Senate Education and Youth Committee, February 3, 2026

Transcript

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1. 0:20:36

   I know our schedules are tight today, a little bit, um, running a little bit long than we should, but thank you for everybody being here. And, um,

2. 0:20:45

   I'll open it with a prayer. Thank you. Heavenly Father, what a great day you've given us. Heavenly Father, you've given us another day to honor you, Lord. We know that you're in our presence, Lord, because we feel you, and, and, Lord, we ask you for your guidance. Ask you to be, to be with, uh, Senator Burns, Lord, as she presents this bill. In your Son's name we pray, amen.

3. 0:21:03

   Amen.

4. 0:21:05

   Senator, come forward. Um, while the senator's getting ready, I'll just throw this out, how important this bill is. Miranda Williams just told me a few minutes ago, according to the latest NAEP scores, National Assessment of Educational Progress, only s- not only 62% of the fourth graders in Georgia, 62% of fourth graders in Georgia are not proficient in math. 62% are not.

5. 0:21:36

   76% of the eighth graders in Georgia are not proficient in math. Take it away, Senator. It's yours.

6. 0:21:45

   Well, thank you, Mr. Chairman. Thank the committee for the opportunity. I want a quick history lesson. This is a bill that passed out of this committee on March the 3rd of 2025 with due pass, and it was a unanimous vote. There's been minimal changes. Only one, really, on the, in the reporting side. I'll share that with you. We'll quickly walk through the bill. Okay, so this bill provides for a, an advanced mathematics pathway in both grades three through five, optional, and grades six through eight, required.

7. 0:22:16

   And as, uh, the chairman pointed out, uh, we need to improve overall math proficiency in Georgia. And one of the things that this bill does is it prepares students for advanced level math in high school, which provides them, uh, potential, uh, credit, dual enrollment credit, so that they can pursue a STEM degree at the university or technical college level. So let's look quickly at the bill. If you'll, uh, jump to line 16, uh, and, and following.

8. 0:22:51

   That, that is the State Board of Education. By the way, the bill has been worked with the bill under, um, uh, Leader Anavitarte's authorship, was, uh, vetted through the State Board of Education. But basically, the State Board would create a, a, um, mathematics course, uh, a mathematics pathway in grades three through eight, the first being in grades three through five, where those students who meet certain criteria would be automatically enrolled in an advanced mathematics course in grades three through five, with parents having the option to opt out if they felt it was inappropriate.

9. 0:23:31

   But it is, it is an opportunity for these students to immediately be, uh, uh, exposed to an advanced level mathematics environment. And then if you'll look carefully at, um, section, uh, uh, lines, I guess 38 and following, I wanna quickly touch on the reporting requirements. As a part of the advanced mathe- mathematics pathway in grades three through five, and then again in grades six through eight, preparing them for high school, we need to understand the progress that our students have made.

10. 0:24:07

    So the, the Georgia Department of Education will provide a report to the governor and the Senate and the House, and then the chairperson of this committee and the chairperson of the committee in the House. But basically, what we need to understand is the number of qualified students that were enrolled, line 44, how many that were automatically enrolled, and then how many chose to opt out, lines 48. And then at the end of the day, what courses did they take, and then how effectively did they, um, perform in those courses?

11. 0:24:39

    So the scores at the end of their eighth grade assessment. Coming out of an engineering background, I will suggest to you that mathematics preparation is the s- is the key to your future success. And for a student to be prepared for advanced mathematics courses in high school, they have to start in third grade, three, four, five, and then progress to six, seven, eight, and then move on to a high school curriculum that includes some advanced level math, uh, that prepares them for, uh, college or technical school environments in, in STEM, science, engineering, technology, and math.

12. 0:25:21

    So with that, I'll, uh, I'll open it up for any questions and be happy to entertain your interest.

13. 0:25:29

    Okay, sure. Uh, first question. Senator Sims, is it, is this you?

14. 0:25:33

    Yes, sir. Thank you so much, Mr. Chairman. Question number one. Uh, I'm concerned about the words provide for criteria. Who would provide that criteria? I think you said the Department of Ed.

15. 0:25:46

    Right. I believe it would be State, State Board of Education.

16. 0:25:49

    All right. And you said students to qualify.

17. 0:25:53

    State Board of Education on line 16.

