Bills: HSB555 , HSB558 , HSB594 , HF2051 , HF2012 , HSB610

Committee: Joint Education

Keywords: teacher education, licensing, practitioner preparation, students with disabilities, English learners, practicum hours, summative assessment, HSB 558, HF 2231, seal of civics excellence, civics seal, civics recognition, civics education, American government, high school diploma, transcript notation, student recognition, Department of Education, voluntary participation, public schools

Transcript Highlights:

• We're moving away from the summative assessment at the end of the year, you know, the high stakes, all
• It is our understanding that the final end of the summative assessment needs to be criterion-referenced
• year assessments is normed, but their summative assessment is their state summative assessment that
• of assessment systems.
• assessments.

Bills: HB8

Committee: House Public Education

Transcript Highlights:

• We have to be careful with summative data.
• Summative data claims proficiency, but I would ask you, when is proficient proficiency?
• We have to be very careful how summative data is used. It has to have a better turnaround time.
• We have to be very careful how summative data is used. It has to have a better turnaround time.
• Chair, talking A little bit about what our performance on assessments.

Transcript Highlights:

• We've got assessment results. And so what's that? Statistics Day. Yeah. Assessment results.
• Thank you for the opportunity to present the results of our most recent summative assessments.
• We also know that the summative assessments only capture a snapshot.
• Chairman, and one of the other questions along with the summative assessment is: what is the alignment
• Chairman, is I've been talking about for some time is the assessment and our New Mexico assessment in

Bills: SB9 , SB 9

Committee: Senate Local Government

Keywords: property tax, ad valorem tax, voter-approval tax rate, no-new-revenue tax rate, tax rate calculation, Tax Code, local government finance, municipality, county, special taxing unit, sales and use tax, property tax cap, tax rollback, tax levy, maintenance and operations, debt rate, disaster relief rate, Texas Legislature, local taxing unit, school assessment

Transcript Highlights:

• And then regarding assessment, the state has to have an assessment, and it must contain at least three
• Arkansas's summative assessments in English language arts, math, and science have four levels of achievement
• So with that, ATLAS assessments for grades 3 through 10 assess in three main subjects: English language
• The ATLAS assessments include summative assessments for students in grades 3 through 10, as well as end-of-course
• The ELPA 21, or English Language Proficiency Assessment for the 21st Century, is the assessment used

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• Those are the main assessments unless otherwise noted.
• The alternate assessment testers are around 574.
• went through for the new NDAA plus data assessment.
• So no, it's still based on the large-scale assessments, the NDA plus state summative and the NDAA.
• So no, it's still based on the large-scale assessments, the NDA plus state summative and the NDAA.

Committee: Joint Special Education Funding Committee

Transcript Highlights:

• It wasn't a system of assessments; it was one summative.
• , large-scale summative assessment.
• It's 300-plus pages for all the assessments.
• , and the state summative.
• And then, much like with a student, Interim Assessment and the State Summative.

Committees: Joint Education , Joint Education Committee

Transcript Highlights:

• It wasn't a system of assessments; it was one summative.
• , large-scale summative assessment.
• It's 300-plus pages for all the assessments.
• , and the state summative.
• And then, much like with a student— Interim assessment and the state summative.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• And then regarding assessment, the state has to have an assessment, and it must contain at least three
• Arkansas's summative assessments in English language arts, math, and science have four levels of achievement
• And that is accomplished with the Atlas K-2 interim and summative assessments in literacy and math, and
• This is accomplished with the Atlas assessments that include summative assessments for students in grades
• Is that a difference in testing or a difference in assessment, or was there no change in assessment?

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy-related requirements. Staff reviewed the history of state curriculum and accreditation laws, the current standards for grades K-12, required high school units and graduation pathways, and recent changes such as career-ready pathways, embedded instruction requirements, and the distinction between courses required to be offered versus courses actually taken by students. Members asked for a chart comparing the 1997, 2003, 2015, 2017, and later law changes, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff summarized ESSA requirements, Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and recent data showing that 2025 proficiency rates remained well below the 80% goal, while English learner progress and graduation rates were also below long-term targets. The committee discussed school support and improvement, equitable access to educators, report cards, and the apparent lack of evidence that equity labs are currently being conducted. Members requested follow-up from the Department of Education on equity labs, report card data, and whether the ESSA plan can be changed. The presentation also covered state assessment results under the Arkansas Accountability Act, including ATLAS, DLM, ELPA 21, ACT, and NAEP data, along with teacher access measures and geographic shortage districts. Staff reported that Title I and high-poverty schools tend to have more emergency/provisional teachers and less experienced staff, and that shortage districts are concentrated in parts of the state. Members asked for additional information on test highs and lows, the number of assessments students take, dropout data, and whether higher teacher salaries have affected shortage areas. The committee also discussed district levels of support under the state accountability system, including the possibility of state intervention at the highest level of support.

