Committee Summary for House Education Funding (01/21/2025)

Bill/Time	Type	Title	Sponsor
HB366 00:04:29.240 - 8:33:25 AM	Public Hearing	(New Title) modifying the priority of applications for school building aid grants.	Cahill, Michael(D)[CT]2025
HB515 00:50:36.920 - 9:19:32 AM	Public Hearing	repealing the chartered public school eligibility for state school building aid.	Cahill, Michael(D)[CT]2025
HB494 01:18:32.679 - 9:47:28 AM	Public Hearing	(New Title) relative to the math learning communities program.	Ladd, Rick(R)[B+]2025
HB112 03:40:53.600 - 12:09:49 PM	Public Hearing	(New TItle) requiring students in the university and community college systems of New Hampshire to pass the United States Citizenship and Immigration Services civics naturalization test, take a course that covers fundamental American documents as part of the general education curriculum, or pass a civics course competency test.	Moffett, Michael(R)[B+]2025
HB112 04:00:07.760 - 12:29:03 PM	Public Hearing	(New TItle) requiring students in the university and community college systems of New Hampshire to pass the United States Citizenship and Immigration Services civics naturalization test, take a course that covers fundamental American documents as part of the general education curriculum, or pass a civics course competency test.	Moffett, Michael(R)[B+]2025
HB193 04:40:56.760 - 1:09:52 PM	Public Hearing	relative to the maximum number of credits per course eligible for the dual and concurrent enrollment program.	Ladd, Rick(R)[B+]2025
HB550 04:54:07.480 - 1:23:03 PM	Public Hearing	modifying the base cost of an adequate education.	Luneau, David(D)[CT]2025

HB366: Representative Kahill Support00:04:29.240 - 8:33:25 AM; Representative Kahill expressed strong support for HB 366, highlighting the long-standing issue of school building aid in New Hampshire. He noted that the problem has worsened since the Great Recession due to a moratorium on accepting applications, which has left a significant backlog of about $200 million for school building projects. He proposed amending the bill to increase the minimum annual allocation from $50 million to $60 million, allowing flexibility for future legislatures to increase funding further if possible. Kahill also discussed the financial burden placed on communities that had to fund projects during the moratorium, mentioning a specific example of communities spending over $537 million, with the state's share being around $186 million. He emphasized the constitutional obligation to provide adequate education, which he believes includes safe and sufficient school buildings, and criticized the use of modular classrooms as a temporary solution. He mentioned Londonderry's struggle to pass a bond and their resort to using modulars, and compared this to the state's support for a sneaker factory through a bond. Kahill also provided data on the current waitlist for school building aid, noting that over 8,000 students are affected.
HB366: Representative Maguire Information Only00:11:01.399 - 8:39:57 AM; Representative Maguire inquired about the possibility of changing the school building aid system to distribute funds annually to all districts, allowing them to save or use the funds for repairs. Representative Kahill responded by referencing a similar proposal from the previous year, which he believed was impractical due to the high costs of school buildings and repairs. Kahill also discussed the 2013 reform that changed the payment structure for building aid, suggesting it contributes to the current funding issues.
HB366: Representative Luno Information Only00:13:20.480 - 8:42:16 AM; Representative Luno asked Representative Kahill to provide an overview of other bills related to school building aid. Kahill mentioned upcoming discussions about repealing bills that would allow charter schools to be eligible for building aid and to have first refusal on unoccupied school buildings. He also noted bills dealing with catastrophic aid, special education aid, and the school foundation formula, indicating that the committee would be examining various formulas to address the economic aspects of these issues.
HB366: Representative Papovich Information Only00:15:58.360 - 8:44:54 AM; Representative Papovich questioned the distribution of building aid across towns, asking if it was equitable. Representative Kahill responded by explaining that building aid tends to be more generous to poorer communities, up to 60%, to help them pass bond issues. He mentioned the difficulty of achieving the required 60% vote for bond issues and used the example of Claremont's Stevens High School, which failed to pass a bond by one vote, resulting in a smaller project without state aid.
HB366: Representative Cluder, Sullivan County District 6, Claremont Support00:18:17.799 - 8:47:13 AM; Representative Cluder supported HB 366, sharing his experience with the Stevens High School project in Claremont. He described how the school's renovation was critical to maintain accreditation, but the bond issue failed by one vote after a recount in 2009. Due to the Great Recession and subsequent budget cuts, Claremont could not receive state building aid, forcing the city to fund the project entirely on its own. This resulted in high property taxes, which Cluder noted were a significant issue for his constituents. He urged the committee to pass the bill, acknowledging it as a compromise but necessary to help alleviate property tax burdens and improve education funding.
HB366: Representative Cluder, Sullivan County District 6, Claremont Support00:22:05.760 - 8:51:01 AM; Representative Cluder expressed support for HB 366, emphasizing the need for school building aid to help property-poor communities like Claremont. He mentioned the community's struggles with school funding and the importance of maintaining accreditation for Stevens High School to ensure students can compete for college and job opportunities. He discussed the challenges faced by the Claremont School District, including rejected building plans and the lack of state aid, and supported the bill's provision to provide $5 million to communities that built during the moratorium, viewing it as a necessary compromise.
HB366: Representative Damon Information Only00:23:34.880 - 8:52:30 AM; Representative Damon sought clarification from Representative Cluder about the potential loss of accreditation for Claremont's high school if the building project was not completed. He highlighted the importance of accreditation for students' future educational and job opportunities, and confirmed that the community had to renovate the high school due to these concerns.