18. 0:25:55

    Yes, sir. And then you said students to qualify for such advanced mathematics pathway. So if you do not, so is there going to be a test given to all of the students, and from that test you would, um, aggregate the data, the information, and decide who would be placed in these advanced mathematics courses, which seems very exclusionary, ex- exclusive.

19. 0:26:28

    You're excluding students that, um... And I, and I'm just not real good on relying on- Test

20. 0:26:38

    Test

21. 0:26:38

    To deter- to determine whether or not a student, a public school student, should be excluded from a, uh, an education. I just don't see how we can exclude that other fraction of students, or the portion of the students, that are not going to be in these advanced math classes.

22. 0:26:58

    I, I, I appreciate the question. Thank you, Senator. And the senator is speaking from experience in her role in secondary education. I appreciate that. Um, I think the, the challenge is to make sure that you don't enroll a student in a course that they cannot be successful in. I also think that there's the option for the parent to enroll the student in the course-

23. 0:27:19

    Mm

24. 0:27:19

    ... if that is the parent's decision. Is that not true?

25. 0:27:22

    No.

26. 0:27:23

    Yes, so, so-

27. 0:27:24

    So what-

28. 0:27:25

    Line, line four

29. 0:27:25

    No, it says, "Permit the guardian, parent or guardian of the student who qualifies."

30. 0:27:30

    Provided.

31. 0:27:31

    They gotta qualify first.

32. 0:27:32

    No, top 25, 26.

33. 0:27:34

    I gotcha. Top 25 and 26.

34. 0:27:37

    So they still have to go through the testing cycle, um, in order to be accepted into the program.

35. 0:27:44

    And, and, and, uh, I point you to, uh, lines 25 and 26, "Provide criteria for students who are not automatically enrolled, not automatically enrolled in such advanced mathematics pathways to be able to enroll in such pathway." Um-

36. 0:28:02

    Okay

37. 0:28:02

    ... I recognize that this is not to be an exclusive group. It is to be a p- a group that is prepared and capable of performing at an advanced mathematics level. And, and we're talking three, four, and five-year-olds?

38. 0:28:18

    Yeah.

39. 0:28:18

    And we're talking six or eight-year-olds.

40. 0:28:18

    I'm, I'm, I'm well aware of, because we are so far behind in everything here in the state, and when you look at the, the data that was presented, 62% of fourth graders are not, uh, 76% of eighth graders are not, um, then it says to me,

41. 0:28:40

    we have Math Corps that we're already paying.

42. 0:28:44

    Yep.

43. 0:28:44

    And Math Corps is a very one-on-one individualized program for stu- ... But it mostly deals with those students that are, are behind.

44. 0:28:56

    Struggling.

45. 0:28:56

    Um, it tells me that we're not putting the right personnel in the right places to help our students, and to extrapolate students from a large cohort and leave others behind, I, I just, I, I, I don't know how well ... That doesn't sit well with me.

46. 0:29:19

    I appreciate that.

47. 0:29:20

    At all.

48. 0:29:21

    Thank you.

49. 0:29:21

    So, um, we are duplicating services. We have, um, here, here again, we have Math Corps, and we also have ... What is the other programs that we have in the school? Lots of programs that are going on to take care of this, so. But it seems very exclusive to me, and I just don't wanna leave any child behind if they have the, uh, capabilities of

50. 0:29:55

    being taught math. I just feel like we haven't done enough as a state to be inclusive.

51. 0:30:05

    Uh, thank you. Thank you. I appreciate your input, and I agree with you. I don't wanna leave any child, uh, with- without the opportunity to be successful in mathematics at a core level or at an advanced level. Uh, and, and certainly, uh, the, the student, the teacher, the parent can make the determination about what level of instruction best fits that student's capability. Um-

52. 0:30:31

    Senator Hatchett

53. 0:30:32

    ... ho- hopefully we would be in a position to offer this course or this curriculum, this pathway, statewide so that more students can receive, uh, s- expanded mathematics instruction.

54. 0:30:44

    Senator Hatchett.

55. 0:30:45

    Thank you, Mr. Chairman. Um, one question is more on, I guess, the, the, the bill itself as far as the authorship.

56. 0:30:55

    Sure.

