-based training, and how to connect courts and police to available resources. Project Shema’s Orrin Jacobson argued that effective anti-Semitism education must be nuanced, pluralistic, and grounded in a better understanding of Jewish identity and contemporary anti-Semitism, especially in conversations about Israel and Palestine. He said the group has run dozens of workshops in Massachusetts and emphasized that institutions should adopt content-neutral norms, train staff and administrators, and measure whether trainings lower tensions and increase willingness to intervene. Commissioners asked about handling activists who reject nuance, the role of faculty versus students, and whether classroom norms should limit teachers from advancing personal agendas. A workplace panel from Klaal and Combined Jewish Philanthropies presented survey data showing many Jewish employees feel unsafe being openly Jewish at work and that antisemitism training is the top requested support. They described rapid growth in Jewish employee resource groups, existing programming and stipends for ERG leaders, and recommended mandatory anti-Semitism training, support for Jewish affinity groups in public and private sectors, and broader convenings of major employers. The commission also heard from Truah rabbis and educators, who urged stronger interfaith solidarity, a state office of faith-based and neighborhood partnerships, and explicit attention to democracy and civil rights as part of anti-Semitism strategy. After a recess, the commission heard from Israeli-American, Russian Jewish, and Persian Jewish witnesses who described antisemitism as a lived, personal, and civic issue affecting immigrants and their families. They called for inclusion of diverse Jewish voices in state initiatives, stronger protections for Israeli-American businesses, and recognition that anti-Zionist rhetoric often becomes direct harassment of Jews. The chair said the testimony and suggested edits would be incorporated into the draft report, and the meeting ended with plans for further revisions before the final vote.

Transcript Highlights:

• Our previous hearings looked at DEI, higher education, and immigration.
• to living-wage careers is simply not educational policy.
• Another data point that I wanted to share with you is in education.
• So in addition to the history of discrimination and education and in higher education against people
• These schools predominantly educate students of color.

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held a hearing on the impact of federal policy on the racial wealth gap in Massachusetts, the fourth in a series on federal impacts on racial equity. Chair Bud Williams and Chair Miranda opened by emphasizing that no bills were being heard and that the committee would instead take testimony from invited witnesses; public written testimony was also accepted. The chairs and witnesses repeatedly cited long-standing wealth disparities affecting Black and brown communities, including homeownership, wages, business ownership, and access to capital, and linked those disparities to federal policy changes, housing, education, health care, and workforce development. Administration officials testified first. Secretary of Labor and Workforce Development Lauren Jones described persistent labor market disparities, including higher unemployment for Black and Latino residents, lower median hourly wages, and underemployment among degree holders, and highlighted state efforts such as ESOL-for-work funding, workforce training grants, MassHire career centers, skills-based hiring, and the state equity dashboards. Secretary of Health and Human Services Kiami Mahania argued that poverty drives poor health, not the reverse, and said wealth gaps contribute to chronic disease, maternal health inequities, medical debt, and shorter life expectancy; she pointed to the Advancing Health Equity Massachusetts initiative, a health care affordability working group, and the governor’s push to bar medical debt from credit reporting. Assistant Secretary Juan Vega of EOED focused on entrepreneurship and procurement, citing technical assistance grants, founder support programs, place-based investment, the Business Front Door, and the need to broaden access to contracts, capital, and business growth opportunities. Committee members pressed the panel on the effects of the federal “big beautiful bill” on households, especially single-parent and Black women-led households, and on whether the state could develop more timely data systems instead of relying on federal numbers. Officials said the impacts were still being monitored, but warned that Medicaid and SNAP changes would likely hit lower-income households and community institutions hard. Members also asked about unions and apprenticeships, microbusiness definitions, supplier diversity, pay equity, and degree inflation; the administration said registered apprenticeships and skills-based hiring are key tools, and noted that wage equity reporting is still in its early stages. Later testimony from BECMA’s Nicole O’Bean stressed that tariffs, DEI rollbacks, immigration enforcement, capital gaps, and federal funding cuts are constraining Black-owned businesses and inclusive procurement, while Gastón Institute researchers described severe Latino homeownership and rent burdens, educational inequities, and the need for housing, labor, and education policy changes to close the wealth gap.