HB366: Unnamed Speaker Information Only00:25:10.399 - 8:54:06 AM; An unnamed speaker asked Representative Cluder about his support for a specific section of the bill that would reimburse communities that built during the moratorium. Representative Cluder confirmed his support, noting the compromise of $5 million and the necessity to help communities like Claremont that took on building projects in good faith.
HB366: Unnamed Speaker Information Only00:28:19.519 - 8:57:15 AM; Another unnamed speaker questioned whether building aid should be adjusted based on a community's property wealth. Representative Cluder responded that, while he was open to considering adjustments in this bill or another, he believed building aid should be tied to property wealth as a matter of fairness.
HB366: Tony Weinstein, representing Newmarket and Newfields Support00:29:24.640 - 8:58:20 AM; Tony Weinstein expressed support for HB 366, sharing his experience with school facilities issues in Newmarket over the last 14 years. He detailed the community's struggles with funding and the necessity to proceed with renovations despite the moratorium on school building aid. He highlighted the ongoing financial burdens due to debt service and lack of state aid, and urged the committee to vote in favor of the bill to provide some relief to communities like Newmarket.
HB366: Representative Papovich Information Only00:32:15.559 - 9:01:11 AM; Representative Papovich asked Tony Weinstein whether the current facilities in Newmarket meet the school's needs after the renovations. Weinstein confirmed that the facilities do meet the current needs, having been renovated to serve both the high school and elementary school.
HB366: Robert Thompson, Superintendent of Schools in Hampstead, resident of Milford Support00:33:18.720 - 9:02:14 AM; Robert Thompson, Superintendent of Schools in Hampstead and a resident of Milford, spoke in favor of HB 366. He highlighted the urgent need for an addition to Hampstead's elementary school due to overcrowding and safety concerns. He emphasized that Hampstead is experiencing an increase in student enrollment, unlike some other districts, and discussed the challenges of accommodating students in undersized classrooms and the use of carts for teaching. Thompson also addressed the inadequacy of current special education facilities, which are cramped and often repurposed from spaces like closets. He stressed the importance of building aid to expand in-district special education programming, which would reduce the need for costly out-of-district placements and transportation, exemplified by a case where transportation costs $50,000 annually for one student. He argued that building aid would not only benefit Hampstead but also potentially serve other nearby districts by providing space for out-of-district students.
HB366: David Trumble, resident of Ware Support00:41:34.480 - 9:10:30 AM; David Trumble from Ware supported HB 366, sharing his experience with state funding that allowed the rebuilding of Ware's middle school about 15 years ago. He argued that state funding for school buildings leverages additional local funding and is crucial for maintaining suitable and sanitary public schools as mandated by RSA 189:24. Trumble cited a report from the New Hampshire School Funding Fairness Project indicating that many New Hampshire schools are outdated, with issues like asbestos and lead, and stressed the need for state assistance to prevent a future crisis in school conditions. He also referenced studies suggesting that the condition of school buildings significantly affects student achievement, potentially increasing performance by 5 to 17 percentile points.
HB515: Representative Kahill Oppose00:50:36.920 - 9:19:32 AM; Representative Kahill opposes HB 515, which aims to repeal the eligibility of Charter Public Schools for state school building aid. He argues that the state does not have sufficient funds to meet the needs of traditional public schools, let alone extend aid to charter schools. He references the financial backlog and the moratorium period when many schools could not apply for aid. He emphasizes the need to prioritize the needs of traditional public schools over expanding aid to charter schools, citing examples of schools struggling with outdated facilities and insufficient space.
HB515: Representative McGuire Information Only00:56:51.480 - 9:25:47 AM; Representative McGuire questions Representative Kahill about a section in the bill on page four, line 35, which deletes a paragraph unrelated to school building aid. Representative Kahill admits it might have been included inadvertently.
HB515: Representative Luno Information Only00:57:38.359 - 9:26:34 AM; Representative Luno asks Representative Kahill about the use of the $47 million federal Charter expansion Grant, specifically whether it can be used for facilities. Representative Kahill believes it can be used for startup costs and lease assistance but is unsure about purchasing buildings.
HB515: Representative Maureen Mooney, Hillsborough District number 12 Oppose00:59:02.720 - 9:27:58 AM; Representative Maureen Mooney opposes HB 515, arguing that it would undo the recent law (House Bill 354) she sponsored, which included public charter schools in the application process for school building aid. She highlights the thorough review and amendment process of HB 354 by the House Education Committee. She explains that the new law corrected a contradiction in existing law regarding charter schools' eligibility for building aid, and it allows only charter schools that own their buildings to apply, with strict parameters in place. She recommends that HB 515 be found inexpedient to legislate.
HB515: Representative Maguire Information Only01:03:54.240 - 9:32:50 AM; Representative Maguire questions Representative Mooney about the requirement for charter schools to own their buildings to be eligible for building aid. He suggests that schools leasing space might have more incentive to build new facilities and questions why they should not be eligible. Representative Mooney defers to the decision made by the House Education Committee the previous year.
HB515: Representative Fellows Information Only01:04:40.559 - 9:33:36 AM; Representative Fellows questions Representative Mooney about the ownership of buildings by charter schools, specifically about the potential reversion of buildings to their original owners as part of their disposition plan. Representative Mooney acknowledges the point and suggests that further clarification on the logistics of ownership could be explored.
HB515: Representative Luno Information Only01:06:17.480 - 9:35:13 AM; Representative Luno asks Representative Mooney about the history of charter school closures in New Hampshire due to insolvency or fraud. Representative Mooney recalls about ten closures primarily due to fundraising issues. Luno follows up with questions about the state's recourse if it had invested in building aid for a charter school that later became bankrupt. Mooney explains the importance of disposition plans in charters and the need for clarity in asset management.