57. 0:30:55

    I don't see an effective date or when this would go into effect. And-

58. 0:31:00

    It would be when-

59. 0:31:01

    Was that intentionally left out, or do we need to add it?

60. 0:31:03

    It's whenever the state-

61. 0:31:04

    It, it's whenever the state board is prepared. What, what, you wanna set a date? Y- Are you say- I would say normally it's on-

62. 0:31:09

    I would like to set a date

63. 0:31:10

    ... it's on the governor's signature.

64. 0:31:12

    Mm-hmm.

65. 0:31:14

    Unless it's specified, is that not true, Senator? That unless it's specified in the legislation, it would be upon the governor's signature. Recognize this is the exact legislation with one change, and that was where the reporting requirement went from the local school system on line 38-

66. 0:31:34

    38

67. 0:31:34

    ... from the local school system to the State Board of Education, so that my understanding of the effective date would be upon the governor's signature. If you want to recommend a friendly amendment to, to quantify that-

68. 0:31:47

    So-

69. 0:31:47

    ... that's fine

70. 0:31:48

    ... just so I'm hearing you, if we were to pass this, your understanding is that if it were signed, and let's say it went into effect July 1st, then by December of this year, they would have to submit a report?

71. 0:32:04

    It says, you know, "The Department of Education shall submit a report by December 1 of each year to the governor, the president of the Senate, the speaker of the House of Representatives."

72. 0:32:12

    I think we're gonna have to be realistic with the, uh, state Department of Education because they w- they're the ones who are gonna have to actually, uh, develop the process and the procedures for implementation and the curriculum for the advanced pathway. Uh, again, if you f- if you have concern about implementation or, or effective dates, I'm happy to accept the will of the committee.

73. 0:32:32

    Mm-hmm. Okay. I mean, personally would like to make it as soon as possible.

74. 0:32:36

    Okay.

75. 0:32:36

    So, um, second question, um, if I can, Mr.-

76. 0:32:40

    Yes

77. 0:32:40

    ... Mr. Chairman. Uh, we heard testimony last year, I know, about how-

78. 0:32:48

    Every student obviously learns differently.

79. 0:32:50

    Yes, indeed.

80. 0:32:50

    And we have a lot of programs designed, uh, for special needs students, for your everyday student. And then we have programs for gifted students, but sometimes the gifted teachers aren't necessarily given the same opportunities to advance their education as a teacher, and don't have the same opportunities to go to these workshops to learn new techniques. Um, if we're gonna have an advanced math system, which I am 100% for, uh, do we need to help provide for these gifted teachers?

81. 0:33:28

    Do we need to... And this may not be something that we can do in this legislation, but with your help up here, do we need to have, um, maybe a pathway for each school district to send a gifted teacher or a teacher to get gifted certified or something that they can bring back? Because my feedback from my local educators is, well, whether you're teaching gifted students or not, go into these, uh, conventions, workshop classes.

82. 0:34:00

    They help you become a better teacher for all students, not just gifted students.

83. 0:34:04

    Good.

84. 0:34:04

    Because you can learn so many new things. So I guess that's a big question, but I think you know where I'm headed with it.

85. 0:34:09

    Yeah, you took-

86. 0:34:10

    Let me introduce my wingman. I'm gonna let my wingman introduce himself. If he please the court.

87. 0:34:14

    Hi there. Uh, Michael Sullivan with Georgia CAN. I had the pleasure of working on this bill last year and, and your, your comments, um, were similar to what you made last year. In, in fact, if you look at line, uh, 32 and 33, that was, um, committee amendment that, uh, you had introduced to address that very issue of being able to, uh, uh, to assist, uh, teachers to provide instruction to students in this pathway. So you were spot on then, and you are spot on today, sir.

88. 0:34:43

    Well, thank you. I didn't see that part. All right.

89. 0:34:47

    Okay. Thank you. Um, I thank Senator Setzler.

90. 0:34:50

    Thank you, Mr. Chairman. Um, I, I think back to the '70s, early '80s, um, I have an older brother. We grew up in a inner-city school system where 10 or 15% of the kids went to college and are, where we started. He made the transition from there, um, through, he was there through 6th grade, um, to a system that was, uh, had more opportunities for him. Um, because of where he was and because of whatever the case was, the, the system that he was entering said, "Well, w- we don't think you're ready for, you know, pre-algebra in 7th grade.

