Transcript Highlights:

• can strengthen our teachers. pipeline while also providing immediate academic support to students.
• Specifically, we support the additional $220 per student being added to the basic allotment.
• This crucial step ensures that five and a half million public school students receive the support they
• Please raise the per-pupil allotment at least $1,300 per. student so that we can better support our 5.5
• Students in special education programs deserve tailored and supportive educational environments.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• So not providing adequate support to teachers for the training will ultimately heard students because
• in support Asia.
• Scott weaving in support. Asia. Scott weaving in support. Olivia, rightly waiving in support.
• in support Valerie Churchman, waiving in support.
• Olivia, rightly waiving in support Valerie Churchman waiving in support Michael Woods waiving in support

Keywords: 999, senate, all

Transcript Highlights:

• , parent communication, student support, parent communication, student needs,<00:14:46.800> special
• <00:47:10.160> Every wasn't supported, the student was.
• Every wasn't supported, the student was.
• <02:09:15.679> So specific student level supports. So specific student level supports.
• honestly supports for students, which honestly supports for students, which honestly prior<03:37:

Keywords: 916, all

Transcript Highlights:

• building for expansion of classrooms, labs, student support services, military. family support services
• It also provides dedicated students support that focuses on student retention efforts such as first-year
• It also supports a lot of retention and student success initiatives, so we would have to cut advisors
• that extra support that they need that most you know most students who are second or third generation
• develop those new programs and wraparound student support services.

Keywords: 1184, house, all

Transcript Highlights:

• Funds that could be used to support enrollment growth or adding faculty and graduate students are instead
• So, I am strongly supportive of student housing projects and additional facilities projects in the system
• I see how, despite the services currently not being in demand, students need support.
• I'm here because many college students demand more support.
• These pantries are primarily funded by Cal Food, a critical resource that directly supports students

Keywords: 988, house, all

Transcript Highlights:

• And that's what we're trying to support those students and families to make sure that those kids are
• And that's what we're trying to support those students and families to make sure that those kids are
• And that's what we're trying to support those students and families to make sure that those kids are
• And so it's a completely different path of service supports, wrapping our community arms around a student
• These students are not being petitioned to court, but given resources and supports needed to ensure their

Keywords: 1183, house

Transcript Highlights:

• THERE ARE SOME VERY DIFFERENT PIECES OF OUR LITERACY POLICY THAT ARE INTENDED TO SUPPORT AND CATCH STUDENTS
• , MY KIDS ARE HIGH SCHOOL STUDENTS I WANTED TO SPEAK ON THE PROVISION IN SUPPORT OF THE PROVISION TO
• MICHELLE WHITE FLORIDA ASSOCIATION OF STUDENT COUNCILS WAIVES IN SUPPORT.
• IN SUPPORT.
• SEMINOLE COUNTY PUBLIC SCHOOLS IN SUPPORT. SPEAKING IN SUPPORT.

Keywords: 999, senate, all

Transcript Highlights:

• all students.
• Without these protections, students may face discrimination, exclusion, and a lack of necessary support
• As a former schoolteacher myself, I have witnessed firsthand the supports that our students need, and
• Investing in the basic allotment supports all students and uplifts all schools by giving them the opportunities
• Private school vouchers do not equip, prepare, or support students with disabilities.

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Members from both parties emphasized education as a major issue, while several Republicans framed the committee’s work around school choice and parent empowerment. Senator West and other Democrats stressed protecting public schools, listening to Texans, and considering the effects of vouchers or education savings accounts on school districts and communities. Chairman Creighton laid out Senate Bill 2, the Texas Education Freedom Act, describing it as a universal education savings account program modeled on similar programs in other states. He said the bill would provide about $200 million for a universal eligibility pool and additional funding for students with disabilities and lower-income families, with priority weighting for former public school students. He also highlighted anti-fraud measures, vendor pre-approval, criminal background checks, cybersecurity protections, annual testing requirements for participating students, and the use of the Comptroller rather than TEA to administer the program. Creighton repeatedly said the bill is not a voucher and argued it would not take money from public schools, which he said would receive separate historic funding increases. Members questioned Creighton about the 500% of federal poverty line definition, the adequacy of the $10,000 ESA amount, whether the program would favor students already in private school, how microschools and homeschool pods would fit, and whether the bill protects religious liberty and private-school autonomy. Democrats raised concerns about disability protections, 504 students, foster children, public-school funding, open records, and the historical context of vouchers. Republicans generally supported the bill as a way to expand options for parents and students, while also asking about administration, fraud prevention, and data security. After member questions, the committee began invited testimony, with EdChoice President Robert Inlow presenting in support of SB 2 and citing the growth and reported success of school choice programs nationwide.