HB515: Representative Ames Information Only01:10:12.040 - 9:39:08 AM; Representative Ames inquires about any charter school projects that have started the application process since the adoption of the law sponsored by Representative Mooney. Mooney indicates that she is not aware of any such applications.
HB515: Unidentified Speaker Information Only01:11:00.280 - 9:39:56 AM; The speaker discusses RSA 194b:16, which states that when a charter school dissolves, its assets are given to the local school district, but the local school district does not inherit any obligations. The speaker acknowledges the point made by Representative Maguire but does not specify a stance on the bill.
HB515: Unidentified Speaker Information Only01:11:46.440 - 9:40:42 AM; The speaker responds to a question about whether any of the 10 or so charter school dissolutions had remaining assets and if those assets were disposed according to state law. The speaker admits to not being familiar with the asset distribution of charter school closings since the 1990s in the state.
HB515: Jody Adams, New Hampshire Alliance for Public Charter Schools Support01:12:20.239 - 9:41:16 AM; Jody Adams, the executive director of the New Hampshire Alliance for Public Charter Schools, testifies in support of the bill. She emphasizes that charter schools are public schools and should be included with traditional public schools in terms of funding opportunities. Adams acknowledges the recent addition of the bill and understands that there are limited funds available currently. However, she stresses the importance of charter schools being able to apply for funding to help with securing facilities, which is a significant challenge for them as they do not have access to local taxes for facilities and often lease at market rates.
HB494: Rick Lad, Grafton 5 (Haverhill, Benton, Piermont, Warren, Landaff) Support01:18:32.679 - 9:47:28 AM; Rick Lad, representing Grafton 5, introduces HB 494, which continues funding for the Math Learning Communities program. He explains that the program, initially funded by a federal grant and later by state budget allocations, aims to improve mathematics achievement in K-12 schools. The program assesses students at the end of ninth grade and provides foundational and quantitative math classes tailored to their learning styles, which have shown significant success in reducing the need for remedial math in college. The program has been revised to be administered through the New Hampshire Community College System, and the bill includes statutory changes to define the program structure and reporting requirements. Lad highlights the program's expansion to include more schools and emphasizes the need for continued support to improve math education in the state.
HB494: Unidentified Speaker Information Only01:27:53.199 - 9:56:49 AM; The speaker requests a side-by-side comparison of the current law and the proposed changes in HB 494, specifically asking about financial matters. Rick Lad responds that the financial allocations are similar, with a slight reduction in the first year, and explains that the bill updates the language to replace outdated testing methods with local assessments.
HB494: Unidentified Speaker Information Only01:29:03.920 - 9:57:59 AM; The speaker questions whether the funding for the program should come from general funds or education funds. Rick Lad explains that the funds are used for training and support provided by the community college system, which is a cost-saving measure for school districts.
HB494: Unidentified Speaker Information Only01:30:40.360 - 9:59:36 AM; The speaker asks about the availability of data to evaluate the program's success. Rick Lad states that the Community College System can provide data showing fewer students requiring remedial education upon entering college, attributing this to the program's effectiveness.
HB494: Unidentified Speaker Information Only01:31:26.960 - 10:00:22 AM; The speaker inquires about the program's outreach to other counties, noting that the current list of participating schools is from outside their county. Rick Lad explains that the program is being rebooted and expects more schools to join, emphasizing the need for schools to gear up and hire qualified staff. He mentions the success of the program in his district and the efforts to align math education across different school levels.
HB494: Unidentified Speaker Support01:33:14.760 - 10:02:10 AM; The speaker, who is the president of a community college, expressed support for the bill, highlighting the importance of the program for students, particularly those from minority backgrounds and new immigrants. They shared personal experiences with the accuplacer test, emphasizing how failing by a few points could significantly impact students' financial aid, time, and choice of major. The speaker advocated for the program as a crucial means to help students overcome barriers and gain confidence in their academic pursuits.
HB494: Unidentified Speaker Information Only01:34:01.119 - 10:02:57 AM; The speaker discussed the community college system's decision to discontinue the use of the accuplacer test due to issues similar to those mentioned earlier. They explained that the system now relies on recommendations from teachers and parents to determine a student's alternate learning route, focusing on better understanding math concepts and accommodating different learning styles.
HB494: Unidentified Speaker Information Only01:34:46.520 - 10:03:42 AM; The speaker shared a personal anecdote about their struggles with mathematics during grade school and how a specific high school teacher helped them overcome their fear and understand geometry. They advocated for similar personalized approaches in teaching math, which the community college system is currently implementing, and hoped for more high schools to adopt this method.
HB494: Unidentified Speaker Information Only01:35:20.600 - 10:04:16 AM; The speaker raised a question about the promotion and marketing of the program to schools, specifically noting the absence of Sullivan County schools in the program's list. They inquired about how the program is being introduced to potential schools.
HB494: Shannon Reed, Community College System of New Hampshire Support01:36:10.560 - 10:05:06 AM; Shannon Reed, representing the Community College System of New Hampshire, expressed support for the Math Learning Communities bill. They outlined the system's composition, including seven colleges across the state, and detailed the importance of the bill's appropriation to continue the program. Reed highlighted the need for updated statutory language to align with the program's evolution and expressed the desire to expand the program's reach by bringing the part-time coordinator into a full-time role. They emphasized the importance of partnerships between high school and college math teachers for student success.