91. 0:35:20

    We think you need to be down," and they were gonna put him in the third sort of tier class ability group was. And, um, you know, he was, um... My parents said, "Trust us. He can do this." Now, this guy, he- he's- he's consistently made eight to 10 times my salary our entire life. He's in finance, he has his own company, he's a double major, had a, finished summa cum laude from college, but he was gonna get tracked to the third class of four because he's, he's just, "This is where we're gonna put you." My parents, because they engaged, um, in a small little place, were able to overcome the objections and get him in the class he needed to be in.

92. 0:35:57

    That set his arc of his career, and he finished, again, um, full ride through college and did awesome. I'm concerned, I wanna make sure that this guarantees parents, if they're willing to accept their kid the tiers and the 11 o'clock, 12 o'clock at night doing homework, and I'm not ready, and two, if they're willing to accept that, I wanna give a guarantee to parents that if they wanna put their kids on this pathway, they can get it. Because I'm concerned, a- a- and my wife's an educator, she sees kids are, parents are tracking their kids in third and fourth grade because if you're not ready there, you're not gonna take pre-algebra in seventh grade, you're not taking algebra one in eighth grade, and that whole arc towards taking calculus in high school, physics, AP, all that starts in elementary school.

93. 0:36:38

    It does.

94. 0:36:41

    I'd like the language to say, "Guarantee that students who are not automatically enrolled may be enrolled upon request of their parent." How do we create a guarantee the state board can't dull this down and make this something less than an ability for parents to push their kids forward to give them an opportunity at their own risk?

95. 0:37:02

    Thank you, Senator. I, I appreciate your, uh, your comments and, and concur. Um, I was the student in the eighth grade in a rural South Georgia school where Ms. Asalie Oliver said, "You're gonna take math, and shop, and low-level types of courses."

96. 0:37:24

    Correct.

97. 0:37:24

    I did not have a parent to advocate for me. My mother died when I was 10. So I had to advocate for myself. So I had to take algebra one, and two, and trig, and pre-calc on my own. But I totally agree with you, so that if a student has the commitment and the capability that is really measured not exclusively by test scores but in combination with a f- a family commitment, then there should be a path.

98. 0:37:58

    And, and I, again, we can look at 25 and 26 and focus on the word criteria. Provide criteria for students who are not automatically enrolled. In other words, these are people who may not-

99. 0:38:11

    Yeah

100. 0:38:11

     ... have scored at the 99th percentile in an advanced mathematics pathway to enroll in that pathway.

101. 0:38:18

     S-

102. 0:38:18

     Now, those criteria are gonna be based upon criteria I-

103. 0:38:23

     Senator

104. 0:38:23

     ... believe would come from the State Board of Education.

105. 0:38:26

     Senator, that's my concern.

106. 0:38:27

     Yeah.

107. 0:38:27

     I don't want a State Board of Education that emerges and evolves towards being hostile to this to be able to stop this. We're in the shall business, and I love you dearly. I appreciate the, appreciate the bill. I'm with you.

108. 0:38:38

     Okay.

109. 0:38:38

     We need language that says shall, that if, if the parents are willing to, to, to, to stand behind this, you know, uh-

110. 0:38:45

     Do what it takes to get their kid there. I don't want a state board to be able to dull this down and sort of manage this, 'cause it, what, what we're doing, there's nothing that tracks kids' future like math placement in middle school. There's nothing like it. It, it drives science, it drives math, it drives college, it drives everything. So I just appreciate the work. I just want to be clearer that there's no provide rule, b- by rule. I want it to be crystal clear in statute that parents have that. So appreciate the bill.

111. 0:39:12

     I'd like to work with you on that.

112. 0:39:14

     Yeah. We-

113. 0:39:14

     Let's-

114. 0:39:14

     We'll be happy to work with you on language that would address that issue. Um-

115. 0:39:20

     Chair, take some other, l- let me take some other questions.

116. 0:39:22

     All right.

117. 0:39:23

     Okay. I think we're gonna go to, um, Senator Dolezal, I believe.