Transcript Highlights:

• success building for expansion of classrooms, labs, student support services, military family support
• It also provides dedicated student support that focuses on student retention efforts such as first-year
• It also supports a lot of retention and student success initiatives, so we would have to cut advisors
• develop those new programs and wraparound student support services.
• that are supported by institutional enhancement touch over 30% of our students.

Transcript Highlights:

• Every single student counts in that top half because every single student is a student.
• We can support our special ed districts and educators and students through funding without it interrupting
• And through a student contract is where they'll get any additional support they're eligible for from
• for students.
• for students.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• Students are really good support, which also... ...to put into that, if we could at some point.
• RCC cannot continue to subsidize the Reggie Lewis Center with funding intended to support RCC students
• We’re a Massachusetts-based nonprofit, supporting nearly 5,000 students in the Commonwealth.
• I’m here today in support of House Bill 1449, an act ensuring students access to transcripts.
• And in these roles, I've supported students abroad who were sexually assaulted, who had their drinks

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a wide range of bills touching student access, campus safety, and institutional support. Early testimony focused on H. 4544, which would create a state Hispanic-serving institution designation to replace a lost federal designation and potentially allow future funding. Representative Kushmerek and Fitchburg State President Donna Hodge described Fitchburg’s growing Latino student population, the university’s local commitments such as the Fitchburg Promise, and argued the bill would help the institution better serve its community. Committee members asked about how the tuition-free local program is financed, and the bill was described as having no immediate funding request but allowing for future appropriations. The committee also heard support for H. 1421, a proposed John F. Kennedy Service Scholarship Program for Peace Corps, AmeriCorps, and Commonwealth Corps alumni, with Representative Arena DeRosa arguing that student debt discourages service and that the program would help make citizen service more accessible to lower- and moderate-income students. Members raised questions about cost, take-up, and whether the program should be capped. H. 1449, dealing with transcript withholding, drew support from Representative LeBoeuf and USPyre’s Demi Stoltz, who said withholding transcripts over small balances or non-academic fees traps students and harms workforce participation; members discussed how schools could still collect debts without blocking transcripts. The committee also heard testimony on a bill to improve study-abroad safety reporting, with Carrie Pascarello urging a centralized data system after multiple student deaths and serious incidents abroad, and members asking about how other states handle similar transparency measures. Another major topic was H. 4113 on higher education sexual misconduct. Laura G. and Ashley Freeman supported a proposal aimed at preventing “passing the harasser” by requiring disclosure of substantiated findings or departures during open investigations in hiring processes. They said the bill would improve transparency and campus safety while preserving due process, and noted Washington State has a similar law. Members discussed whether the bill should be expanded to K-12 settings and asked about the Washington model’s effectiveness. The committee also heard from Mike Canavan of AFT Massachusetts in support of a bill to create a grant program for librarians to earn a master’s in library science, noting the credential is required for the profession but is not offered by any public institution in Massachusetts. No votes were taken, and the hearing concluded after all scheduled witnesses testified.

Transcript Highlights:

• And so whether it's expanding the service areas that are available to support students that are otherwise
• every Floridian student harder I'm Because I believe it's going to make your job of supporting every
• I don't think this is supportive to our students, families, and teachers.
• the student to where the student goes.
• Yet in many cases, that data is delayed or withheld, making it harder to support students, particularly

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and took up several education bills. SB 1150, by Senator Calatayud, was presented as a measure to help school districts retain school social workers by removing an exam requirement unrelated to the profession. With no questions or debate, the committee voted the bill favorably. The committee then moved to SB 1514, by Senator Smith, on anaphylaxis response in public schools. After adopting a delete-all amendment and a late-filed amendment clarifying FDA-approved epinephrine devices and weight-based dosing, the committee heard support from Orange County Public Schools and reported the bill favorably. The most extensive discussion centered on SB 1708, also by Senator Calatayud, which would expand Schools of Hope by broadening the definition of low-performing schools from those in the bottom 10% in both math and reading to those in the bottom 10% in either subject, and would authorize co-location of Schools of Hope in underused public school facilities. Senators questioned how co-location would work, who could enroll, how liability and contracts would be handled, and whether the bill would help the specific students most in need. Many public speakers opposed the bill, arguing it would strain already underfunded public schools, reduce space and resources, and unfairly favor charter operators. The sponsor said the bill would not reduce classroom space in use, would require contracts to address safety and liability, and would provide a net positive to districts through a $600-per-student facility payment plus associated funding. After debate from both supporters and skeptics, the committee reported the bill favorably. The committee also considered CS for SB 822, by Senator Rodriguez, which would give charter schools more autonomy over governance and operations, including deadlines, enrollment caps, student conduct policies, and data sharing. The Florida Charter School Alliance supported the bill, arguing it would create parity and reduce burdens on charter schools, while committee members pressed the witness on claims of district “harassment” and the basis for those concerns. The bill was reported favorably after a roll call vote. At the end of the meeting, members recorded votes on prior tabs, thanked staff, and adjourned.