HB494: Dr. Chris Cony, Community College System of New Hampshire Support01:38:27.199 - 10:07:23 AM; Dr. Chris Cony, the Project Director for the Math Learning Communities, provided an in-depth overview of the program's history and evolution. Initially started in 2006 and running until 2017, the program faced funding challenges, leading to its discontinuation despite its success in increasing accuplacer scores and reducing remedial math course enrollments. Cony explained that the program was rebooted with new funding and a focus on broader post-secondary pathways beyond just college readiness. They detailed the redesign of the Algebra 2 course to include quantitative reasoning and number theory, suitable for various career paths, and the introduction of a dual enrollment statistics course. Cony also discussed the program's expansion plans, starting with 13 schools in the fall of 2025, and the shift towards a non-leveled Algebra 2 course accessible to almost all students. They emphasized the importance of exploratory learning over memorization and the program's potential to start earlier in students' education.
HB494: Unidentified Speaker Information Only01:50:56.239 - 10:19:52 AM; The speaker clarified that the bill has an appropriation and will be reviewed by both the current committee and the finance committee. They inquired about the difference in the spending level requested for FY 26 and FY 27, which was explained as a result of unexpended funds from the previous year being rolled over.
HB494: Unidentified Speaker Information Only01:51:45.760 - 10:20:41 AM; The speaker, a former math and physics teacher, commended the initiative and asked for clarification on the name of the program, which was corrected to the Launch Years Initiative. They expressed interest in seeing data from the program's previous run between 2006 and 2017 and mentioned their role as the chair of the Mascoma Valley School District, noting its early commitment to the program.
HB494: Dr. Chris Cony, Community College System of New Hampshire Information Only01:52:32.000 - 10:21:28 AM; Dr. Cony provided limited data from the middle years of the program's initial run, showing a significant increase in accuplacer scores. They noted that the program would not use the accuplacer again and would start collecting new data in the upcoming year. They also highlighted the broader benefits of the program, such as improvements in social-emotional learning.
HB494: Unidentified Speaker Information Only01:54:07.400 - 10:23:03 AM; The speaker sought clarification on the program's timeline, from its start in 2006 to its discontinuation in 2017 and subsequent reboot. They also inquired about the number of teachers participating, which Cony explained had varied, with significant engagement at conferences and ongoing community conversations.
HB494: Unidentified Speaker Information Only01:56:13.000 - 10:25:09 AM; The speaker asked about the program's use of software for individualized training. Dr. Cony explained that while such software is used in some community college courses, it is not part of this program, mainly due to high schools' limited access to these resources and students' readiness for independent learning.
HB494: Unidentified Speaker Information Only01:58:51.119 - 10:27:47 AM; The speaker inquired about the specific metrics used to assess student achievement and growth. Dr. Cony explained that the program would employ multiple assessments, including initial tests, ongoing assessments integrated into high school grades, and standardized curriculum to track student progress and make necessary adjustments.
HB494: Bob Lynn, Representative from Rockingham District 17, Windham Support02:02:39.000 - 10:31:35 AM; Representative Bob Lynn from Windham supports HB 494, stating that the bill, which had passed the House but failed in the Senate the previous year, has been revised to address previous concerns. Key changes include the removal of a clause that would have delayed internal disciplinary proceedings pending criminal cases, and provisions allowing existing collective bargaining agreements to continue until their expiration. Lynn emphasized the importance of the rights outlined in the bill for students and faculty members facing suspension or expulsion, arguing these rights are fundamental and necessary due to past federal guidance that discouraged universities from being 'too fair' to accused students. He expressed skepticism about the fiscal impact statement, suggesting that the need for additional resources to implement the bill's procedures indicates significant differences from current practices. Lynn also addressed potential objections, suggesting that if existing procedures are truly fair, students and faculty should have no issue waiving the bill's protections. He responded to committee questions about the bill's applicability to private institutions, the specifics of federal regulations referenced, and potential extensions to high schools and public employees, indicating openness to amendments and further discussion.
HB494: Unidentified Speaker Information Only02:16:53.799 - 10:45:49 AM; The unidentified speaker, likely a committee member, asked Representative Lynn about the applicability of the bill's rights to all colleges and universities, not just public ones. Lynn explained that the Constitution generally does not regulate private activity, suggesting that private colleges are not bound by these rights in the same way public institutions are.
HB494: Unidentified Speaker Information Only02:18:56.920 - 10:47:52 AM; Another committee member inquired about the motivation behind the bill given the lack of clear evidence on current policies and procedures at the university and community college systems. Lynn mentioned his awareness of anecdotal cases and broader national issues that motivated the bill, particularly unfair procedures under the Obama and Biden administrations.
HB494: Unidentified Speaker Information Only02:22:04.359 - 10:51:00 AM; A committee member asked if the bill's rights could be extended to high schools and public employees. Lynn indicated he had not considered this but was open to the idea and would need more time to think about it.
HB494: Unidentified Speaker Information Only02:22:49.479 - 10:51:45 AM; Another committee member asked about the specifics of collective bargaining agreements in relation to the bill. Lynn admitted he did not know the details of what was in those agreements but suggested that the cost estimates for implementing the bill's procedures imply significant differences from current practices.
HB494: Unidentified Speaker Information Only02:25:10.240 - 10:54:06 AM; A committee member, with experience as a dean and college president, expressed skepticism about the necessity of the bill, stating that existing processes are already stringent and fair. Lynn responded by questioning how current procedures differ from the bill's proposed rights, suggesting that if existing procedures are fair, there should be no issue implementing the bill.
HB494: Unidentified Speaker Information Only02:27:28.960 - 10:56:24 AM; A committee member, a college professor, shared experiences of faculty discrimination and questioned the exclusion of probationary faculty from the bill's protections. Lynn acknowledged the point and indicated openness to amendments to include probationary faculty.