118. 0:39:28

     Thank you, Chairman. Thank you, gentlemen. Um, I got a couple questions if, if it's okay. Um,

119. 0:39:35

     how many, what percentage of schools in Georgia would you guess, or I should say districts, of the 180 currently have their own developed, designed advanced math pathway? Do you have any data on that?

120. 0:39:47

     I do not, but I would defer.

121. 0:39:50

     Uh-

122. 0:39:53

     I, I don't know that that is available a- and perhaps the department, uh, could. I've, I've seen numbers that, uh, uh, s- 75% of schools have an opportunity to, but I, I don't know if that is all-encompassing of an in-person class or if that in- incorporates some sort of, of virtual school. I haven't dug into the, into the, the numbers too far. I see. And, uh, you guys, you guys have, uh, basically grades three through eight, but then I'm reading the middle school piece, um, further down here.

123. 0:40:32

     There are two components.

124. 0:40:33

     Okay. Yeah, walk me through-

125. 0:40:33

     Three through five and then six through eight.

126. 0:40:35

     Walk me through the three through five. Our, our kids are in the zone where they're going through this right now. Um, some of our kids would be in, my kids are in this, my son is, my daughter's in middle school and she is not. But the first time he got pl- they have an advanced and excel in Forsyth County, so there's like two kind of tiers of this, uh, more d- more challenging math coursework. That was not an option that I'd know of for them in elementary school. So walk me through what you guys know either about the science or the data that says that providing this in, in elementary school in addition to middle school, uh, is critical to get them where they need to be by high school.

127. 0:41:11

     As, so grade six through eight is really the crux of, of this legislation. That's, that's the important, uh, component. Okay. And that's the only part-

128. 0:41:18

     Additional requirement

129. 0:41:18

     ... that is re- required and has the automatic enrollment component. The grades three through through five is, um, uh, simply directing the, uh, state board of education to create w- a, a pathway that a district could choose to utilize-

130. 0:41:35

     Mm-hmm

131. 0:41:36

     ... if they wanted to.

132. 0:41:37

     Mm-hmm.

133. 0:41:37

     This is based off of, uh, the legislation that North Carolina had passed with, with, uh, some success, but it is, at, at least according to this legislation, is optional. Two more questions, if that's okay. So essentially at the, at the elementary level, you're saying, "Hey, if you wanna do this, great. We're g- we're asking the state board of ed to provide-" Right ... curriculum. Um, middle school, you're recognizing to get them to high school, you want to have something that's mandated. Exactly. I-

134. 0:42:04

     I, I, I, I think if I, if I understand it correctly-

135. 0:42:08

     I hope you do

136. 0:42:08

     ... uh, well- It's not my original bill, and I've inherited it from my, my leader, which I'm grateful for. If I understand correctly, the pathway in six through eight is essentially the required option, the required component that students would be automatically enrolled in if they meet the admissions criteria.

137. 0:42:33

     Yep. I got that.

138. 0:42:34

     Okay. And then in three through five, it is, um, I wouldn't say optional, but it's, it, it, they, they, they have the, school system have the opportunity to create three through five pathways to prepare for six through eight.

139. 0:42:47

     Yes. That's my understanding.

140. 0:42:48

     That's my understanding.

141. 0:42:48

     So Michael, what are we trying to solve for if 75% of schools are already doing this, or systems are already doing this? What do you guys see as the gap? Is the gap uniform curriculum? Is the gap the 25%?

142. 0:42:59

     Yeah.

143. 0:42:59

     What's the-

144. 0:43:00

     So the, the gap is really twofold, right? The, the first gap is that you've got an unequal system of kids that are, uh, that show themselves as capable and are not being effectively enrolled. Um, and so, uh, what that means is it's an opportunity lost, where you cannot get in because, uh, uh, you, you, you've been ruled, uh, subjectively, uh, excluded. The, the second is that there are some, um, schools that do not offer a advanced course, and so you are w- left behind and not given that opportunity that other schools, uh, uh, students in other schools might have.

145. 0:43:41

     So it's twofold, sir.

146. 0:43:43

     Thank you, Mr. Chairman.

147. 0:43:44

     Okay. Thank you. Senator Steele.