Transcript Highlights:

• management and student support. management and student support.
• providing supports to students as well providing supports to students as well as<00:52:42.720>
• support to medical students, including reestablishing funding for the programs found on lines 203 and
• And we also received a student parent support initiative grant recently that can help with child care
• have supported investments in the underrepresented student teacher grant, the shortage area student

Keywords: 1187, senate, all

Transcript Highlights:

• We could use those funds to help support a student in that atmosphere.
• We have been able to create a system of support for our students and their families.
• c> families students uh supporting students families students uh supporting students families and
• I think this is just a great way to support our students and families and communities.
• <01:26:28.760> and support our students and families and support our students and families

Keywords: 1187, senate, all

Transcript Highlights:

• And so all of those align with the early intervention and supports needed for these students.
• experiencing homelessness... ...one-time for students to support students experiencing homelessness
• We also support... ...access this benefit without sacrificing dollars earmarked for student support.
• I think investing in a student is investing in the future, and I urge you to support.
• I think investing in a student is investing in the future and I urge you support.

Keywords: 987, senate, all

Transcript Highlights:

• We feel we're about $2 billion short on what we should be spending to support the kind of students we
• need on our campuses and to support more research into basic needs usage and student outcomes.
• How is the CSU expecting to adjust its approach to continue to support our students there?
• We're losing out, again, on that kind of enriching student support.
• I urge you to make sure that that funding is directed toward direct instruction and student support.

Summary: The Assembly Budget Subcommittee on Education Finance held an oversight hearing on the California State University system covering enrollment, core operations, Title IX/civil rights, and basic needs. The Department of Finance said the Governor’s 2026-27 budget does not change CSU enrollment targets from the prior year and proposes a 5% ongoing General Fund increase for core operations as the final year of the compact. The Legislative Analyst’s Office recommended a lower resident undergraduate enrollment target than the Governor’s proposal, separate funding for enrollment growth rather than folding it into base, a smaller or no base increase tied more closely to inflation, earmarking some base funds for capital renewal, retiring deferred payments, and avoiding new multi-year compact commitments. CSU said enrollment has rebounded for three straight years, but growth is uneven across campuses, with several Northern California campuses still facing structural declines tied to demographics and community college pipelines. CSU described a multi-year reallocation plan shifting about 10,000 FTE and $89 million in ongoing funding toward higher-demand campuses, plus $40 million in one-time support, and said seven campuses submitted turnaround plans aimed at recovering enrollment over the next several years. The system highlighted strategies such as dual enrollment, guaranteed admission pathways with community colleges, outreach to high school students, retention and advising efforts, and new degree models for working adults and military-connected students. Members raised questions about how campus targets are set, whether the May Board of Trustees discussion will address a systemwide enrollment framework, and how CSU will manage future deficits if projected out-year funding does not materialize. On core operations and facilities, CSU said it faces about $320 million in mandatory cost increases in 2026-27 and is pursuing shared services, procurement consolidation, campus administrative sharing, and program redesigns to reduce costs. CSU and the LAO emphasized the system’s large deferred maintenance backlog, estimated at $8.6 billion, and discussed whether CSU’s bond/debt capacity is sufficient to address it; CSU requested up to $1.1 billion for deferred maintenance, while the administration did not propose new funding. The committee also heard CSU’s annual Title IX and civil rights update: CSU said it has implemented 15 of 16 State Auditor recommendations, has dedicated Title IX coordinators at every campus, is using a systemwide case management dashboard, and is piloting centralized investigations at five campuses. Finally, on basic needs, the Governor maintained current funding levels for food assistance/basic needs, rapid rehousing, and mental health. CSU reported heavy use of food pantries, CalFresh support, emergency housing, and counseling services, while warning that federal changes to CalFresh and related funding could make it harder to serve students in need.

Transcript Highlights:

• We rely on Math Corps to support our Tier 2 students.
• to her students and support the curriculum.
• /c><00:03:05.440> math<00:03:05.760> core support our tier 2 students math core support
• to her students individualized support to her students and<00:03:27.959> support<00:03:28.280
• challenged to find ways to support challenged to find ways to support students<00:04:28.160>

Keywords: 1187, senate, all

Transcript Highlights:

• UMass Hillel is home to a diverse and vibrant student community, supporting 11 Jewish student groups
• UMass Hillel is home to a diverse and vibrant student community, supporting 11 Jewish student groups
• Repeatedly, the students there to support BDS would boo after Jewish students spoke and cheer when the
• Again, a large group of students showed up to support BDS.
• You mentioned that UMass is starting to support student groups.

