Transcript Highlights:

• The English for Immigrant Entrepreneurs program helped me in so many ways, from learning how to talk
• Registered apprenticeship programs combine classroom learning with on-the-job training to build the next
• Every year when applications open for our apprenticeship training programs, unions receive two or three
• Through their apprenticeship program, which varies from three to five years, if there's no work, if you're
• When I joined Local 103's apprenticeship program back in many years ago now, I knew I was stepping into

Keywords: 995, all

Summary: The Joint Committee on Labor and Workforce Development heard testimony on several workforce-related bills, with most of the hearing focused on ESOL and apprenticeship legislation, followed by testimony on a four-day workweek pilot and paid prenatal leave. On ESOL, witnesses including the Boston Foundation, Skillworks, MassINC, MIRA, JVS Boston, Eastern Bank, immigrant advocates, employers, and legislators supported H.2080/S.1326, arguing that Massachusetts has a large backlog of limited-English-proficiency residents waiting for classes, that ESOL is essential to economic mobility and immigrant integration, and that the state needs a coordinated, statewide strategy with more vocational and workplace-focused English instruction. Testifiers cited long waitlists, fragmented delivery across agencies, labor shortages, and examples of workplace English programs helping immigrants gain jobs, advance careers, and support businesses. Committee members asked questions about how vocational ESOL differs from standard classes, and witnesses explained that it focuses on job-specific language and workplace scenarios. The committee also heard strong support for H.2085/S.1303, which would require more use of registered apprentices on public construction projects over $1 million. Labor leaders from the Massachusetts AFL-CIO and Massachusetts Building Trades, along with electricians and apprentices, said the bill would help apprentices complete training by ensuring enough job-site hours, expand access to good union careers, and strengthen the construction workforce for housing, infrastructure, and clean energy work. Several witnesses defended existing apprenticeship ratios and electrical licensing standards, warning against deregulation and emphasizing safety. Committee members asked about project thresholds and apprenticeship ratios, and witnesses said the bill’s phased apprentice-hour requirement was intended to cover most public projects under current cost conditions. The committee then heard testimony on S.1330, a four-day workweek pilot program. Senator Dillon Fernandez and Representative Shirley Arriaga described the proposal as a response to burnout, affordability pressures, and changing workplace norms, arguing that a pilot would let Massachusetts study whether shorter workweeks improve productivity, retention, and worker well-being. Witnesses said the model could help families balance caregiving and commuting while maintaining or improving output. Finally, the committee took testimony on S.1361, establishing paid prenatal leave. Parents, health advocates, March of Dimes, and others said paid leave would help pregnant workers attend critical prenatal appointments, reduce missed care, and improve maternal and infant health outcomes. Several speakers shared personal stories about high-risk pregnancies, pregnancy loss, and the financial strain of taking unpaid time off. No votes were taken during the hearing; the committee primarily received testimony and asked a limited number of questions.

Transcript Highlights:

• programming.
• About 10 years ago, we engaged in a really robust change in how we provide programming for the women
• We can't compel programming. We don't force program.
• That has been year over year we've seen with them.
• What we have learned is not only can all of these particular programs be provided on these tablets, but

