Transcript Highlights:

• English language learners in bilingual or dual language programs or similar settings shall support literacy
• And a department-designated school with a significant English language learner enrollment, training and
• And for a student who has an English language learner, the importance of developing the student's home
• And believe me, well, actually, I can't read Korean, but often parents of English language learners are
• So that for a department-designated school with a significant English language learner enrollment, training

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

Transcript Highlights:

• Our Native American students, our English learners, our students with disabilities, and those who may
• This is a powerful combination in supporting all students, but most especially our English learners our
• Learner Students with Disabilities.
• These workshops support special education, bilingual, multicultural education, English learners, and
• These workshops also include why accurate identification of English learners with disabilities is so

Transcript Highlights:

• California's English learners are entitled to instruction to help them learn English.
• This has serious consequences for our English learners.
• Over 30% of the students we directly serve are English language learners, while 20% of the local school
• district students are English language learners.
• Washington Unified serves more than 7,400 students, including over 1,300 English language learners.

Summary: The committee began without a quorum and first heard AB 302, which would prohibit schools from requiring students to use addictive social media feeds as a condition of participating in extracurricular activities and would require schools to offer a non-social-media way to communicate with students and families. The author and a student witness argued the bill protects minors from being forced onto addictive platforms, while senators asked how coaches and clubs would communicate; the author said email, built-in messaging, and other direct methods would still be allowed. The bill was held on call for absent members. The committee then took up AB 2504, creating a pilot program to train creative-industry workers for AI-related changes through partnerships among community colleges, employers, unions, and tech companies. Supporters from WME and the Community Colleges Chancellor’s Office said the program would help workers adapt to rapid industry change, while senators discussed the pilot’s size, geographic diversity, and sunset date. The bill passed on a due-pass motion to the Senate Privacy, Digital Technologies, and Consumer Protection Committee. AB 1534 followed, adding state guardrails for federal Workforce Pell short-term training programs, including limits on tuition, restrictions on certain financing products, and transparency rules for partnerships with unaccredited entities. Support came from TICAS, EdTrust-West, and the Campaign for College Opportunity; senators questioned the scope of state authority and why private institutions were not clearly included, and the author said the broader approval framework was being handled in trailer bill language. The bill passed on a due-pass motion to the Senate Labor, Public Employment and Retirement Committee. The committee also heard AB 1381, a gut-and-amend proposal to strengthen screening for school teachers with histories of egregious misconduct while balancing due process and privacy concerns. Supporters and opponents both emphasized student safety and the need for reliable information-sharing, and members noted the bill was similar to a previously held measure; the author said amendments were still being worked out. The bill passed to the Senate Privacy, Digital Technologies, and Consumer Protection Committee. AB 2202, which would create a Closing the Achievement Gap Commission to coordinate statewide efforts, drew broad support from school board and education groups but also concern that it could duplicate existing work and add bureaucracy; after extended debate about whether the commission would identify causes or solutions, it passed to the Senate Appropriations Committee. Finally, AB 1547, requiring a UC feasibility study for a branch medical school in Kern County, drew local support but opposition from a senator who argued the Legislature cannot direct UC’s internal operations under the state Constitution; the chair said the Legislature can make recommendations and the bill remained under discussion.

Transcript Highlights:

• My question has to do with English language learners.
• English language learners serve students identified as not being proficient in the English language.
• And there's been funding set aside at $384 for each identified English language learner in the 2026-27
• English language learners serve students identified as not being proficient in the English language.
• year. for each identified English language learner in the 26-27 school year.

Keywords: 1204, all

Transcript Highlights:

• ><c> for</c> English learner Services advances for English learner Services advances for American<00:
• ><c> learner</c> language learner language learner population<00:47:14.720><c> we're</c><00:47:14.920
• </c><00:59:32.760><c> learner</c> raised basic skills English learner raised basic skills English learner
• However, how does allowing school districts to shift the funding from English language learners to elsewhere
• </c><01:43:02.440><c> Learners</c> shows it includes all English Learners shows it includes all English

Bills: HF957, HF877

Keywords: education, mandate relief, school funding, local control, state laws, fund transfers, 1183, house

Transcript Highlights:

• Language Learner funds, as well as many other funds such as student growth and declining enrollment
• I don't know if there are any schools that give a special incentive if you teach English learners or
• learners, or, you know, your classroom is filled with English learners, etc., or in special ed, to have
• She asked how much training a mentor teacher receives in working with multilingual learners, English
• or english learners and also in special ed in other words how much how much training do they have in

Keywords: 1204, all

Transcript Highlights:

• They improved their English language arts scores. And we saw overall attendance improve.
• learners.
• learners.
• learners.
• Now is the time followed by English learners and students in low-income households.