Transcript Highlights:

• Jacob Beliva, Department of Education.
• Like, I like to say our entire educational family, right?
• Being an educator myself, I really appreciate you all.
• We've had several go to the Department of Education.
• Every single education cooperative... Every single education cooperative has literacy coaches.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• Nutrition education: poor nutrition drives chronic disease, yet most doctors receive little training
• Health, Physical Education, Recreation, and Dance, which is a mouthful, so we say TAPERED.
• We agree that physicians need ongoing education in nutrition.
• Enthusiasm for continuing education.
• We are attacking it at the education level as a minimum to add in. So here is Dr.

Bills: SB 25, SB25, SB314

Keywords: attorney ad litem, indigent parents, parent-child relationship, legal representation, Texas Family Code, court procedures, nutrition, health standards, food labeling, education, dietary guidelines, medical education, food safety, school meals, child nutrition, food additives, public health, 1185, senate, all

Transcript Highlights:

• . service, family, education, and mentorship.
• educator effectiveness, and college and career readiness across the state.
• The last 15 years—21 years at the county board, the county office of education.
• textbooks with free open educational resources.
• Advancing access to education at our community colleges throughout the state of California.

Keywords: 987, senate, all

Transcript Highlights:

• </c> all the other different education all the other different education organizations<00:03:29.439><
• </c><00:14:59.040><c> ERS</c> year this is a time when educator ERS year this is a time when educator
• </c><00:48:48.119><c> in</c> to the office of higher education in to the office of higher education in
• </c> within reach and that higher education within reach and that higher education is<00:53:11.200><c
• </c> have access to the higher education have access to the higher education opportunities<00:59:59.240

Keywords: 1183, house

Transcript Highlights:

• , and culture, and career technical education.
• Technical education and real-world experience are transformed.
• teacher or educator in the district.
• Education isn't a political issue; it's a state issue.
• Education, centering, I believe I heard centering that, Mr.

Transcript Highlights:

• full-time at the institution of higher education.
• of special education funding formulas.
• Washington Education Association testifying on this bill today.
• Washington Education Association testifying con on this bill today.
• Running Start continues to be the most accessible path for higher education.

Bills: HB2747

Keywords: budget sustainability, state finance, fiscal policy, economic growth, government spending, 904, all

Transcript Highlights:

• at the institution of higher education.
• of special education funding formulas.
• Washington Education Association testifying in opposition on this bill today.
• We ask that Washington Education Association testifying con on this bill today.
• Running Start continues to be the most accessible path for higher education.

Summary: The Appropriations Committee held public hearings on several bills and took executive action on House Bill 2747. HB 2747 would change how Washington estimates future revenue in its four-year balanced budget outlooks by using the official revenue forecast instead of the current 4.5% growth assumption for the next two biennia. Staff described the bill as a technical change with indeterminate fiscal effects, and supporters said it would make budgeting more realistic and sustainable. The committee adopted a technical amendment and then reported the bill out of committee with a do pass recommendation by a vote of 26 ayes, 3 nays, and 2 excused. The committee also heard Second Substitute Senate Bill 6182, which would create an abortion savings program funded by a new annual assessment on health carriers offering exchange plans. Staff said the bill would generate about $10 million in fiscal year 2027 and about $2.1 million annually thereafter, with most funds going to grants for abortion care providers and some administrative costs for the Office of the Insurance Commissioner and the Department of Health. Supporters said it would stabilize access to abortion care and help low-income patients, while opponents argued it would force taxpayers and insurers to subsidize abortion and raised concerns about oversight, morality, and premium impacts. Substitute Senate Bill 6355, which would create a Washington Electric Transmission Authority to support new transmission projects and related tribal clean energy work, drew testimony from utilities, labor, clean energy advocates, counties, and landowners. Supporters said the state needs faster transmission buildout to improve reliability, support clean energy, and reduce congestion costs; opponents and county representatives raised concerns about eminent domain, loss of local tax revenue, board accountability, and the need for stronger landowner and county involvement. Staff estimated the bill would have a several-million-dollar general fund impact and noted possible indeterminate local revenue effects. The committee also received a briefing on engrossed Substitute Senate Bill 6260, which would reduce funding or eligibility for several K-12 programs, including bus depreciation, Running Start, and transition to kindergarten; public testimony was overwhelmingly opposed, with school officials, educators, community college representatives, students, and rural districts warning of reduced opportunities and harm to small and low-income districts.

Transcript Highlights:

• Welcome to the Senate Higher Education and Workforce Development Committee.
• I don't have higher education in my portfolio.
• And I really like that about the higher education space.
• We want it to be part of the applied education.
• We want it to be part of the applied education here.