Keywords: 995, all

Summary: The commission approved the July 11 minutes and then received a detailed follow-up presentation from the Department of Correction on facility footprint, mission-driven housing, programming, and technology. Commissioner Jenkins and Deputy Commissioner Peterson explained recent and planned facility changes, including the closures of Walpole, MCI Cedar Junction, and MCI Concord, the transition of the Plymouth Section 35/Mass Act program to Health and Human Services, the return of Bay State to DOC control for possible future use, and the Shattuck Hospital move to East Newton Pavilion. Members asked about operational capacity, the exclusion of support beds from occupancy figures, and the status of mothballed or unused facilities. Framingham drew particular attention because of its historically low women’s population and planned renovations; members raised concerns about the cost and the need to consider the broader women’s correctional system. A major portion of the meeting focused on mission-driven units and evidence-based programming. DOC described specialized units for health services, nursing care, clinical stabilization, mental health, residential treatment, protective custody, reentry, emerging adults, education, and substance use recovery, and noted that security threat group support beds are not used. Staff explained the distinction between general population beds and support beds, and between programming and treatment. They said core recidivism-reduction programs are based on risk-need responsivity and COMPAS assessments, with Spectrum Health Systems as the current vendor, and presented recidivism data showing lower reoffending among participants who completed programs such as violence reduction, criminal thinking, and the Correctional Recovery Academy. For women, they highlighted the pathways model at MCI Framingham, which combines trauma-informed, gender-responsive services, and reported strong outcomes for those engaged for at least 26 weeks. Members asked about how needs are identified and counted, how declinations are handled, and how the department distinguishes completion from ongoing maintenance. DOC said participation is voluntary, individuals are re-recommended over time, and completion is recorded in the system when criteria are met. They also discussed educational supports for learning disabilities and trauma, including IEP/504 coordination, tutoring, and a new school psychologist for testing. Questions were raised about family reunification programming, and DOC pointed to family-focused services, mediation, Read to Me Mommy, and the Brave unit for young fathers. Sheriff Cabral and Sheriff Cochie praised the presentation and emphasized the importance of family reunification and the realities of trauma in incarcerated people’s lives. The final section highlighted the expanded use of tablets across all facilities. DOC said tablets now support free phone calls, emails, video visits, surveys, educational content, medical updates, sick-call requests, and an earned-good-time app, while also helping with communication during facility closures and with ongoing programming. Staff said the tablets are used both for learning and recreation, and that more than half of the incarcerated population uses them monthly for educational purposes. Members discussed whether user feedback or “reviews” of programs could help increase participation, and DOC said tablet-based surveys make that possible. The meeting ended with general agreement that the department has expanded programming and technology substantially and is using them to support reentry, communication, and facility operations.

Transcript Highlights:

• and support programming over three years.
• and support programming over three years.
• funding for after-school programs during the year or for the next year, Mr.
• funding, getting fundings for after-school programs during the year or for the next year, Mr.
• expanded to be a year-round where there could be internship funding for a year-round program to support

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:

• Even with the reported volatility in the sector, the program is producing strong work-based learning
• Even with the reported volatility in the sector, the program is producing strong work-based learning
• Some of our guest speakers who had worked on Star Trek years before were just learning that software
• They have a two-year program for students in the summer. It's a professional summer stock theater.
• , Spark now faces eliminating our so-wise, so-young program after 15 years in the community.

Keywords: 987, senate, all

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future: Creative Strategies for Cultural Resilience, Economic Growth, and Global Leadership.” Chair Allen opened by framing the creative economy as a major state asset and urged support for arts funding in the May Revision, including California Humanities, museums, public media, cultural districts, LA28 arts programming, and AB 2319, which would create a $100 million post-production incentive. He also emphasized the need for next-step funding to implement the strategic plan and noted concerns about federal headwinds and declining creative-sector jobs. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and Workforce Development Board representative Michael Weoff described how the plan was developed through AB 127 and related legislation, a 30-plus-member work group, and an interagency process. They outlined the plan’s phased approach and six priority areas, including preparing the workforce, stabilizing businesses, increasing revenue through cultural tourism, leveraging state incentives, defining and tracking ROI, and building state capacity. Testimony highlighted workforce pipelines, apprenticeship and pre-apprenticeship programs, digital badging, and cross-agency coordination, with speakers stressing that the sector is shaped by AI, climate change, affordability, capital access, and social cohesion. A second panel of artists and advocates described on-the-ground implementation and the need for better data and support. Ricarlo Handy discussed the Handy Foundation’s apprenticeship pipeline into film and TV jobs and the difficulty of capturing freelance and 1099 creative work in state data. Joanna Reynolds described Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030. Alejandro Gutierrez Chavez urged the state to embed artists in health, aging, behavioral health, and climate resilience systems, and Roxanne Messina Kaptur spoke about the need to treat arts careers as viable professions and expand residency and school-based artist programs. Senator Rubio, who joined the hearing later, shared her own background in teaching and the arts, supported arts education and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 town halls across eight regions, where more than 1,100 people attended and generally affirmed the plan while asking for better access to information, new financial models, clearer definitions and data, and stronger networks. Julie Baker of California for the Arts and California Arts Advocates argued the plan is an urgent blueprint for a sector that generates $288 billion and more than 820,000 jobs, but remains below pre-pandemic employment levels and is losing market share. She and others called for funding, statewide definitions, better data collection, and cross-agency implementation, while committee members and witnesses repeatedly emphasized that the plan will require political will and resources to move from strategy to action.