HB494: Unidentified Speaker Information Only02:29:02.080 - 10:57:58 AM; A committee member clarified the language in the bill regarding probationary status, suggesting it could be interpreted as referring to new employees rather than those on disciplinary probation. Lynn agreed with the clarification and suggested an amendment to make this clear.
HB494: Unidentified Speaker Information Only02:29:50.560 - 10:58:46 AM; A committee member asked about the interpretation of the bill's provisions regarding collective bargaining agreements. Lynn explained that institutions cannot adopt procedures less protective than those in the bill but can adopt more protective procedures.
HB494: Katherine Prenture, Chancellor of the University System of New Hampshire Oppose02:32:16.600 - 11:01:12 AM; Katherine Prenture, Chancellor of the University System of New Hampshire, expressed opposition to HB 494. She highlighted the existing collective bargaining agreements and due process policies across the university system, indicating satisfaction with the current framework. Prenture discussed the potential additional costs associated with the bill, particularly if it included provisions for hearings and documentation even for reprimands. She emphasized the financial implications, equating potential costs to tuition fees for New Hampshire students, and stressed the unnecessary administrative burden the bill might impose at a time of fiscal challenges. She also responded to questions about the potential staffing needs mentioned in the fiscal note, clarifying that these were based on an earlier version of the bill.
HB494: Lauren Banger, Senior Director for Government Relations, University System of New Hampshire Oppose02:38:40.200 - 11:07:36 AM; Lauren Banger, representing the University System of New Hampshire, detailed specific concerns with HB 494. She pointed out the potential privacy issues with the requirement to provide copies of documents, which could contain sensitive information. Banger also criticized the bill's provision for direct confrontation and cross-examination of witnesses, suggesting it could deter future reports and participation in resolution processes. She used examples to illustrate the potential unnecessary costs and administrative burden the bill might impose, such as in the case of a student's first offense of underage drinking.
HB494: Unidentified Speaker Information Only02:40:59.000 - 11:09:55 AM; An unidentified speaker referenced a past incident at the University of New Hampshire (UNH) involving student protests and praised the university's handling of due process in that situation. The speaker highlighted the effectiveness of the current policies in ensuring due process and mentioned a subsequent report that evaluated the incident, suggesting that the existing framework had been tested and found adequate.
HB494: Unidentified Speaker Information Only02:48:01.960 - 11:16:57 AM; Another unidentified speaker asked about the number of disciplinary proceedings annually at the university system across three categories: students, student organizations, and faculty members. The response indicated that historical data would be provided later. The speaker also inquired about when local authorities, such as campus or town police, are involved in campus incidents, with the response clarifying that involvement depends on the situation and the authority of the UNH Police Department stems from the Durham Police Department.
HB494: Unidentified Speaker Information Only02:51:55.080 - 11:20:51 AM; An unidentified speaker sought clarification on a statement in the testimony suggesting that HB 494 would require a full trial and appeal process. The response acknowledged a misunderstanding, confirming that the bill does not mandate a full trial but rather entitles individuals to a hearing, which could be waived.
HB494: Chad Pento, General Counsel for the University System Information Only02:52:29.520 - 11:21:25 AM; Chad Pento, representing the University System, discussed the procedural rights and discipline imposition as outlined in the bill. He pointed out the language in the bill that states procedural rights, including hearings, should be afforded prior to the imposition of discipline. He mentioned the waiver language and questioned how it aligns with the statement that these rights are 'entitled but not required.' Pento's testimony focused on clarifying the legal implications and procedural requirements within the bill.
HB494: Representative L Information Only02:53:13.720 - 11:22:09 AM; Representative L asked about the current policies and practices of the University System, particularly in cases involving an imbalance of power, such as between faculty and students. He proposed a hypothetical scenario involving a student alleging sexual assault by a faculty member. He sought to understand how such a situation would be handled under the existing Title IX regulations and the proposed changes in the bill. The discussion included details on supportive measures, investigations, and the faculty discipline process, including shared governance and arbitration.
HB112: Representative Mike Moffett of Merrimack 4, representing Canterbury Support03:40:53.600 - 12:09:49 PM; Representative Mike Moffett introduced HB 112, which requires students in the university and Community College systems of New Hampshire to pass the United States Citizenship and Immigration Services Civics naturalization test. He highlighted the success of a similar bill, HB 320, for high school students and emphasized the importance of civic literacy, citing a report on the lack of civic knowledge among college graduates. Moffett argued that many other states have implemented similar requirements and that assessments are essential for ensuring knowledge in various fields. He addressed past opposition, including concerns about costs and legislative overreach, and explained that the bill aims to cover gaps in civic education, particularly for community college students. Moffett also discussed the fiscal note attached to the bill, expressing surprise at the projected costs and advocating for a more modest approach to administering the test online. He concluded by stressing the importance of ensuring all college graduates have a foundation in civic knowledge and acknowledged the cooperation from educational systems in New Hampshire.
HB112: Unidentified Speaker Information Only03:58:21.279 - 12:27:17 PM; The unidentified speaker asked Representative Moffett about the applicability of the civics test requirement to adult students in the community college system seeking certificates rather than degrees. Moffett clarified that the bill's intent is to mandate the test only for degree programs, not for certificate programs or short-term courses.
HB112: Representative Spillsbury Information Only03:59:05.760 - 12:28:01 PM; Representative Spillsbury inquired about the rationale for exempting exchange students and foreign nationals from the civics test requirement. Moffett explained that this exemption was a compromise to gain support for the bill in previous legislative sessions. Personally, he would prefer for foreign nationals to take the test, but the current language reflects the compromise made.