Summary: The Senate Higher Education and Workforce Development Committee first waived the five-day notice rule and held a public hearing on Substitute House Bill 2525, which would establish a Heritage Orchard Program at Washington State University. Staff explained the bill was narrowed from the original version and would require WSU to maintain a registry of heritage orchards and a list of rare and lost apple varieties, with a null and void clause and fiscal note available. Representative Gloria Mendoza testified in support, describing Washington’s apple history and the effort to identify and preserve old apple trees still found on farms and trails around the state. Members asked questions about how the program would locate trees and preserve historic varieties, but no vote was taken on the bill during the hearing. The committee then heard several gubernatorial appointments to higher education boards. Representative Deborah Inteman was nominated to the State Board for Community and Technical Colleges, Bryce W. McKibben to the Pierce College Board of Trustees, former Senator David Frockt to the Western Washington University Board of Trustees, and former Senator Christine Rolfes to the Olympic College Board of Trustees. Each appointee described their background in higher education, public service, and community college or university advocacy, and members asked about attendance, board service, and how they would help bridge legislative and institutional priorities. The committee also held a work session on Central Washington University’s geothermal and decarbonization efforts, with staff explaining the university’s open-loop geothermal system, planned geo-eco plants, and climate action goals tied to state clean building and decarbonization mandates. CWU officials said the project is intended to reduce emissions, support campus heating and cooling, and serve as a living laboratory for students. In executive session, the committee moved to report a panel of gubernatorial appointments, including the higher education appointments heard that day, with a recommendation that they be confirmed. The motion passed by voice vote, and the committee adjourned.

Transcript Highlights:

• The House Education Committee will come to order. Good afternoon, everyone.
• Thank you, Madam Chair, members of the Education Committee.
• That we see in mastery-based education, where one of the principles of mastery-based education is that
• I'm also a former educator. Today, I want to share what I've seen firsthand as an educator.
• School districts, educational service districts, and other state or local education agencies must satisfy

Bills: HB2142, HB2369, HB2432

Keywords: remote learning, hybrid learning, education reform, alternative education, student engagement, local food, public schools, nutrition, sustainability, agriculture, technology access, educational resources, surplus hardware, student support, 904, all

Transcript Highlights:

• The House Education Committee will come to order. Good afternoon, everyone.
• Thank you, Madam Chair, members of the Education Committee.
• That we see in mastery-based education, where one of the principles of mastery-based education is that
• I'm also a former educator. Today I want to share what I've seen firsthand as an educator.
• School districts, educational service districts, and other state or local education agencies must satisfy

Summary: The House Education Committee held public hearings on three bills. House Bill 2142 would replace statutory references to “alternative learning experience” with “remote and hybrid learning.” Committee staff and the prime sponsor said the change is intended to reduce stigma and more accurately describe programs that may be online, hybrid, or site-based. Several members raised concerns that the terminology could unintentionally affect fully in-person programs; the sponsor and a retired principal testified that the bill is meant as a name change and would not materially alter current programs. The bill drew 52 pro, 4 con, and 0 other sign-ins. House Bill 2369 would create a Washington Local Food for Schools program in OSPI to help schools procure and distribute Washington-grown foods through existing USDA food distribution systems. The sponsor and supporters said the bill would reduce logistical barriers for farmers and districts, support local agriculture, and improve the quality and appeal of school meals. Testimony came from school nutrition advocates, farmers, a school superintendent, students, and OSPI, with broad support and discussion of how the program would work through catalogs, ordering windows, and existing warehouses. The bill drew 455 pro, 64 con, and 1 other sign-in. House Bill 2432 would allow school districts and ESDs to sell or grant surplus technology hardware, such as laptops and tablets, directly to public school students and recent graduates at depreciated value, with priority for students with greater need. The sponsor said the goal is to help students transition to work, college, and other postsecondary opportunities. Committee members asked about whether the bill should address assistive devices and whether devices could be reserved for future graduating classes; staff noted existing law already covers transfer of assistive devices for students with disabilities. Testimony from district technology and finance staff supported the bill as a practical way to extend the life of devices and benefit students. The bill drew 57 pro, 5 con, and 0 other sign-ins. At the end of the meeting, the chair announced amendment deadlines for several bills scheduled for executive session later in the week and then adjourned the committee.

Transcript Highlights:

• , using this source of education, a form of education.
• act relating to education to revise provisions regarding parental rights and education, declaring an
• It's not against educators, that people know educators. They have, you know, friends and family.
• . ...assault on education and public education in this state.
• As a lifelong educator, I've done.