148. 0:43:48

     Thank you, Chairman. Um,

149. 0:43:52

     going back to Senator Dolezal's question about the number of districts that are already doing this to a certain degree, right? So if the state is already tracking performance on these scores, are we creating additional steps or additional work for school boards, state board of ed to, to have to develop new tracking above and beyond what they're already doing? Or do we just need to catch up those school systems that are not doing this up with the ones that are?

150. 0:44:23

     If, again, as I understand it, we do have school systems that are well down this path. They have created curriculum, they have enrolled qualified students, and they are providing services, advanced math education services. This bill would require all systems to prepare a pathway. By the way, I have a lot of rural school systems, some very small. I probably have the smallest s- s- school system in the state in Taliaferro County. It's 300 students K through 12.

151. 0:44:56

     They, they are likely not capable of delivering this traditionally, and so there has to be an option for a non-traditional delivery mechanism. And I would expect Ta- Taliferro County in this case to look at this and say, "What other resources does the state of Georgia have available that can meet these potentially, the potential needs of a student who qualifies?" Now, at the end of the day, we wanna create an environment where all students in Georgia have the ability to do advanced mathematics preparation.

152. 0:45:36

     So drilling down... Thank you for that, Senator. Just trying to understand, have we identified those counties from high to low? So if Taliferro County is number 180 in size-

153. 0:45:51

     Yeah, right.

154. 0:45:52

     ... but we're looking at, you know, the, the larger school systems, is this going to be a step backwards for what they're already tracking, or is this gonna raise everybody to the same level, or how's that gonna impact what their, their processes already are?

155. 0:46:06

     I think you have valid concerns.

156. 0:46:07

     Yeah. But-

157. 0:46:08

     I don't know if I have a response that would be accurate.

158. 0:46:10

     The, the, the way I see it is it creates a more level playing field for students themself. And so, uh, right now you have a, a, like I said, an unequal system where you could be a qualified, a, a, a student who could qualify. Your, your aptitude could be above a level that, that shows you to be advanced, and yet you might not be given an opportunity, and so that- that's what this bill addresses. Um, I am, I, I, I don't see a, uh, downside to creating a, a curriculum or having the state board, uh, do this.

159. 0:46:48

     In fact, the state board was already progressing down the line of creating a, a rule on their own and, and this is to, uh, push it to make sure it gets done and, and put some, uh, reporting requirements so that we're able to see the, the progress of that, um, uh, of this program. Okay. Thanks.

160. 0:47:12

     Sure thing.

161. 0:47:12

     Yes. Senator Powell.

162. 0:47:14

     Thank you. I am by no means saying that we do not need to have-

163. 0:47:20

     Okay

164. 0:47:21

     ... more rigor-

165. 0:47:22

     We, we do

166. 0:47:22

     ... in anything, any parts of our curriculum in this state. My concern is why not do this for all of the students? And I do understand the separation. I g- I, I'm trying to. But are we duplicating programs? We do have the gifted programs. We have Math Corps. We have other things. So why are we using state dollars to add more on top of more and still not getting any results?

167. 0:48:00

     I, I, if, if I may, I, if I understand your, your question, why not provide this to all students? I think this does provide it to all students who are capable of, of performing at an advanced mathematics level. I think right now some students enjoy it, some schools, some school systems. This will provide an opportunity for all Georgians in three through five and then again in six through eight to have the mathematics preparation available to them to perform at a higher level in high school to prepare them for advanced, uh, placement in university or college or technical schools and, and meet Georgia's workforce needs.

168. 0:48:43

     So I really see this as a mechanism to provide advanced mathematics across the state of Georgia.

169. 0:48:50

     I don't disagree with you, but I see it being available to a few and not all, depending on who's gonna set the criteria, what kind of criteria you're going to use. Um, and if we look at the rural parts of the state, you were talking about Crawfordville, Georgia, where I once taught.

170. 0:49:09

     Sure. Right.

171. 0:49:10

     And, um, what is the preparation for those students prior to taking a test? What kind of math... Is, is, is this gonna be a statewide test and you get a place like Crawfordville and where they, you don't have the same caliber of math teachers that you would have in Metro Atlanta or somewhere north or southwest Georgia? What's going to happen to those children?

172. 0:49:41

     Because you probably would have just a few that would qualify for, and you're saying qualification, criteria. Those are the words that, um, are disturbing to me. But I totally agree we need so much more rigor than what we're getting across the board when we're talking about curricula.