Transcript Highlights:

• In addition, a major majority of our students learn to utilize assistive technology and online programs
• In addition, a major majority of our students learn to utilize assistive technology and online programs
• In addition, a major majority of our students learn to utilize assistive technology and online programs
• In addition, a major majority of our students learn to utilize assistive technology and online programs
• To utilize assistive technology and online programs to support their learning, our school provides a

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• These programs create the earn-and-learn modality, the opportunities that allow students to gain skills
• And they get a year and a half into their program.
• For our apprenticeship readiness, throughout the program, it's been a little less than 10 years.
• And this year we partnered on the Strong Workforce Funds programs, and you highlighted that a couple
• learning align educational program provided us, it really gave us the opportunity to leverage those

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

Transcript Highlights:

• That was House Bill 156 from last year; it already put that requirement in the ed prep programs.
• . ...for House Bill 156 from last year; it already put that requirement in in the ed prep programs.
• program that teachers do: they learn, they go back and practice, they come back and discuss, they learn
• best practices, whatever we learned 30 years ago, maybe it has improved or changed.
• I'm wondering if they correlate in any way with a program that I just learned was happening last year

Bills: SB234, SB210, SB243, SB244, SM16, HB8

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• To add insult to injury, the Learn Fair program uses the terms probation and sanction, terms derived
• But I worked with a family last year who moved at the beginning of the school year.
• In the 2023 to 2024 program year, Head Start served over 1,500 children who experienced homelessness.
• In the 2023 to 2024 program year, Head Start served over 1,500 children who experienced homelessness.
• This bill ensures that our most vulnerable children are not left behind during the years when early learning

Keywords: 995, all

Summary: The committee held a hybrid hearing on a range of bills affecting children, families, disability rights, homelessness, and social services. Early testimony focused on H.215, which would support children experiencing homelessness by speeding access to child care vouchers and early intervention screenings. Boston officials, Horizons for Homeless Children, Head Start, pediatric and early education advocates, and families described delays in child care and early intervention, the developmental risks of homelessness, and the need for automatic referrals and faster access to services. Testimony also supported H.216, which would improve emergency housing assistance by restoring presumptive eligibility, reducing documentation barriers, extending shelter stays from six to nine months, and creating an ombudsperson; providers and legal advocates said current rules leave families sleeping in cars or outside and create unnecessary administrative hurdles. The committee also heard strong support for H.210, which would repeal the “Learn Fair” school attendance sanction that cuts cash assistance to families when children miss school. Advocates from legal aid, education, and anti-poverty organizations argued the policy is punitive, burdensome, and ineffective, disproportionately affecting low-income, disabled, and Hispanic/Latino families. Several speakers said chronic absenteeism should be addressed through supports such as family outreach, wraparound services, and school engagement rather than benefit cuts. Legislators and school officials from Salem also testified that their districts reduced absenteeism through supportive strategies, not sanctions. Additional testimony addressed children’s vision bills H.202 and H.166, with optometrists and researchers urging better screening, data systems, and treatment access to close achievement gaps caused by untreated vision problems. Senator Lovely also presented S.2714, proposing a study of discrimination in public accommodations for people with service animals. Later, testimony on H.279 supported changing social work licensure rules to remove exam requirements that speakers said disproportionately exclude multilingual candidates and candidates of color. The hearing also included testimony on bills related to the Judge Rotenberg Center and electric shock devices, with disability rights advocates opposing continued use of the devices and urging the committee to reject licensing or authorization for them. No votes or committee actions were taken during the hearing.

Transcript Highlights:

• , according to the Learning Policy Institute, In the 2025 school year, according to the Learning Policy
• the programs from the previous school year, though within that, there was an increased number coming
• programs, then traditional programs, and then total enrollment overall for the past three school years
• In Arkansas, there are nine programs in the 2025 school year.
• the last year before the LEARNS salary increases were enacted. 2024 is the first year of the new salary

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.

Transcript Highlights:

• I came a few years ago and got to experience the whole program here, climb up the tower, and do all the
• Mesa Lands has had a rodeo program for many years now.
• About four years ago, I came to Mesa Lands specifically to start our nursing program.
• So, briefly over the program, it is a 60 credit hour program, as all two-year degrees are. 45 to 43 credit
• We are a two-year program that also fosters and puts emphasis on research.