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals for universal school meals, the Expanded Learning Opportunities Program (ELOP), and community schools. On universal meals, the Department of Education supported continued funding for the Universal School Meals Program and a fourth round of Kitchen Infrastructure and Training Grants, citing meal-count growth, improved meal service, and the need to offset federal uncertainty, inflation, and reduced direct certification tied to immigration-related policy changes. The LAO recommended rejecting another kitchen grant round, arguing prior rounds are still being spent and the state has not clearly defined unmet need. Members also raised concerns about the state’s ability to backfill federal meal funding and about how federal requirements affect programs like Summer EBT/SUN Bucks. Public commenters largely supported school meals and kitchen investments, with some urging support for plant-based milk options and continued infrastructure funding. For ELOP, the Department of Finance proposed $4.7 billion ongoing Proposition 98 funding, including $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended going further and fully fixing the Tier 2 rate, saying rate uncertainty complicates district planning. CDE supported the proposal and said the program has improved attendance and academic outcomes, while noting new CalPADS reporting will provide more data soon. Senators discussed whether ELOP should remain a standalone program or be folded into LCFF, and whether the state should require stronger outcome reporting. Public testimony generally backed stabilizing Tier 2 funding, but some speakers urged more support for older youth and more timely, user-friendly reporting. On community schools, the administration proposed $1 billion ongoing Proposition 98 funding to expand the model to thousands more schools and to support existing grantees, along with stronger technical assistance, statewide alignment, and an accreditation/self-certification framework. The LAO recommended continuing the current one-time grant approach instead of creating a new ongoing categorical program, warning about reduced flexibility, administrative burden, and the state’s capacity to support a much larger cohort. CDE supported the ongoing investment but asked for additional county office and technical assistance funding. Senators and public commenters were broadly supportive of community schools, emphasizing improved attendance, graduation, and student engagement, while also debating accountability, accreditation, and whether non-classroom-based charter schools should be eligible. Public testimony strongly favored ongoing funding and highlighted community schools’ role in mental health, family engagement, and wraparound supports.

Transcript Highlights:

• <00:15:03.240><c> language</c><00:15:03.640><c> arts</c><00:15:03.920><c> academic</c> English language
• It establishes new definitions for English language learner concentration factor and poverty concentration
• Then there's also the English learner literacy aid weighted by the concentration of multilingual learners
• > and</c><01:26:53.000><c> then</c><01:26:53.120><c> a</c> English learner literacy aid, and then a English
• English language learner, which are highly correlated to reading outcomes.

Keywords: 1187, senate, all

Bills: HR208, HR50, HCR54, HR102, HCR110, HR103, HCR111, HR114, HCR122, HR152, HCR162, HR20, HCR19, HR98, HCR106, HR49, HCR53, HR53, HCR57, HR93, HCR101, SB3225

Keywords: Boys & Girls Club of Hawaiʻi, Youth of the Year, Military Youth of the Year, House Resolution, HR 208, keiki, youth recognition, student achievement, leadership award, community service, youth development, after-school programs, teen center, military families, Oʻahu, Hawaiʻi Legislature, commendation, congratulation, positive youth development, Boys & Girls Clubs of America

Transcript Highlights:

• language learners and students with disabilities. during that time.
• The other piece is our long-term English learners.
• it's not just English language, but it's. learning english as a second language and uh... uh... more
• Long-term English language learners. another population, not doing well at the state level, not doing
• A, we call them LTELs, Long-Term English Language Learner.

Keywords: 988, house, all

Transcript Highlights:

• language arts and English language development.
• learners, speaking over 60 different home languages and dialects. 17% of our students are English learners
• Less than half of our kids, 47%, are English language learners. 7.
• Less than half of our kids, 47%, are English language learners. 7% are newcomers. 20% of my students,
• language learners or our newcomers.

Summary: The Assembly Education Committee heard AB 84, a charter school accountability measure focused on non-classroom-based charter schools and fraud prevention. The author and supporters said the bill was intended to respond to the A3 charter fraud case and related scandals by strengthening audits, transparency, authorizer oversight, and funding determination rules, while ensuring public education dollars are used for public education. Supporters included FCMAT, CSEA, CTA, and CSBA, who argued the bill would improve oversight and protect taxpayers. Opponents, including the California Charter Schools Association, Green Dot, many charter parents, educators, and charter operators, said the bill was too broad, would impose major new costs and bureaucracy on all charter schools, and could reduce options for families, especially those using flexible, homeschool, or special-needs charter programs. After extensive testimony and committee discussion, the bill passed on a 5-1 vote and was sent to Appropriations, with the item left open for additional votes. The committee then approved a consent calendar of 11 education bills, including AB 542, AB 563, AB 731, AB 753, AB 784, AB 964, AB 988, AB 1034, AB 1233, AB 1255, and AB 1381, all moving to Appropriations. The consent calendar passed unanimously. Later, the committee heard AB 1454, a literacy and reading instruction bill authored by Assembly Members Rubio and Revis. The bill would require the state to create professional development resources for evidence-based literacy instruction, update English language arts and English language development instructional materials, and revise administrator preparation standards to include literacy training. The authors and a broad coalition of supporters, including CTA, EdVoice, Families in Schools, Decoding Dyslexia, school administrators, and parent advocates, described the measure as a compromise aimed at improving reading outcomes and addressing California’s literacy crisis. There was no opposition testimony at the hearing, and members voiced strong support for the bill and its collaborative approach.