HB112: Representative Mofet Support04:00:07.760 - 12:29:03 PM; Representative Mofet explains the rationale behind the bill requiring students to pass a 128-question version of the citizenship exam from 2020 to graduate from high school or obtain an undergraduate degree. He clarifies that the exam requires a 70% passing score and all 128 questions must be answered. Mofet emphasizes the importance of having a universal requirement for all students to ensure a solid foundation in Civics, regardless of the varying quality of Civics education across schools. He defends the bill's success by citing anecdotal evidence of positive feedback from students and parents, although he acknowledges the lack of empirical data to support these claims. He also addresses concerns about costs, suggesting they are minimal and expressing skepticism about the fiscal note's estimates.
HB112: Representative from Hopkinton Oppose04:07:02.640 - 12:35:58 PM; The representative from Hopkinton challenges the claims of the bill's success by presenting data indicating that more people have signed up to oppose the bill than to support it. He questions the validity of the anecdotal evidence provided by Representative Mofet and suggests that the small sample size of 11 supporters versus 18 opponents does not support the claim of the bill being 'wildly successful' or widely loved by parents and students.
HB112: Representative Spillsbury Information Only04:08:37.960 - 12:37:33 PM; Representative Spillsbury clarifies that the intent of the bill is to apply only to undergraduate degree-granting programs and not to graduate programs, as most graduate students would have already met the requirement at earlier levels of education.
HB112: Unnamed Representative Information Only04:08:37.960 - 12:37:33 PM; An unnamed representative inquires about the potential costs associated with the bill, including test preparation and assistance for students with different learning styles or special needs. Representative Mofet responds that special needs students would be accommodated and the bill's sponsors believe the costs to be minimal, with existing registrar offices and professionals capable of absorbing the additional workload.
HB112: Another Unnamed Representative Information Only04:11:46.760 - 12:40:42 PM; Another unnamed representative asks about the impact of the bill on student-athletes transferring between schools, particularly in the context of the new NIL (Name, Image, and Likeness) rules. Representative Mofet confirms that any student transferring and seeking a degree would need to pass the citizenship exam.
HB112: Katherine Prenter, Chancellor of the University System Oppose04:13:55.720 - 12:42:51 PM; Chancellor Katherine Prenter expresses support for the intent behind the bill but opposes it due to the costs associated with its implementation. She highlights that the University System was not asked to provide a fiscal note in the previous session and discusses the costs incurred by the Department of Education for its platform. Prenter notes that a significant percentage of students are from out of state and would need to take the test, and she questions the logistics of administering and monitoring the exam. She also raises concerns about the precedent of the legislature mandating graduation requirements and the potential impact on students who repeatedly fail the test.
HB112: Representative McGuire Information Only04:18:43.359 - 12:47:39 PM; Representative McGuire inquires whether the University System and its Board of Trustees have the authority to add the citizenship exam requirement to graduation without causing accreditation issues. Chancellor Prenter confirms that they do have such authority. McGuire further asks if there is an incentive for the University System to attract more out-of-state students, to which Prenter responds that there is not an explicit incentive.
HB112: Representative Damon Oppose04:20:23.359 - 12:49:19 PM; Representative Damon questions whether the requirement of the citizenship exam would act as an incentive for students to enroll in the University System, suggesting that students could take the test independently. Chancellor Prenter agrees that the requirement might not encourage more students to attend their institutions.
HB112: Shannon Reed, Director of Government Affairs with the Community College System of New Hampshire Support04:22:18.760 - 12:51:14 PM; Shannon Reed expressed support for HB112, with amendments, to ensure its effective implementation within the community college system. She highlighted the complexities of integrating the citizenship test into their learning management system, Canvas, and the potential costs and resources required. Reed discussed the differences between the citizenship test used for naturalization and the version needed for this bill, noting the need for an automated, multiple-choice version to be feasible online. She also mentioned ongoing discussions with the Department of Education regarding the use of a previously purchased test version at no cost. Reed emphasized the need for amendments to limit the requirement to associate degree seekers and to allow a block exemption for students graduating from New Hampshire high schools after a certain date, to reduce administrative burdens. She stressed the importance of understanding the full scope of implementation before committing to the bill, due to the additional workload and potential costs involved.
HB193: Rick Glad, Representative from Hale, New Hampshire, Crafton 5 Support04:40:56.760 - 1:09:52 PM; Representative Rick Glad introduced HB193, which aims to adjust the maximum number of credits per course in the Dual and Concurrent Enrollment Program to four credits, in response to the expansion of the program to include grades 10 through 12. He explained that the change is necessary due to the increasing cost of courses, particularly in trades, which can reach up to 12 credits. The bill seeks to manage the state budget's allocation for these courses, which is around $2.5 million annually, by limiting the credits to ensure the funding covers more students. Glad emphasized the program's importance and its cost-saving benefits for families, noting that the community college system is willing to support high schools by providing instructors for courses that schools cannot otherwise offer.
HB193: Shannon Reed, Community College System Information Only04:50:34.600 - 1:19:30 PM; Shannon Reed from the Community College System provided information regarding the concurrent enrollment program. She explained that most community college courses are three or four credits, but some are offered in formats that exceed four credits. The bill in question aims to define the scope of what's covered under this program to those courses that are three or four credits. Reed also requested that the effective date of the bill be changed to upon passage to allow implementation for the summer semester. She addressed questions about the program, stating that courses taught in high schools for dual credit confer high school credit and are part of a student's normal course load. These courses are taught by high school teachers but are designed as college courses, allowing students to earn college credit. The program offers courses at a significant discount to students, which means the community college system receives less revenue than it would if the student took the course directly at the college. The community college system manages the program, employing coordinators and investing in systems to facilitate dual enrollment.