Transcript Highlights:

• We also know that our TRIO programs receive around $60 million each year.
• That our TRIO programs receive around $60 million each year statewide.
• Our Perkins program is around $60 million statewide each year.
• And so why would I invest into a four-year program if it's unpredictable?
• And so why would I invest into a four different years or a four-year program if it's unpredictable?

Summary: The Assembly Higher Education Committee held an oversight hearing on how federal actions are affecting California higher education, with opening remarks from the chair and members emphasizing the importance of state-federal shared governance and the need to protect access, affordability, and campus diversity. The first panel included leaders from the CSU, University of the Pacific, California Community Colleges, and UC, who described broad impacts from federal grant terminations, changes to student aid, loan limits, visa and immigration policy, and proposed reductions to research support. Testimony focused on the elimination of Grad PLUS loans, caps on Parent PLUS and Pell-related changes, the loss or suspension of hundreds of grants, and the resulting harm to student support services, research, workforce pipelines, food assistance, and health care training. UC and CSU representatives warned of major losses in research funding, indirect cost reimbursement, and student opportunities, while community college leaders highlighted uncertainty around federal grants and the need to maintain services for low-income, first-generation, undocumented, and other vulnerable students. Committee members asked how the state could respond, including through intersegmental partnerships, dual enrollment, transfer pathways, and support for basic needs and nutrition programs. Witnesses said California could help by sustaining financial aid, protecting minority-serving institution programs, and investing in research, housing, and workforce development. Several speakers stressed that federal changes were creating instability for students and campuses, and that the effects would likely be long-lasting, especially in health care, teaching, STEM, and social work pipelines. A second panel then focused on equitable access. The California Student Aid Commission described state efforts such as the $3.9 billion investment in aid programs, the Cal Grant system, the Dream Act, and possible reforms to better serve adult learners, foster youth, undocumented students, and students with dependents. The Los Angeles Community College District reported that federal cuts and policy shifts are discouraging students from applying for aid, threatening TRIO and MSI/HSI-funded services, and reducing support for basic needs, counseling, and workforce programs. The Association of Independent California Colleges and Universities and the CSU Academic Senate echoed concerns about FAFSA confusion, international student restrictions, grant losses, and the erosion of equity-focused programs. No formal votes or legislative actions were taken during the hearing; the committee primarily received testimony and discussed possible state responses.

Transcript Highlights:

• A test alone cannot make up for years of interrupted learning, and for many that simply isn't a realistic
• It complements GED programs, serving Arkansans who need a different learning model, more support, and
• A test alone cannot make up for years of interrupted learning.
• A test alone cannot make up for years of interrupted learning, and for many, it's simply not a realistic
• to use each year to fund their projects each year.

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:

• So how will this positively impact these students in the work-based learning programs?
• <00:10:00.320> programs sponsored work based learning programs sponsored work based learning
• Over the years, it was replaced by the Early Learning Advisory Board and is now the Early Learning Board
• So we do have an early learning stipend program, and so if anybody should default on it, then the money
• have a early learning uh stien program have a early learning uh stien program and<00:36:54.280> so

Keywords: 912, senate, all

Summary: The Joint Committee on Education and Labor and Technology heard Senate Bill 420, which would extend Department of Education workers’ compensation coverage to newly graduated high school students participating in DOE-sponsored work-based learning programs through July 31 after graduation. DOE testified in support, estimating the bill could affect about 50 to 100 students in the first year and saying it would help students gain experience and transition to employment. Members asked about current coverage, costs, and partnerships; DOE said current coverage ends at graduation, there had been no incidents, and the bill would create no additional cost. The committees voted to pass SB 420 with amendments, including an amended effective date, and the bill was adopted. The Committee on Education then took up several education measures. It adopted a proposed SD1 for SB 894, a Farm to School measure that would appropriate funds to help meet a goal of serving 30% locally sourced food in public schools. The committee also heard SB 789 on school cafeteria meal costs; DOE said it wanted the existing requirement lowered from 50% of meal preparation cost to 25% rather than repealed, to align with its administrative package, and explained current prices were about $2.75 while meal costs were about $9. Testifiers from the Hawaii Public Health Institute and Hawaiʻi Appleseed supported removing the requirement entirely or at least reducing it, saying it would avoid large price jumps and move toward free school meals. The committee later voted to pass SB 789 with amendments lowering the threshold to one-fourth of meal cost and changing the effective date. The committee also heard SB 449 on a school facilities planning database. DOE said it supports better planning but believes the database should be housed within DOE rather than duplicated under the School Facilities Authority, while SFA supported the bill as a proactive decision-making tool. The Attorney General’s office suggested clarifying language to make clear references to the Board of Education. In later agenda items, the committee heard SB 423, which would add Head Start-related ex officio members to the Early Learning Board; EOEL and the board chair supported it and suggested technical language to preserve required representation. The committee also heard SB 1384, a housekeeping bill redirecting repaid early childhood educator stipend funds to the Early Learning special fund after the prior special fund was repealed; EOEL supported it and said about $31,864 was being recouped from nine recipients. Finally, SB 684 would require the Board of Education to adopt rules banning cell phones at DOE schools; testimony was in support, and members discussed the need for a consistent statewide policy, with the board expected to work on one in collaboration with DOE.