Transcript Highlights:

• New English learners, those tested for the first time, arrived in our schools with lower levels of English
• proficiency than the previous cohort of English learners.
• You've probably seen a lot of reports about the growing of English learners.
• We have the greatest number of English learners of any state.
• High schools that work for new English learners also have a model like that.

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• This is the same philosophy that is applied to special education and English learners.
• This is the same philosophy that is applied to special education and English learners.
• Currently, these other things, like free and reduced lunch, special education, English language learners
• Just as an example, in Columbia Public Schools, we've got about 1,300 students in the English learner
• There is money for those English learners and their teachers and their programming, and we are just lucky

Keywords: 959, house, all

Transcript Highlights:

• Nearly 45% are English language learners. Our high needs.
• Nearly 45% are English language learners, and 85% are low income.
• Nearly 45% are English language learners. Our high needs.
• Nearly 45% are English language learners, and 85% are low income.
• language learners and economically disadvantaged students.

Keywords: 1212, all

Summary: The Joint Committee on Ways and Means held a hearing in Lawrence focused on the governor’s proposed FY27 education and local aid budget, with opening remarks from co-chairs Senator Pavel Payano and Representative Pat Duffy, local officials, and Lawrence Public Schools Superintendent Ralph Carrero. Lawrence leaders emphasized the city’s high-need student population, the importance of Chapter 70 and Student Opportunity Act funding, and the need for continued support for English learners and other students requiring additional services. Superintendent Carrero highlighted Lawrence High School’s early college, dual degree, career pathway, and early childhood programs, and said the school’s graduation rate is at a decades-high level. Acting Secretary of Education Amy Kershaw outlined the administration’s education priorities, including literacy, universal pre-K, student mental health, school meals, reimagined high school programs, and early education and child care. She said the budget includes more than $50 million for literacy initiatives, $32 million for universal access to high-quality preschool, $17 million for student mental and social-emotional health, and increased funding for school meals. She also pointed to support for the Bright Act and Drive Act, and described the administration’s opposition to federal education cuts and efforts to protect students and families. Commissioner of Higher Education Noe Ortega testified that the FY27 budget continues investments in affordability and access, including free community college, financial aid, early college, dual enrollment, and student success programs. He said enrollment at public colleges has rebounded to near pre-pandemic levels and that the budget expands support for community college, state university, and UMass student success efforts, as well as hunger-free campus grants. Commissioner Pedro Martinez of DESE said the budget totals $9.1 billion for K-12 education, with record funding for Chapter 70, special education circuit breaker, regional aid, transportation, and literacy. He also described a new Accelerating Achievement Initiative aimed at schools serving about 200,000 students, and said the department’s local contribution formula study is expected to have a draft by the end of June. Commissioner Amy Kershaw of Early Education and Care said the budget funds child care and preschool expansion, including C3, child care financial assistance, and CPPI, and restores agency administrative funding. During questions, lawmakers pressed for updates on the local contribution formula and on how to address remaining funding gaps as Student Opportunity Act implementation enters its final year.

Transcript Highlights:

• Modifying the bilingual component with a cost differential of 0.15 for English learners, and removing
• The percentage of membership classified as English learners.
• Every district in the state, for the most part, has some English learners, and the percentage of those
• English learners is part of this at-risk calculation.
• learners, as well as for students who exit English learners for two years after they exit.

Transcript Highlights:

• And the English learners and so forth, I guess PD, they can't move from. Is that correct?
• So they shift from ESA, PD, English learners to pay for ALE.
• We're at English learners. That's correct. So... That's correct.
• The chart that you have on the percentage of English learners by district, that chart.
• It's related to English language acquisition, so I think which is targeted towards English learners.

Keywords: 1204, all

Transcript Highlights:

• It includes additional funding based on enrollment for low-income students, English learners, and foster
• It works out to about eighteen hundred dollars for each low-income student and English learner.
• Currently, districts receive ELOP dollars based on how many unduplicated students or English learners
• New English learners, those tested for the first time, arrived in our. are schools with lower levels
• of English proficiency than the previous cohort of English learners.

