Transcript Highlights:

• The university's enrollment has grown from 12 students in 2021 to about 100 students in fall 2024.
• Funds through the Alabama Student Grant Program will assist the university's work of reaching students
• Directly impact our students.
• benefits to those students.
• So, at least two students enrolled in student affairs, a representative from the financial aid office

Bills: HB46, HB379, SB22, HB487, HB273, HB525

Keywords: rural physician, tax credit, healthcare access, physician recruitment, Alabama, HB379, Alabama income tax, nonresident exemption, remote workers, traveling employees, mobile workforce, withholding tax, state tax reciprocity, multistate employees, temporary work, work location tracking, time and attendance system, remote work taxation, professional athlete, professional entertainer

Transcript Highlights:

• Highly mobile students with exceptional needs.
• AB 1412 is about consistency and protecting access to services for students.
• As you know, military-connected students move frequently, often every two to three years.
• I respectfully ask for an I vote for Assembly Bill 1433 to support our veteran students.
• Over 28,000 students. We stand in strong support of AB 1433. Good afternoon.

Summary: The Assembly Committee on Military and Veterans Affairs heard four bills after briefly opening as a subcommittee due to a lack of quorum. AB 571 by Assembly Member Quirk-Silva proposed a targeted CEQA exemption and urgency clause to help move forward the Southern California Veterans Cemetery at Gypsum Canyon in Anaheim. Supporters, including the Orange County Board of Supervisors, veterans organizations, and county veterans service officers, said the project has broad local backing, significant funding, and has been delayed for more than a decade; there was no opposition testimony. The committee later voted the bill out on a unanimous 8-0 vote to Appropriations. AB 1412 by Assembly Member Jeff Gonzalez would require school districts to implement a transferring special education student’s IEP within 30 days of receiving records from out of state, coordinate with parents and prior schools, and accept unofficial records pending validation. The author and a Department of Defense witness said military-connected children with special needs often face harmful delays when families move, while the Association of California School Administrators registered opposition and said it was working with the author on clarifying concerns. The bill passed 8-0 to Appropriations. AB 1433 by Assembly Member Sharp-Collins sought to expand eligibility for student support funding at non-credit centers and stand-alone community college institutions, especially those serving veterans and other non-traditional students. Support came from San Diego College of Continuing Education, Calbright College, the Department of Defense, and several students and staff who described non-credit programs as important pathways to jobs, certifications, and veteran transition support; there was no opposition. The committee approved the bill 8-0 to Appropriations. The consent item, AB 1346 by Assembly Member DeMaio, was also moved out on a unanimous vote.

Transcript Highlights:

• requirements for completing their degrees, especially students who transfer from another institution
• Too often, Texas students, especially transfer students, face delays in completing their degrees due
• In short, this bill helps students better into the better plan.
• And Senate Bill 3039 continues that work by supporting transfer students.
• student per program, and there's no fiscal note.

Transcript Highlights:

• students including lgbtq plus students students including lgbtq plus students and<00:09:12.720><
• <00:12:10.079> when conversations with students when conversations with students when students
• Do I have to report what one student says about another student?
• Do I have to report what one student says about another student?
• Do I have to report what one student says about another student?

Keywords: 1191, senate, all

Transcript Highlights:

• committed our goal is for every student committed our goal is for every student to<00:39:09.079>
• and support students.
• support students.
• students and some middle high school students and some middle school<02:10:20.159> students<02
• wanted to take care all of our students wanted to take care all of our students are<02:10:39.760