Transcript Highlights:

• While mental health instruction sounds benign, it often incorporates social-emotional learning programs
• Out of the roughly 5,000 students we speak to each year with our free program, parents overwhelmingly
• Out of the roughly 5,000 students we speak to each year with our free program, parents overwhelmingly
• We've all heard stories about veterans' claims being denied for years and years and years and years.
• School nutrition programs exist to provide safe, healthy meals that support learning.

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. After debate, the committee voted 6-5-1 to give HB 2076 a do pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.

Transcript Highlights:

• of the Year.
• the Year.
• Here at Oregon Mountain, we have a construction program that is involved in learning about construction
• But, you know, after 12 years of working at central office, overseeing federal programs, bilingual programs
• There should have been one to two years of training in both of those programs for every single educator

Transcript Highlights:

• four-year-olds, but three- and four-year-olds.
• programs.
• programs.
• We didn't get the same pie from last year to this year.
• Do you see the HIPPY program, or programs like the home visiting type of programs, expanding upon that

Summary: The committee met to review early childhood education funding, access, and program sustainability, with Secretary Aleva and Director Ashland Abney providing updates on Arkansas’s ABC state-funded preschool program and the federal CCDF/SRA program. Members discussed the long-standing flat funding for ABC, which rose from $11 million to $14 million in 2018, compared with roughly $137 million in federal CCDF/SRA funding. Officials said ABC serves about 23,000 children, while SRA serves about 14,871 children and has a wait list of about 2,971 children. Members also asked for more data on rural versus urban access, provider types, and the number of slots and providers by region. A major topic was how to improve quality and access while aligning early childhood with K-12. Officials said the department is moving from the Better Beginnings environmental rating system toward CLASS observations, using local leads and a kindergarten-readiness strategy tied to quality improvement. Members raised concerns about deserts and islands in service availability, the cost of school-based versus community-based providers, and the need to support infant-toddler care as well as preschool. The commissioner said early learning should be part of long-term state education investment, but that simply adding money would not solve access gaps without broader structural changes. The committee also discussed recent funding changes and their effects on providers and families. Officials said a $14.741 million PDG-BFV competitive grant will support systems-building work, including local leads, workforce, data systems, and third-party CLASS observations, but it is a one-year grant and not direct service funding. Members questioned the impact of new co-pays, provider closures, and slot reallocations; officials said eight closures were tied specifically to funding changes, and that paying only for enrolled children rather than allocated slots saved about $576,000. They also discussed dual enrollment in home visiting and ABC, with officials estimating that limiting double enrollment could save about $2.4 million and potentially serve about 470 more children. The meeting ended with agreement to continue regular updates and further discussion, and the committee adjourned without a vote on legislation.

Transcript Highlights:

• These program recipients would be entitled to receive renewal grants for up to four years.
• year, not 60 days, not 30 days, the whole year.
• In the 2019-2020 school year, 11.7% of California students had a learning disability.
• from the year prior.
• Right now, our CTE programs depend on these CTIG applications that are on a year-to-year basis.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• So for a four-year program, you'd have a requirement of a minimum of 576 hours.
• So when folks want to learn more about programs in their area or find programs in a certain occupation
• I'm very happy to talk about the great program that we have developed in these past years.
• When Maria started this program, she didn't know what she had to do because she is 61 years old.
• And then the program that I taught for 20 years is massage therapy.