Summary: The Senate convened with 31 members present, approved the March 31 journal, and moved through committee reports, gubernatorial messages, and House messages before taking up several bills on final reading. Among the measures considered were House Bill 930 on campaign finance, House Bill 949 on consolidating the STEM Action Center with the Workforce Development Council, House Bill 950 providing a one-time appropriation for a consultant to support Medicaid review work, House Bill 952 revising the Secretary of State’s budget, Senate Bill 1444 for public school support, House Bill 940 revising Idaho Digital Learning Academy policy, Senate Bill 1438 funding the IDLA budget, House Bill 516 on parental rights and education, and House Bill 897 on the Idaho information technology equipment sales tax exemption. The chamber also received and referred additional bills, including House Bill 968 and several appropriations and committee reports. House Bill 930 passed after debate centered on campaign finance transparency, separate campaign accounts, limits on investments, and requiring self-loans over $1,000 to be deposited into campaign accounts. Supporters said it would improve accountability; opponents questioned enforcement and warned against weaponizing campaign reporting. House Bill 949 passed with discussion of consolidating STEM and workforce functions, shifting funds and staff, and reducing administrative costs. House Bill 950 passed as a one-time $200,000 appropriation for a consultant to assist the legislature’s Medicaid review panel. House Bill 952 passed with a small reduction to the Secretary of State’s ongoing general fund budget. Senate Bill 1444 passed despite objections that the school budget underfunds district health insurance and shifts costs to local districts; supporters emphasized federal fund authority and other budget adjustments. House Bill 940 passed after extensive debate on narrowing IDLA’s mission, ending state support for certain uses, limiting elementary and online participation, and reducing enrollments and costs. Senate Bill 1438, the companion IDLA appropriation bill, also passed after debate over the size of the cut, the use of the Public Education Stabilization Fund, and whether the budget should include a cap on enrollments; supporters said it matched the policy changes in House Bill 940, while opponents argued it was too restrictive and could harm students’ access to courses. House Bill 516, dealing with parental rights and education and teacher-union-related payroll and activity restrictions, passed after a lengthy and sharply divided debate over whether it protected taxpayer dollars or unfairly targeted educators and unions. House Bill 897, as amended, was then taken up for final consideration on the Idaho information technology equipment sales tax exemption, with the sponsor explaining that the bill narrows the exemption to internal server equipment and limits it to 20 years in response to changing data-center trends and water-use concerns.

Transcript Highlights:

• </c><00:13:23.680><c> Um</c> education. So, thank you. Um education. So, thank you.
• </c> post-secary school education post-secary school education commitments,<00:14:21.839><c> apprenticeship
• </c> made up of superintendents and educators made up of superintendents and educators and<00:56:14.799
• want</c><01:07:23.920><c> from</c><01:07:24.160><c> the</c> of education, I want from the of education
• </c> passionate and champion for education passionate and champion for education for<01:29:36.719><c>

Keywords: 1136, house, all

Transcript Highlights:

• educational resources is inequitable.
• DESE has already documented inequities in higher education by race, parental income, and parental education
• get an education.
• I think K-12 education is different than higher education.
• I think K-12 education is different than higher education.

Summary: The House convened with prayer and the Pledge of Allegiance, approved the previous day’s journal by a 126-0 vote, and suspended business for the Speaker to sign several bills and substitutes. Members then spent much of the day introducing guests, including county assessors, students, civic groups, and visitors from local schools and universities. The chamber then took up House Bill 2002, the elementary and secondary education budget. Members adopted several amendments, including technical fixes to allow board-operated schools to use personal service funds for career ladder payments, clarifications to child care subsidy language, and changes to Parents as Teachers rules so that enrollment remains voluntary and virtual visits are not reimbursable. An amendment to shift $1 million from one child care facilities line to Child Care Works passed, as did an amendment to fund a new Success-Ready Student Assessment with $2 million to help replace the MAP test. A proposal to pay child care subsidies for foster children based on enrollment rather than attendance failed 53-93, and an amendment to divert $10 million in Title I funds into a competitive grant program also failed. A later amendment to send budget reports to the ranking minority member passed, while an attempt to remove child care subsidy language from the bill failed. The House then moved to higher education and workforce development appropriations. Members approved an amendment broadening a pre-apprenticeship program statewide and supported funding for Coyote Hill Foster Care Ministries through a transfer from dual credit scholarship funds. The most extensive debate centered on House Bill 2003’s higher education funding model, where the chair defended an FTE-based approach as more transparent than the long-standing status quo, while opponents warned it would sharply cut funding for institutions such as Harris-Stowe, Lincoln, Truman State, and some community colleges, and would ignore factors like graduation rates, research, and workforce needs. A compromise amendment to soften the transition was withdrawn, and a separate amendment to restore the governor’s recommendation was also debated at length, with members arguing over the fairness and consequences of the proposed model.