Keywords: 910, house, all

Summary: The Committee on Education held an informational/budget briefing with presentations from the State Library System, the School Facilities Authority, and the Department of Education. The chair opened the meeting by outlining the order of presentations and noting that members would hold questions until after all three agencies had testified. The discussion focused on each agency’s priorities for the upcoming biennium and their budget requests. State Librarian Stacy Aldridge described library usage and services, emphasizing strong demand for physical and digital materials, internet and Wi-Fi access, programs, Kanopy streaming, and PressReader. She highlighted digital literacy classes, RFID self-check and smart shelving improvements, and the role of libraries as community hubs. The library’s budget request included an additional $1.2 million for security guards, $48.484 million for FY 26-27 to support popup libraries during temporary closures and other needs, $500,000 for repair and maintenance, $2 million for Kap planning and design, and $25 million each year for lump-sum capital funding. Mallerie Fujitani said the lump-sum funding is needed to keep roughly 50 projects moving and to avoid delays in construction. School Facilities Authority Executive Director Ricky Fujitani explained the agency’s startup history and its programs for preschools, Central Maui schools, and workforce housing. He said the authority is using standardized, prefabricated, programmatic approaches to speed delivery and improve maintainability, citing prior preschool renovations as a successful model. He reported that of $389 million appropriated, $106 million was released, with $81 million for preschools, $20 million for Central Maui schools, and $5 million for workforce housing; he also noted the workforce housing program was reduced after Maui fire-related reallocations. He said the pilot workforce housing site at Mililani High School has been awarded and pointed to University of Hawaiʻi student housing projects as a model. Superintendent Hayashi then began the Department of Education presentation, introducing DOE leadership and outlining the department’s mission to support academic achievement, character development, and student well-being. He noted the department serves more than 152,000 students in 258 public schools and employs over 42,000 people, with nearly 54% of students facing significant challenges. He framed the budget request around the department’s strategic plan to prepare graduates for college, careers, or military service. The transcript ends during the DOE presentation, before any committee votes or formal actions are taken.

Transcript Highlights:

• And in order for our those students.
• But there's a significant gap because our students of color and American Indian students continue to
• students<00:13:18.079> continue<00:13:18.320> to American Indian students continue
• of color and American Indian students. of color and American Indian students.
• However, our students are nearly 40%. However, our students are nearly 40%.

Bills: HF3635, HF3638

Keywords: teacher mobility, interstate compact, licensure, military spouses, education, teacher regulation, teacher qualifications, state sovereignty, educator licensing, paraprofessional credentials, mental health, professional development, data sharing, 1183, house

Transcript Highlights:

• goal, student success. goal, student success.
• neither are the needs of our students. neither are the needs of our students.
• , are first generation college students, are first generation college students, students<00:49:48.559
• >> The students themselves. Are you referencing the students or the industry?
• once a student is enrolled?

Keywords: 924, joint, all

Transcript Highlights:

• And if the student has an the IEP.
• students that attend that school.
• student is placed within their facility. student is placed within their facility.
• transportation and student specific IAS. transportation and student specific IAS.
• Then those costs were the student.

Keywords: 928, house, all

Summary: The subcommittee met for its third discussion on special education aid under retained bill 742, with the chair noting that no action would be taken at the meeting. The chair reviewed prior hearings on Medicaid and local special education funding shortfalls, saying the committee was trying to understand why districts are facing proration of special education aid and how to reduce unfunded costs. He raised a series of questions for the Department of Education about the Nessus system, eligibility and ineligibility, invoices and vouchers, audit procedures, reimbursement rates, out-of-state placements, and who enters data at the district level. Rebecca Fdet, director of special education services at the Department of Education, explained that Nessus is the statewide special education information system and that every child in special education must be entered into it. She said most districts use it to develop IEPs and track services, while six districts use it only as a data reporting tool. She described which fields are required, how the system connects IEP development to the financial section, and how districts submit invoices when seeking special education aid, court-ordered placement payments, or episode-of-treatment placements. She said the department reviews invoices against the IEP, pays only for allowable services, and uses a cap that notifies districts when they reach the annual limit. Members asked about who submits the information, how districts decide when to seek aid, and how costs are calculated for individual or group services. Fdet said the district, usually an administrative assistant in the SAU office, submits the documentation electronically, and districts decide when to track students for aid based on their own circumstances. She said reimbursement is based on actual costs tied to the IEP, with group services split among students, and that the department does not generally set rates for local services. The only rate-setting she described was for approved private special education providers, which submit annual cost spreadsheets for tuition rates. She also said out-of-state providers must be approved by their own state, and the department checks licensure and certification through monitoring and investigations if concerns arise. The department also described its monitoring process, called Program Approval and General Supervision Monitoring, or PAGS. Fdet said districts are reviewed on a six-year cycle, with more intensive review for districts needing assistance or intervention and fewer file requests for districts meeting requirements. She said the department can review up to 65 data points on an IEP and that districts must submit special education aid paperwork by July 31, with superintendent verification due by August 15. The meeting ended with continued questions about procurement, audit procedures, and how the department handles out-of-district and out-of-state placements.