HB550: David Luno, Representative from Hopkinton, Bow, and Concord Information Only04:54:07.480 - 1:23:03 PM; Representative David Luno introduced House Bill 550, which is a response to the lower court's decision in the ConVal lawsuit. He provided a brief history of the lawsuit, which was filed in 2019 by the ConVal Cooperative School District against the state of New Hampshire regarding the base cost of an adequate education. The Superior Court ruled in favor of the plaintiffs in 2023, setting a conservative minimum threshold of $7,356 per pupil for an adequate education, which the state appealed to the Supreme Court. Luno explained that the bill modifies the base grant in the ConVal case and is part of a package of school funding legislation. He detailed the fiscal impact, noting that the bill would increase state funding by nearly $500 million, with every district receiving an additional $3,200 per student. He discussed the current one-size-fits-all funding formula's inadequacies and how the bill aims to align with the court's order by considering necessary specific resource elements in calculating the base cost of an adequate education. Luno also responded to questions about the bill, clarifying its intent and the implications for different districts and funding mechanisms.
HB550: Representative Heath Howard, representing Strafford and Barrington Support05:23:51.958 - 1:52:47 PM; Representative Heath Howard emphasized the state's failure to meet its constitutional obligations in funding education adequately, referencing a recent ruling in the Conval case that suggested a minimum of $11,000 per student. He compared HB550 to the previously introduced HB1583, noting that HB550 is more conservative yet still falls short of the recommended funding level. Howard highlighted the budgetary constraints and the impact on his district, particularly in Strafford, where half the teachers lack accreditation due to low pay. He mentioned that starting teachers in his district earn significantly less than in other comparable jobs, leading to high turnover and poaching by other districts. He urged the committee to pass HB550 to improve educational funding and outcomes.
HB550: Donna Magon, Superintendent of Newport School District Support05:27:14.360 - 1:56:10 PM; Superintendent Donna Magon of the Newport School District stressed the critical need for adequate education funding, discussing the district's challenges with staffing shortages and increased student needs. She detailed the shortage of 14 teachers and noted that 27 out of 83 teachers are on an alternative plan, indicating a lack of full certification. Magon also discussed the significant number of students requiring Individual Education Plans (IEPs) and 504 plans, as well as English as a Second Language (ESL) support. She argued passionately for increased funding to ensure quality education, warning of long-term negative impacts on students and the community without it. Magon supported HB550, which aims to increase state space adequacy funding, and urged immediate action.
HB550: M (Newport School District) Information Only05:36:38.680 - 2:05:34 PM; M from the Newport School District provided information on the cost of educating a student in their district, stating that it costs approximately $27,000 per student. They receive $4,200 from the state per student and additional funds for special education. M discussed the challenges of teacher recruitment and retention, emphasizing the need for higher salaries to stabilize the workforce. They mentioned that the starting pay should be around $45,000 to $46,000, up from the current $34,000, to prevent mass exodus of teachers. They also highlighted the issue of teacher certification, noting that many teachers are on alternative certification plans, which could result in them leaving after certification. M addressed the pupil-teacher ratio, explaining that the state funds different ratios for different grade levels and how additional staff members like music and PE teachers impact the ratio. They also touched on the potential redistribution of funding within the state's education budget to address disparities.
HB550: Tor How, President of the American Federation of Teachers New Hampshire Support05:45:35.920 - 2:14:31 PM; Tor How expressed support for the concepts in HB550, advocating for increased state support for public education in New Hampshire. They highlighted the constitutional right to education and stressed the importance of providing equal educational opportunities across the state, given the varying local property tax capacities. They mentioned that increasing base adequacy to $7,356 would help address class size issues and provide better individual attention to students. They also emphasized the need to include real-world costs of education in the funding formula, such as teacher salaries, administrative support, nursing staff, and maintaining school facilities.
HB550: Mark Manganello, Bureau of School Finance, Department of Education Information Only05:49:22.558 - 2:18:18 PM; Mark Manganello from the Department of Education provided technical assistance and answered questions about the bill. He clarified that the cost of an adequate education as outlined in the bill would be indeterminable for future years, as it depends on the General Court's actions. He discussed the DOE-25, a financial report that districts submit, which includes school-level data since 2019. He explained that the DOE-25 contains rolled-up data and does not provide detailed information on individual positions like custodians or specific teacher salaries. Manganello also mentioned that while the DOE-25 includes transportation costs, these are not part of the cost per pupil measurement. He noted that the department has not conducted an analysis on reorganizing secondary education for economic efficiency but has analyzed administrative costs as a percentage of total expenditures and on a cost per pupil basis.
HB550: Representative Burton Information Only05:55:04.840 - 2:24:00 PM; Representative Burton raised concerns about the economic efficiency of the SAU structure in New Hampshire, suggesting it was designed politically rather than economically. They asked if the Department of Education had analyzed ways to reorganize secondary education to reduce overhead costs and increase instructional funding. Manganello responded that the department has not conducted such an analysis but has looked at administrative costs as a percentage of total expenditures and on a cost per pupil basis.
HB550: Representative Ccom Information Only05:56:45.360 - 2:25:41 PM; Representative Ccom inquired about the reporting of funds in the DOE-25, asking if school districts are required to report all funds, including those transferred from the general fund to other funds. Manganello explained that the DOE-25 should include all educational expenses but referred to the accounting handbook for the exact scope of required reporting.
HB550: Representative Bricky Information Only05:58:19.718 - 2:27:15 PM; Representative Bricky asked about the inclusion of specific resource elements like transportation and instructional materials in the DOE-25. Manganello clarified that transportation is included in the DOE-25 but not in the cost per pupil measurement, and instructional materials are included under function code 1100 but detailed breakdowns are not available in the DOE-25.