Transcript Highlights:

• More funding for educational committees.
• </c> enhancements to the educational enhancements to the educational experience,<00:05:01.560><c> they
• IDEA sets the Education Act, IDEA.
• </c><00:26:02.800><c> So,</c> ending disparities in education. So, ending disparities in education.
• ><c> we</c><00:57:17.960><c> heard</c> And our educators, because we heard And our educators, because

Keywords: 1183, house

Summary: The committee heard House File 3493, the Safe Schools Revenue Increase bill, and first adopted the DE amendment before moving the bill on for re-referral to Ways and Means. Representative Lawrence described the bill as a multi-layered school safety package for all students and schools, including public, nonpublic, charter, and tribal schools, with increased safety funding, mental health support, anonymous threat reporting, school safety plans, and student discipline changes. Several supporters emphasized the need for flexible safety funding and cited real-world safety concerns, including anonymous tip systems that had generated many reports, classroom evacuations, staff injuries, and the need for more resources for mental health and safety infrastructure. Some supporters, including charter school leaders and Catholic Conference testimony, argued the bill’s flexibility and broader safety approach were important, while others supported the K-3 suspension language as a needed tool in severe cases. Opponents focused heavily on the bill’s repeal of Minnesota’s K-3 suspension ban and non-exclusionary discipline requirements. Legal aid, disability advocates, and education groups argued that suspensions harm young children, worsen disparities, and disproportionately affect students of color and students with disabilities, and they urged the committee to keep restorative and non-exclusionary practices in place. Disability advocates also asked that any safety planning explicitly account for students with disabilities and that the bill remain aligned with IDEA protections and individualized education decisions. Several testifiers opposed using public funds for private schools, saying public money should stay in public programs. Other testimony came from school administrators and staff who supported restoring limited suspension discretion, describing serious elementary incidents, classroom evacuations, and injuries that they said required a short-term removal option to stabilize classrooms and plan for students’ return. Mental health and school support personnel witnesses stressed that safety and mental health funding should remain distinct and that more counselors, social workers, and related staff are needed to address student crises. No final vote on the bill itself was taken in the portion provided beyond adoption of the DE amendment and the motion to re-refer the bill.

Transcript Highlights:

• I've got to say, in 11 years, this is my first time in education. Oh, welcome to education.
• We don't need no education. Yes, ma'am.
• Yes, guidelines and education. Okay.
• From athlete and family NIL contract education programs to athletic tax education programs, financial
• I'd like to speak in support of education on fetal development.

Summary: The committee first took up HB 987, which would move the Louisiana Geological Survey under the LSU Energy Institute to streamline energy-related programs. The author and members described it as an efficiency measure, and the committee reported the bill favorably without objection. Members then heard HB 513 on name, image, and likeness rules for intercollegiate and interscholastic athletes. The bill was presented as a product of a task force and was supported by the Attorney General’s office, coaches, and a student athlete, who emphasized the need for guardrails, education, and protections against exploitation by agents or third parties. Questions focused on high school enforcement, parental consent, and what students may legally do; the committee ultimately reported the bill favorably. The committee also considered HCR 26, which asks BESE to incorporate the science of human growth and development, including prenatal development, into science or health standards and to provide instructional materials. Supporters said it would improve science education and show fetal development more clearly, while opponents raised concerns about medical accuracy, political influence, and lack of safeguards. An amendment requiring parental consent for instruction was offered but failed on a roll call vote, and the resolution was then reported favorably. Later, the committee reported HB 608 favorably as amended to protect confidentiality of documents tied to intercollegiate athletics revenue-sharing, while preserving public disclosure of overall institutional spending. It also advanced HB 380, creating a pilot program to expand CDL workforce training through a community college and school partnership, and HB 392, which would require suicide hotline information on school websites, student ID cards, and, through amendment, visible signs in schools. The committee then reported HB 476 as amended, requiring Safe Haven law flyers in school restrooms, and began discussion of HB 682 to authorize veterans as school resource officers, with amendments addressing qualifications and training.