Transcript Highlights:

• We want that for our students.
• that 100% of students or 90% of students are graduating yet only 5% of students are proficient on the
• students. Eighth grade is another story. students. Eighth grade is another story.
• So all of them are not going to be A students. Everybody's not going to be a B student.
• So all of them are not going to be A students. Everybody's not going to be a B student.

Keywords: 1136, house, all

Transcript Highlights:

• or portion of your students.
• Meals to 100% of their students.
• Many meals you're providing to students. So are you providing one meal to all students?
• And you can see what would that take if you're providing it to all students, just your FRL students,
• And um, we have fewer students bringing sack... We have fewer students bringing sack lunches.

Keywords: 916, all

Transcript Highlights:

• It asks how much funding students receive as compared to other students.
• Of 500 students.
• Student growth and declining enrollment are the other two supplemental funds that Student growth and
• Enhanced student achievement is awarded based on the number of students eligible for free and reduced
• Professional development is awarded on a per-student basis for each student.

Summary: The meeting began with approval of the previous minutes and then focused on an update from the Department of Education on early childhood programs, especially the state-funded Arkansas Better Chance (ABC) program. Secretary Jacob Oliva and Deputy Commissioner Stacey Smith said Arkansas had received a federal Preschool Development Grant and described ongoing work to review ABC slots, which have been flat for years at about 23,800 slots and roughly $114 million. They said about 1,000 slots statewide are currently unfilled despite a waiting list of more than 2,000 families, and the department is shifting toward paying based on enrollment rather than guaranteed slots. Members asked about school choice, income eligibility, year-round access, curriculum flexibility, transportation, and whether funding should be increased or rebalanced; the department said it is collecting data, may survey providers more formally, and is considering whether to modernize income thresholds, daily rates, and other program rules. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical information on income limits and other program details. The second major portion of the meeting was a legal presentation on the framework for Arkansas school adequacy by BLR education attorney Taylor Lloyd. She reviewed the constitutional basis for a “general, suitable, and efficient” public school system, the Dupree and Lake View cases, and the principle that adequacy and equity are different but related: adequacy asks what resources are needed, while equity asks whether those resources are distributed fairly. She explained that the General Assembly must define adequacy, study it, and react to evidence over time, and that the current adequacy definition includes curriculum and career/technical frameworks, the 38 mandatory Carnegie units, state testing standards, and sufficient funding. She also described the matrix as a funding tool, not a spending mandate, and noted that categorical funds are separate from the matrix. BLR’s Elizabeth Bynum then gave the historical framework, tracing legislative responses from Dupree through Lake View and into the present. She highlighted major changes such as the creation of equalization funding, fiscal distress and academic distress laws, the adequacy study process, the Educational Adequacy Fund, facilities and transportation changes, declining enrollment and student growth funding, and later adjustments to teacher salaries, isolated funding, and categorical programs. She explained that the adequacy study has evolved through committee hearings, surveys, site visits, and outside consultants, and that recent changes include updates to accountability references and the addition or removal of certain funding categories. Members asked follow-up questions about how the matrix is used, whether homeschool or private-school funding raises comparable issues, whether stakeholders include private and homeschool participants, whether school board members should be surveyed, and whether the state should revisit average daily membership versus attendance-based funding. No votes were taken on the adequacy presentations, but the committee did agree to continue the early childhood discussion in a future subcommittee meeting.