Summary: The work session focused first on Washington’s apprenticeship system, especially building trades programs and support services. Labor and Industries staff explained how registered apprenticeship works in the state, including the role of the Washington State Apprenticeship and Training Council, the requirements for paid on-the-job training and classroom instruction, and the difference between apprenticeship and pre-apprenticeship. Panelists emphasized that apprenticeship is tied to actual jobs and training agents, and that many waitlists reflect a shortage of job openings and employer participation rather than a lack of interest. They also discussed youth apprenticeship, the growth of apprenticeship and pre-apprenticeship programs, and the use of Career Bridge and L&I’s database to help people find programs. Representatives asked whether the state should expand apprenticeship programs and how people can find openings. Speakers said more programs alone would not solve the backlog without more employers signing on as training agents and more apprenticeship utilization on projects. The panel also highlighted the Constructed Career Initiative, a grant-funded navigation and support program that helps people enter and stay in building trades apprenticeships through outreach, case management, and wraparound aid such as transportation, tools, and work clothes. A related nonprofit, Build Up, described similar support services, including prison-based boot and PPE programs and assistance for reentry participants. The panel said these services are especially important because apprentices often face unstable income, housing, food, and transportation barriers. The panel also discussed House Bill 2084 and the new Construction Training Pathway Oversight Committee, which is examining construction training in correctional facilities and how to create clearer pathways from prison-based training to apprenticeship, college, or work. Speakers said the committee is still in its early stages and will report to the legislature. The session ended with committee members thanking the panel and noting the importance of support services and referral networks for apprentices. The meeting then resumed at Renton Technical College, where college leaders and faculty discussed serving non-traditional students. The college reported strong enrollment growth, a median student age of 30, a diverse student body, and high job placement rates, while also noting significant budget cuts and program reductions from the prior year. Health care and early childhood education programs were highlighted, including efforts to expand access through hybrid scheduling, evening and Saturday classes, Spanish-language offerings, and in-person wraparound support for admissions, financial aid, and registration. Faculty said these changes were driven by student data and were aimed at helping working parents, English learners, and other non-traditional students complete credentials and enter family-wage careers.

Transcript Highlights:

• this past year. this past year.
• We expect by June 30th of this year that programs will be fully compliant.
• to implement uh supplemental programs to implement uh the<01:26:12.400> learning<01:26:12.719
• year and will be implemented this year. year and will be implemented this year.
• . program. program.

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• We send over 30,000 students to NCAA programs every single year, but we rank dead last when it comes
• The Division of Learning is responsible for implementing two main programs, the school readiness program
• That is our VPK program that provides free VPK for all four-year-olds across the state of Florida with
• Provider cases B-PF was actively investigating at year-end: two in the 2024-2025 program year.
• That was for the 2024-2025 program year. Representative, you're recognized. Thank you.

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and first heard House Bill 731, which would address coach and extracurricular sponsor compensation and change how student-athlete transfer eligibility is determined. The bill would allow local school boards to adopt policies letting booster clubs or similar associations support coaches and activity sponsors, and it would let superintendents treat certain coaches and athletic leaders as administrative personnel for compensation purposes. It would also shift eligibility decisions for transferred student-athletes to the governing athletic association and require clearer bylaws and timelines for those determinations. Members raised questions about booster club oversight, pay equity, the new athletic administrator language, and safeguards against abuse or unequal treatment, while supporters argued the bill would help retain coaches and better support student athletics. The bill was debated and then reported favorably by roll call vote. The committee then received presentations from the Department of Education’s Division of Early Learning and the Florida Association of Early Learning Coalitions on school readiness fraud prevention and mitigation. Speakers explained that Florida’s school readiness program pays providers based on verified attendance rather than enrollment, requires daily parent sign-in/sign-out records, and uses multiple layers of oversight including coalition anti-fraud plans, annual audits, programmatic monitoring, DCF inspections, and referrals to state fraud investigators when needed. They emphasized that Florida delayed implementation of a federal rule that would have required prospective enrollment-based payments, and said the state’s current system makes fraud difficult. Members asked about military and grandparent guardianship situations, audit findings, and the number of fraud referrals; presenters said fraud cases are relatively limited and that the existing controls and public enforcement act as deterrents. The meeting ended after members thanked the presenters and the committee adjourned without further business.