Keywords: 988, house, all

Transcript Highlights:

• The extent of the... ...of students in poverty, students of color, and English learners.
• Nearly 45% are English language learners.
• Nearly 45% are English language learners, and 85% are low income.
• language learners and economically disadvantaged students.
• language learners and economically disadvantaged students.

Summary: The Joint Committee on Ways and Means held a public hearing in Lawrence focused on the governor’s proposed FY27 budget for education and local aid. Opening remarks from Senator Pavel Payano, Representative Pat Duffy, and local leaders emphasized the importance of education funding for Lawrence and other Gateway Cities, with Acting Mayor Giovanni Rodriguez and Superintendent Ralph Carrero highlighting the city’s high-need student population, Chapter 70 and Student Opportunity Act funding, early college and career pathways, and the need for sustained support to close achievement gaps. The Education Secretariat testified in support of the budget, with Acting Secretary Amy Kershaw outlining investments in early literacy, universal pre-K, student mental health, school meals, high school redesign, higher education affordability, and early childhood systems. Commissioner Noi Ortega described higher education proposals including expanded free community college, continued free tuition at public four-year institutions, student success funding, early college and dual enrollment investments, and the Bright Act and Drive Act. Commissioner Pedro Martinez detailed K-12 proposals such as full Student Opportunity Act funding, increased Chapter 70 aid, special education circuit breaker funding, transportation aid, literacy initiatives, and a new Accelerating Achievement Initiative aimed at schools with the greatest needs. Commissioner Kershaw also described early education proposals including funding for C3, child care financial assistance, CPPI, workforce supports, and administrative funding restoration. Committee members questioned the administration about the pending local contribution formula study, the final year of Student Opportunity Act implementation, and the need to address health care and other cost drivers in school funding. Officials said the local contribution report is expected by the end of June and that a draft will be shared for public comment after data analysis is complete. Members also raised concerns about Chapter 70 disparities between districts and urged a broader review of the formula. In response, the commissioners said the Student Opportunity Act narrowed funding gaps but further work is needed, and they pointed to the new achievement initiative, literacy efforts, and early college expansion as ways to improve outcomes. No votes were taken at the hearing.

Transcript Highlights:

• language learners, and our students still pay the price.
• language learners and our students still pay the price so we're counting on you to ensure that you pass
• It strengthens outreach to middle school families so students, especially English learners and those
• need multilingual language supports.
• learners, students in foster care, or previously in foster care.

Keywords: 995, all

Summary: The Joint Committee on Education held a lengthy hearing on a large slate of bills focused primarily on charter school policy and vocational technical education. Committee members opened with ground rules for testimony, including a two-minute limit, written testimony acceptance, and a live-streamed format. The committee then heard testimony on bills to expand collective bargaining rights in Horace Mann and Innovation Schools, reform charter school funding and reimbursement, allow enrollment preferences for high-need students in charter lotteries, and require BESE to consider district impacts when approving new or expanded charters. Several witnesses, including union leaders, parents, educators, and legislators, argued that charter growth has strained district budgets and that funding formulas should be reworked to better protect public schools; charter advocates and alumni countered that charter schools serve high-need students well and should not be penalized for their success. A major portion of the hearing focused on vocational technical education bills, including proposals to expand access and capacity, create a large grant program, and increase MSBA reimbursement rates for vocational school construction. Supporters described long waitlists, strong labor-market demand, and the higher cost of building and maintaining vocational schools, while municipal officials emphasized the tax burden on local communities. The committee also heard testimony on charter school reimbursement bills that would extend the state’s reimbursement schedule, with witnesses from districts such as Boston, Worcester, Fall River, and New Bedford describing large net losses to charter tuition and arguing for longer reimbursement periods and structural reform. The committee took no final votes during the hearing. In one instance, the chair said a bill would be held open until a missing senator could testify. Members asked several detailed questions about charter admissions lotteries, special education placements, funding formulas, and the practical effects of proposed charter caps and reimbursement changes. The hearing remained informational, with witnesses and committee members presenting sharply different views on whether the bills would improve equity and opportunity or harm existing public school systems.

Transcript Highlights:

• The state currently mandates in the English language arts standards that early educators teach specific
• And we also had a teacher who worked with her English language learners, all of whom wanted to learn
• language learners, free and reduced lunch, and students of color.
• c> of</c><00:44:41.840><c> whom</c> English language learners, all of whom English language learners,
• </c><00:46:18.200><c> language</c> was rural, one serving English language was rural, one serving English

Bills: HF3776, HF3557, HF3585

Keywords: screen time, preschool, kindergarten, early childhood education, digital media, tablets, smartphones, educational technology, EdTech, classroom devices, publicly funded preschool, school policy, child development, special education, IEP, 504 plan, IFSP, Minnesota education law, climate literacy, education