Transcript Highlights:

• For some parents and students, that's going to be a private school; for many parents and students, that's
• ...the credentialing of anybody who is student-facing.
• or a disadvantage for EFA students.
• What if a student gets expelled without justification?
• That's not so much of a problem for younger students, but with junior high and high school students,

Summary: The Administrative Rules Subcommittee met to review a long agenda of agency rule changes, beginning with housekeeping on the order of business and then taking up rules from multiple state agencies. Early items included Department of Energy and Environment rules on landfill post-closure trust fund spending thresholds and liquefied petroleum gas standards, DFA’s odometer disclosure rule allowing electronic signatures and disclosures, and several Department of Health rules covering ionizing radiation, mobile home and recreational parks, lead-based paint, counseling licensure, hearing instrument dispensers, athletic training, dental specialties and compacts, nursing, pharmacy, physician assistants, medical compacts, speech-language pathology and audiology, radiologic technology, massage therapy, community health workers, doula certification, and cosmetology/body art. Most of these were described as technical updates, conformity with recent acts, federal standards, or compact participation, and nearly all were approved without objection after brief questions and, in many cases, no public comment. The committee also reviewed Department of Labor and Licensing rules on minimum wage/independent contractor standards, boiler rules, motor vehicle commission requirements for ATV/LSV dealers, professional wrestling regulation, appraiser qualifications, and military recruiting and retention programs. Testimony generally emphasized that the rules implemented recent legislation, updated fees or licensing standards, or streamlined existing processes. Members asked a few questions about fee structures, the rationale for regulating professional wrestling, and how the National Guard’s public-private partnership and incentive programs would work; the department said the recruiting incentives would be funded from existing appropriations and were intended to improve retention and force strength. These rules were also approved without objection. The most extensive discussion came on the Department of Education’s Arkansas Children’s Educational Freedom Account Program rule. The department said the revisions, based on Act 920 of 2025, were intended to add guardrails, clarify allowable expenses, and speed approval of core educational purchases. Changes included defining core educational expenses, limiting certain sports-related spending, adding an intentional misuse standard, restricting phone purchases except for disability-related needs, setting a $1,000 threshold for additional review of technology purchases, capping carryover funds at $8,500, and creating a reconsideration process for denied expenses. Members raised concerns about safeguards, appeals, sports equipment, provider credentialing, rural vendor access, and whether the department would be flexible or overly restrictive. The department said it would review every request, provide written explanations for denials, allow appeals up to the State Board, and refer suspected fraud to prosecutors if necessary. After hearing from 13 members of the public, the committee continued to discuss the rule, but the transcript ends before any final vote on the EFA rule is shown.

Transcript Highlights:

• <00:04:09.040> support use of the funds for student support use of the funds for student support
• per stu loss per student. $517 loss per<00:16:09.000> student.
• in Minnesota, especially for students in Minnesota, especially for students with<00:21:17.600>
• sizes, programs, and student supports. sizes, programs, and student supports. to<00:30:50.240>
• death for students with special needs. death for students with special needs.

Keywords: 1183, house

Transcript Highlights:

• or yeah, $95.53 per student. or yeah, $95.53 per student.
• Minnesota families, Minnesota students.
• Minnesota families, Minnesota students. students. students.
• of students first.
• of students first.

Keywords: 919, house, all

Summary: House File 3900 proposed a Minnesota constitutional amendment to increase the share of permanent school trust fund earnings distributed to school districts, with the stated goal of providing more per-pupil funding without raising income or property taxes. Representative Igo, the bill’s author, described the history of the school trust lands and said the change would raise the payout from about 2.5% to 4.5%, producing additional unrestricted money for schools at no cost to taxpayers. He also read the proposed ballot question into the record, which would ask voters whether to amend the constitution to increase funding from the permanent school fund effective July 1, 2027. The House adopted amendment A7, offered by Representative Long, which he said was a technical change to align the bill with Senate language and provide administrative funding for the State Board of Investment. Representative Igo agreed it was a good technical fix. After the amendment was adopted, the bill was given third reading and debated on the floor. Several members spoke in support, including Representatives O’Driscoll, Scraba, Mueller, Bennett, Jordan, and Bakeberg. Supporters emphasized that the proposal would send more money to schools on a per-pupil basis, provide flexible local funding, and help districts facing budget pressures, staffing cuts, and other mandates. Some speakers also highlighted the historical purpose of school trust lands, the role of the State Board of Investment, and the need for better stewardship and government-to-government relationships with tribal nations where trust lands are located. The transcript ends during floor debate and does not include a final vote on passage.