Transcript Highlights:

• It wasn't a system of assessments; it was one summative.
• , large-scale summative assessment.
• It is 300-plus pages for all the assessments.
• , and the state summative.
• Including formative assessments and resources.

Committee: Joint Education Committee

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• One of the critical features here of a criterion-referenced assessment that is... ...assessments, one
• And we need an assessment and we need accountability.
• And one of those is really that end-of-year assessment.
• And one of those is really that end-of-year assessment.
• That end-of-year assessment is also a summative component.

Bills: HB4 , HB20

Committees: Senate Education , Senate Education K-16

Keywords: district composition, congressional election, Texas, legislature, voting districts, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Summary: The committee first took up House Bill 2853, which would allow the UT System Board of Regents to adjust the University of Texas at El Paso student union fee above the current statutory cap, subject to student approval, to help fund a new student union building. Senator Blanco explained the bill and the committee substitute, there were no questions or witnesses, public testimony was closed, and the committee adopted the substitute and left the bill pending subject to the call of the chair. The committee then heard House Bill 610, which would limit severance payments for terminated independent school district superintendents to six months’ salary and benefits. Senator Paxton described large severance payouts and said the bill had passed the House overwhelmingly. There were no witnesses, public testimony was closed, and the bill was left pending. A lengthy hearing followed on House Bill 4623, which would waive school district immunity in certain cases involving negligent hiring, supervision, or employment of professional school employees who commit abuse or related misconduct against students. Senator Paxton and several witnesses, including survivors and parents, argued the bill was needed to address cover-ups, delayed reporting, and repeated failures to remove dangerous employees; some members raised concerns about liability caps, litigation, and how the bill would interact with the Tort Claims Act. The committee also heard from TEA staff and employee-group witnesses who discussed possible injunctions and stronger no-hire protections. Public testimony was then closed and the bill was left pending. Finally, the committee heard House Bill 4, an accountability and assessment bill that would restore A-F ratings, change the state testing system, and replace STAAR with shorter, more instructionally useful assessments. Senator Bettencourt explained the committee substitute, including annual ratings, limits on taxpayer-funded lawsuits, and a phased-in testing redesign with beginning, middle, and end-of-year assessments. Testimony was generally supportive from education and business groups, though some witnesses favored norm-referenced testing while others emphasized criterion-referenced, TEKS-aligned assessments; one witness noted social studies assessments were restored in the bill. The hearing concluded with additional invited testimony and no final vote reported in the transcript.

Transcript Highlights:

• But we're also able to now get that snapshot in time, which is that summative assessment.
• Summative assessment.
• assessment, it's not a surprise.
• And then when we took the summative assessment, like Secretary Oliva said, that's a mouthful, he said
• And then when we took the summative assessment, like Secretary Oliva said, that's a mouthful, he said

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

Transcript Highlights:

• assessment prior to the release of any funds.
• ..assessment and Medicaid funding program extended for fiscal year 2028.
• The assessment is extended to August 31, 2028.
• The assessment period is extended. Thank you, Mr. Chairman.
• They may change the assessment rate each quarter to reduce the number of surplus assessments.

Bills: HB186 , HB185 , HB184 , HB183 , HB181 , HB312 , HB405 , HB182 , HB460

Committee: House Ways and Means General Fund

Keywords: Alabama budget, general fund appropriations, fiscal year 2026, state budget, appropriations act, HB186, executive branch funding, legislative branch funding, judicial branch funding, debt service, capital outlay, corrections, Medicaid, public health, mental health, transportation, education, law enforcement, tourism, veterans affairs

Transcript Highlights:

• , things, you know, summative, formative assessments, all the stuff that sort of wraps around.
• , things, you know, summative, formative assessments, all the stuff that sort of wraps around.
• , things, you know, summative, formative assessments, all the stuff that sort of wraps around.
• , things, you know, summative, formative assessments, all the stuff that sort of wraps around.
• , things, you know, summative, formative assessments, all the stuff that sort of wraps around.