Keywords: 995, all

Summary: The meeting opened with approval of the July 9, 2025 minutes and a roll call confirming quorum. DESE Commissioner Pedro Martinez gave his first official testimony, affirming the department’s commitment to preventing antisemitism and societal bias in schools, saying DESE supports the commission’s recommendations and will add staff resources to help develop and disseminate guidance and instructional materials. He said DESE’s rubric and guidance for identifying effective curricula and resources should be finalized in late fall, and commissioners welcomed the partnership and asked about the ongoing Section 98A work. The commission then heard from Professor Eitan Hirsch of Tufts, who presented research on antisemitism and campus climate. He described survey findings showing sharply different Jewish and non-Jewish views on Israel, increasing social pressure on Jewish students, and a growing tendency for Jewish students to hide their identity or feel penalized for participating in Jewish life. He argued that colleges need to do more to teach students how to handle dissent and build cultures of viewpoint diversity, and commissioners asked about best practices, regional differences, and the role of campus climate surveys. Rabbi Fine of UMass Amherst Hillel and student Sky Landau testified about antisemitism at UMass, especially since October 7. Fine described both a thriving Jewish student community and serious incidents including harassment, vandalism, classroom issues, protests, and students hiding Jewish identity; he said the university is working with Hillel and DEI leadership on goals and strategy for Jewish inclusion, and he urged more training and structured dialogue. Landau described antisemitic incidents she experienced or witnessed, including hostile BDS meetings, exclusion of Zionist students, Holocaust denial, threats, and social ostracism, and said Hillel was the only consistently safe space for her. Commissioners discussed reporting pathways, affinity groups, mental health supports, and ways to distinguish criticism of Israel from antisemitism. Later, the commission moved to its recommendations and made several edits before voting, including deleting offensive wording in a footnote, adding a citation to recent FBI hate crime data, and restoring language tied to an existing DESE regulation, 603 CMR 26.05, on classroom neutrality and fact-based instruction. Commissioners also reiterated that criticism of Israel’s government is not inherently antisemitic. The meeting included a brief interruption by a protester, after which the commission recessed and then resumed its work on the draft recommendations.

Transcript Highlights:

• Our shared focus is student support.
• Supporting Minnesota schools so they can support Minnesota's students.
• We support a statewide workforce of over 56,000 students along with administrators and support staff.
• and how this work ultimately supports and how this work ultimately supports students<00:10:42.480
• <01:26:03.920> enunciation students also supported the enunciation students also supported the

Keywords: 1183, house

Summary: The Education Finance Committee met on March 3, 2026, approved the minutes from February 26, and then held a lengthy informational hearing on the Minnesota Department of Education’s funding and internal allocation of resources. House fiscal staff walked members through several spreadsheets showing federal, non-general fund, and general fund administrative spending, noting the data was filtered from SWIFT and was not exact. The chair said the discussion was intended to help members understand how MDE is funded and how those funds are used internally, in advance of later budget decisions and a separate upcoming hearing on the Perpich Center. Commissioner Willie Jett opened by describing MDE’s mission, statewide reach, and FY 2026 budget of about $14.1 billion, most of which flows directly to districts and charter schools for instruction, special education, transportation, nutrition, and operations. He emphasized transparency, accountability, and the department’s role in implementing laws, distributing aid, and supporting schools and students across urban, suburban, and rural communities. He also noted the department serves more than 873,000 pre-K through 12 students in 2,264 schools. Deputy Commissioner Maren Holden outlined the Office of American Indian Education, the Office of General Counsel, and the Office of Inspector General, highlighting support for American Indian students, legal and rulemaking work, special education dispute resolution, fraud prevention, and student maltreatment investigations. Assistant Commissioner Dr. McCari Traum described the Office of Equity and Engagement, including equity and inclusion training, safe and supportive schools work, public engagement, family outreach, and fraud-prevention coordination. Assistant Commissioner Darren Cordy reviewed nutrition programs, special education services, and the charter center, including free school meals, commodity food distribution, IDEA compliance, and charter school support. Assistant Commissioner Bobby Bernham then described the Office of Teaching and Learning, including early education, academic standards, instruction and assessment, state library services, expanded learning, and literacy work. He highlighted early childhood alignment efforts, standards development across core subjects, professional learning, and library grants. No votes were taken beyond approval of the prior minutes, and the meeting remained informational, with members expected to ask questions after the presentations.

Transcript Highlights:

• And when students aren't in school, they miss the daily connections of trusted adults and supportive
• And when students aren't in school, they miss the daily connections of trusted adults and supportive
• Addressing absenteeism, strengthening student connections, and providing targeted supports for all are
• student support services and security to student support services and this<00:41:50.640> allows
• , and providing student connections, and providing targeted<00:42:05.920> supports<00:42:06.319

Keywords: 1187, senate, all