Transcript Highlights:

• And that's the bill dealing with establishing certain due process rights for students, student organizations
• And that's the bill dealing with establishing certain due process rights for students, student organizations
• And we for student. It's on line three.
• changed the definition for student changed the definition for student organization. organization
• where um you know, where some student where um you know, where some student was<01:02:30.960>

Keywords: 928, house, all

Summary: The subcommittee met on HB 510 and HB 112, but the discussion focused almost entirely on HB 510, which would establish due process rights for students, student organizations, and faculty members in disciplinary proceedings at state institutions of higher education. The chair reviewed proposed amendments already approved or being considered, including revised definitions, confidentiality language for grievance information, removal of the adverse-inference language tied to self-incrimination, changes to cross-examination procedures, and narrowing an emergency exception by removing property damage and focusing on immediate threats to physical health or safety. The committee also discussed whether the hearing officer should have discretion to require a third party to conduct cross-examination, with the sponsor saying the word should remain “may” so the officer can respond to the circumstances of each case. Members opposed to the bill argued that existing campus procedures already provide adequate due process and that the proposal is unnecessary, potentially intimidating to complainants, and disruptive to university policies and collective bargaining agreements. They objected especially to language allowing the accused to be present during cross-examination of an accuser and to the use of the term “victim” before facts are established. Supporters said the bill is intended to ensure basic fairness for accused students and faculty, that the language was revised to address concerns, and that the rights listed are appropriate because serious allegations can have lasting consequences even outside the criminal context. No vote or final action was taken in the portion provided; the committee remained in discussion/caucus over the bill language.

Transcript Highlights:

• that many other students face regardless of income.
• Further problematic for students with disabilities, and truthfully for all students, is Learn Fair's
• Further problematic for students with disabilities, and truthfully for all students, is Learn Fair's
• poverty and the reasons why students may be absent.
• Isn't that what we want for Massachusetts students?

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:

• <00:54:22.960> Um, actually teach students. Um, actually teach students.
• their students. their students.
• and that do cause harm to our students? and that do cause harm to our students?
• skills, not just students.
• . students. students.

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its previous meeting by motion and vote. Members then began discussing a set of proposed recommendations submitted by Woodward, Havman, and Hull aimed at addressing concerns about the use of seclusion in special education settings. The recommendations focused on several areas: requiring a mental health professional on the IEP team before seclusion is added to a student’s plan; replacing passive parental consent with explicit written consent in the parent’s native language; limiting seclusion to students receiving setting 3 or setting 4 services; requiring annual review of seclusion frequency and duration data by the IEP team; and creating stronger monitoring and accountability through a reporting system modeled on Minnesota’s existing disproportionality process. The group also proposed mandatory annual staff training, more preventive crisis-intervention supports such as CPI and Ukeru, direct funding and technical assistance for districts, and incorporating restraint/seclusion data into disproportionality calculations. Members discussed how the proposed accountability system might work in practice, including whether a third party or parent reporting mechanism should be added. Woodward explained Minnesota’s current disproportionality framework, including year 1, year 2, and year 3 notifications and the possibility of required coordinated early intervening services if problems persist. Participants also raised concerns about whether schools should track law-enforcement involvement as an alternative or related response to student behavior; some noted that such data is already collected in certain district reporting systems and could be useful to monitor alongside seclusion data. The discussion remained ongoing, with no final action taken on the recommendations during this portion of the meeting.