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• And then, regarding assessment, the state has to have an assessment, and it must contain at least three
• Arkansas summative assessments in English language arts, math, and science have four levels of achievement
• So with that, ATLAS assessments for grades three through 10 assess in three main subjects: English language
• And that is accomplished with the Atlas K-2 interim and summative assessments in literacy and math, and
• This is accomplished with the Atlas assessments that include summative assessments for students in grades

Transcript Highlights:

• And then the alternate assessment, also called the NDAA.
• Those are the main assessments unless otherwise noted.
• went through for the new NDA plus date assessment.
• So no, it's still based on the large-scale assessments, the NDA+, state summative, and the NDAA.
• So no, it's still based on the large-scale assessments, the NDA+, state summative, and the NDAA.

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:

• Educator witness: All right, I'll kind of walk you through what a formative assessment or summative assessment
• All right, I'll kind of walk you through what a formative assessment or summative assessment or evaluation
• All right, I'll kind of walk you through what a formative assessment or summative assessment or evaluation
• Educator witness: All right, I'll kind of walk you through what a formative assessment or summative assessment
• We do observations every year, even if you're tenured; they just might not be summative evaluations.

Summary: The committee first took up House Bill 44, “Landon’s Law,” sponsored by Rep. Candy Massaroni. The bill would allow schools to keep anti-choking devices such as LifeVac on hand while limiting liability. Testimony from Equal First Aid and LifeVac emphasized that choking is a leading cause of death for children, that the devices are noninvasive and FDA-registered, and that updated Red Cross guidance allows their use when standard rescue protocols fail or are not feasible. Lauren McCubbins, Landon McCubbin’s mother, gave emotional testimony about her 8-year-old son’s death from choking at school and urged the committee to give schools an added rescue option. Members asked questions about how the device works, whether the Heimlich maneuver remains part of the protocol, and whether the bill is limited to LifeVac or applies to similar devices. The bill was reported favorably, with a roll call vote showing unanimous support from members present. The committee then heard a bill sponsored by Rep. J. Baker aimed at reducing administrative burdens in schools and supporting teacher recruitment and retention. The measure would lengthen the required evaluation cycle for tenured teachers from every three years to every five years, provide teachers a copy of their employment contract upon request, streamline professional development provisions, update continuous school improvement plan filing requirements, restore schools’ ability to use Title II funds for certain programs after an unintended consequence of prior legislation, and require KDE to review reporting requirements and eliminate those not required by law. Rep. Baker said the bill was developed with teachers and administrators through a working group and is intended to reduce “check-the-box” tasks so educators can focus on instruction. Amanda Butler of Spencer County Schools and other educators testified that the changes would save time, preserve funding for mentor and induction programs, and reduce repetitive paperwork. Rep. Fleming asked for clarification on the longer evaluation cycle, and an educator witness explained that each evaluation involves pre-observation, observation, and post-observation time and that districts would still retain flexibility to evaluate more often if needed. No final vote on this bill was included in the transcript excerpt.

Transcript Highlights:

• I guess where I'm also going with that is it's it's also geared more towards the the summative assessment
• Sure, so the assessment pieces. of the bill, assessment and accountability are intertwined, but two separate
• So the assessment piece of the bill.
• Is there a runway to get that assessment?
• of the TEEX, its TEEX assessment.

Bills: SB451 , SB762 , SB1490 , SB1262 , SB1459 , SB1750 , SB1962 , SB2252 , SB2253 , SB2365

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• This bill addresses hospitals and private hospital assessments for Medicaid funding.
• Representative Blackshere, this is the nursing facilities privilege assessment surcharge.

Bills: HB186 , HB185 , HB182 , HB183 , HB184 , HB312 , HB460 , HB405 , HB186 , HB185 , HB182 , HB183 , HB184 , HB312 , HB405

Committee: Senate Finance and Taxation General Fund

Keywords: Alabama budget, general fund appropriations, fiscal year 2026, state budget, appropriations act, HB186, executive branch funding, legislative branch funding, judicial branch funding, debt service, capital outlay, corrections, Medicaid, public health, mental health, transportation, education, law enforcement, tourism, veterans affairs