HB550: Damon Information Only05:59:25.878 - 2:28:21 PM; Damon discussed the rationale behind the exclusion of transportation costs from the per pupil cost calculations. He noted that traditionally, the cost per pupil has been calculated the same way for consistency over time, which allows for historical comparisons. He speculated that transportation costs might be excluded because some districts use cost per pupil as part of tuition agreements, where transportation is negotiated separately. He also mentioned the varying transportation costs among districts, with some having significantly higher costs than others.
HB550: Representative Papovich Information Only06:02:38.200 - 2:31:34 PM; Representative Papovich questioned the value of maintaining longitudinal data while also considering an enhanced version of the cost per pupil report. He inquired about potential changes the Department of Education might make to better reflect overall cost changes, excluding the value of longitudinal data. The response indicated that while the current format of the report has remained unchanged for decades, any new analysis or changes could be considered upon request from the committee to avoid confusion, but routine reporting should remain simple.
HB550: Mark Information Only06:04:12.000 - 2:33:08 PM; Mark responded to a query about the DOE25 form and how it relates to the cost of an adequate education. He explained that the DOE25 includes all expenditures, which may not solely reflect the cost of an adequate education as per constitutional standards. He noted that a more precise measurement of the cost of an adequate education would require excluding expenditures not directly related to these standards, and that the current DOE25 data might not support such detailed analysis as proposed in the bill.
HB550: Jessica Wheeler Russell, Penacook Support06:06:14.240 - 2:35:10 PM; Jessica Wheeler Russell, a resident of Penacook and a member of the Merrimack Valley School Board, expressed strong support for HB550. She emphasized the bill's importance in addressing the urgent need to increase education funding to ensure all students have access to quality education. She highlighted the bill's framework for periodically reviewing and adjusting funding levels to prevent stagnation, and its allocation of resources for essential elements like facilities and transportation. As a parent and school board member, she shared her observations on the impact of low state education funding on communities, particularly noting the burden on local taxpayers in districts with lower property values. She advocated for the bill as a step towards ensuring equitable access to education, which is crucial for the future of the state.
HB550: David Trumble, Town of Warner Support06:09:58.200 - 2:38:54 PM; David Trumble from Warner supported HB550, focusing on the constitutional duty of the state to fund public schools adequately. He referenced the Claremont and Londonderry decisions and the ConVal case, emphasizing that the base adequacy amount of $7,356 is constitutionally required. He argued that increasing this amount to $7,300 would significantly benefit students in property-poor towns by improving teacher retention, educational programming, and class sizes. He stressed the importance of this funding for the state's future economy and society, noting that the additional funding would alleviate the burden on local property taxpayers.
HB550: Zach Shen, New Hampshire School Funding Fairness Project Support06:16:31.958 - 2:45:27 PM; Zach Shen, Executive Director of the New Hampshire School Funding Fairness Project, supported HB550, emphasizing its role in addressing educational funding inequities. He highlighted the significant gap between the state's current base adequacy amount and actual per pupil expenditures. Shen noted the impact of property tax rates on funding disparities among districts, stating that 70% of school district revenue comes from local property taxes, which is the highest in the country. He clarified that HB550 aims to shift the funding burden from local property taxpayers to the state, without increasing the total education funding. He also addressed concerns about potential reductions in other education funding elements, stating that any such reduction would be a legislative decision, not a requirement of the ConVal ruling. Shen encouraged the committee to thoroughly examine the cost of an adequate education and use HB550 as a foundation for future improvements.
HB550: Zach Shen, New Hampshire School Funding Fairness Project Information Only06:16:31.958 - 2:45:27 PM; Zach Shen continued his testimony by addressing a question about the disparity in tax rates between Newport and another town, referred to as 'ctie' but likely meant to be 'Sunapee'. He explained that both school districts spend roughly the same amount per pupil, but Newport has to impose a much higher tax rate due to lower property values. Shen suggested that increasing state adequacy aid per student could provide local communities like Newport with more flexibility in their budgeting, potentially allowing them to lower tax rates or increase teacher salaries. He emphasized the importance of local decision-making and how additional state funding could give more communities the ability to make choices about their educational priorities, such as building new schools or reducing property taxes. Shen also acknowledged the significant impact of property values on local tax rates and how the state's low contribution to public education funding exacerbates these disparities.
HB550: Representative Fellows Information Only06:23:18.600 - 2:52:14 PM; Representative Fellows asked a question regarding the disparity in average home values between Newport and Sunapee, suggesting that Newport's lower home values could explain the higher tax rates. Zach Shen agreed, highlighting that the crux of the issue is the state's minimal funding for public schools, which forces reliance on local property taxes and amplifies the impact of differing property values across communities.

Ladd, Rick(Chairman)(R)[B+]2025	Brown, Pam(Clerk)(R)[B+]2025	Spilsbury, Walter(V Chairman)(R)[A-]2025
McGuire, Dan(R)[A]2025	Ames, Dick(D)[CT]2025	Burton, Wayne(D)[F]2025
Luneau, David(D)[CT]2025	Colcombe, Riché(R)[B+]2025	Chretien, Suzanne(D)[F]2025
Popovici-Muller, Daniel(R)[A-]2025	Damon, Hope(D)[CT]2025	Kofalt, Jim(R)[A+]2025
Fellows, Sallie(D)[CT]2025	Erf, Keith(R)[A]2025	Bricchi, Tracy(D)[D-]2025
Weinstein, Toni(D)[F]2025	Peeples, Raymond(R)[B+]2025	Mehegan, Peter(R)[B+]2025