Transcript Highlights:

• It is requiring the Department of Education to maintain student records of charter public school students
• heard from my spies that the students heard from my spies that the students were<04:18:49.800>
• , but for all the other students.
• , but for all the other students.
• , but for all the other students.

Keywords: 928, house, all

Summary: The committee first noted that House Bill 398, concerning Holocaust and genocide studies, and House Bill 131 had already been handled previously and were off the schedule. It then took up House Bill 740, which would require the Department of Education to maintain permanent records for closed charter schools. After brief discussion about overlap with another charter-school bill that already addressed closure and records, Representative Freeman moved to table the bill. The committee voted 16-0 to table/ITL the bill, and it was placed on the consent calendar. The main discussion centered on House Bill 557, which would require additional information on school budget ballots, including average cost per pupil, enrollment history, and teacher-to-administrator ratios. Members raised concerns that the bill was duplicative of existing law, overly detailed, costly to towns, and potentially electioneering or cumbersome on ballots. Supporters argued it would improve transparency and help voters who do not attend deliberative sessions or use online resources. The committee did not vote on the bill during the discussion; instead, members moved into caucus and later indicated they would hold the bill until Monday for further review. Later, the committee turned to House Bill 699 on special education definitions and considered Amendment 0606H. The sponsor explained the amendment was developed with the Department of Education after hearing testimony and was intended to align state definitions with federal law and incorporate recommendations from a prior audit, including changing “functionally blind pupils” to “students with visual impairments.” Some members supported the changes as responsive to the hearing and audit, while others objected that the amendment was still confusing, had not fully addressed stakeholder concerns, and should wait for a more comprehensive special education audit. The discussion also referenced House Bill 754 and another amendment, but the transcript ends before final action on HB 699 is shown.

Transcript Highlights:

• There is an additional $7,200 per student, which, uh, about 1,700,000 students.
• That's our base student cost, right? Senator DeLano: No, base student is about 6970.
• student? student? >> 7,200. >> 7,200. >> 7,200.
• That's our base student cost, >> Okay. That's our base student cost, right? right? right?
• that student was in a good place. that student was in a good place.

Keywords: Education - Room 216, 2 February, 2026; 1:45 PM, 925, all

Summary: The committee first took up a bill on computer science and CTE. Senator DeLano explained that it updates prior law requiring computer science to be incorporated into curriculum and Carnegie unit credit, and now allows artificial intelligence to be included as a component of a district’s computer science offerings. The committee asked no substantive questions, and the bill received a title sufficient, do pass recommendation by voice vote. The next measure, Senate Bill 2244, would allow students in districts rated F for two consecutive years to transfer to another district or school, with the state covering transportation and related costs in addition to base student cost. Members raised concerns about the estimated fiscal impact, the authority of receiving districts to accept students, whether the bill should apply to individual schools within an F district, and whether a case-by-case or pilot approach would be better. The committee adopted a reverse repealer to keep the bill alive for further work, then voted title sufficient, do pass. The committee then considered Senate Bill 2235, which requires local law enforcement to notify a juvenile’s school district within 24 hours of a felony arrest. Senator Rhodes said the bill was prompted by school resource officers who wanted schools to know when a student had been arrested, especially after violent incidents, so schools could respond appropriately. Senators questioned whether the bill conflicts with youth court confidentiality and records laws, who exactly should receive the notice, and whether false arrests could harm students. The sponsor said the bill was intended to improve communication and school safety, and the committee adopted a reverse repealer and then voted title sufficient, do pass. The chair announced the committee would meet again later that day and rise and report tomorrow.

Transcript Highlights:

• For some parents and students, that's going to be a private school; for many parents and students, that's
• For some parents and students, that's going to be a private school; for many parents and students, that's
• or a disadvantage for EFA students.
• And an EFA student could go... ...to be provided equipment by the school, and an EFA student could go
• That's not so much of a problem for younger students, but with junior high and high school students,

Keywords: 1204, all