173. 0:50:05

     Thank you.

174. 0:50:06

     But that's my concern. I, I don't think I can get an answer from today.

175. 0:50:14

     Any more comments from the committee?

176. 0:50:15

     I've got one question, if I may.

177. 0:50:17

     Oh, you do? Okay. Oh, okay, I didn't see you online. Okay.

178. 0:50:21

     Uh, Michael, in the states that have done this, is the criteria typically a certain percentile within the school, or is the criteria a statewide percentile, or is it some sort of other metric? I'm, I'm thinking about the smaller schools. Would you have...

179. 0:50:36

     Yeah. It's a, a statewide, uh, uh, metric. Usually it's a bar of proficiency, so above proficiency, uh, you are, uh, g- guaranteed access to algebra.

180. 0:50:47

     So if I'm in a school that doesn't have the Taliferro County that he's talking about as an example, I would essentially then need to go to a virtual school w- is, is what you would envision happening? Do I have the ability to do that now? Um- If I'm identified as, as two standard deviations above the norm in a county like that in math, do they have the ability to put me in a, in a track, uh, via a virtual school with online instruction currently?

181. 0:51:15

     Yes.

182. 0:51:15

     I was gonna say, I can't answer definitively, but I would anticipate yes.

183. 0:51:18

     Okay.

184. 0:51:18

     The answer is yes. Now, the issue is, is it a systematic application of that opportunity?

185. 0:51:26

     Correct.

186. 0:51:26

     Uh, and I think this, one of the things this does i- with the automatic enrollment, it would ensure that student says, "Hey, you are capable of advanced math, and you can... Your parents can opt out." Now-

187. 0:51:39

     So who currently provides... So here's, here's my sense. My sense is the 75% of schools that do this are gonna be your school systems with more than 5,000 students, right?

188. 0:51:49

     Right.

189. 0:51:49

     Gwinnett's doing this. Forsyth is doing it.

190. 0:51:51

     Yeah, yeah, yeah.

191. 0:51:51

     I'm sure Fulton, I'm sure Cherokee, et cetera.

192. 0:51:55

     Yeah.

193. 0:51:55

     For the schools that do not have the scale to provide this internally, what, what systems are currently stood up that they could tap into where these students could get that online instruction?

194. 0:52:05

     There, there are various online, uh, accredited, uh, schools within the, the Georgia charter school system. Uh, I, I'll suggest to you that I have a large school system in Richmond County. It has a large number of students and a very broad array of performance levels, some very high performing, some not so much. This would allow those students in perhaps a, a, a lower performing school to have access to higher, higher levels of math and, um, pre, in, in preparation.

195. 0:52:36

     Um, to respond to, uh, uh, to, to the good senator's questions about participation, and, um, Senator Sims asked, uh, about the en- envi- environment for minority students. In the Dallas Independent School District-

196. 0:52:54

     No, I did not say minority

197. 0:52:56

     ... all right, the, I hear students who, who did not have the ability to have access to these courses, but Dallas In- Independent School District saw a 25% increase in, in, uh, Black and Hispanic students who were enrolled in, in these courses after the automatic enrollment was included.

198. 0:53:18

     I, I think, Mr. Chairman, if I, if I could clarify my question for you.

199. 0:53:21

     Okay.

200. 0:53:22

     Um, I wonder if we're actually standing up two separate mandates here or not. One mandate is for the automatic inclusion. I'm wondering if the other mandate is for spinning up some system to receive the students from the schools that otherwise may not to build, be able to provide that instruction in person. And I'm curious if y'all have thought... Do, do you follow... If you're following my question, I'm wondering what, uh, uh, what you think about that. And if I'm not, if I'm not making myself clear, I can try to explain.

201. 0:53:46

     I, I would... I, I, I understand your concern and the fact that I believe we already have a mechanism by which advanced math can be taught in, in, in any school in Georgia if they choose to avail themselves of online charter virtual education, but I'm not convinced that every school takes advantage of that. And so this is an opportunity for them to map out a pathway that would allow a student to, uh, enroll in an advanced math class, either traditionally in their home school or perhaps virtually in an alternative school.

202. 0:54:27

     I was not aware of a charter school or system that allows kind of individual class enrollment like that. If I'm incorrect, then great, then we have the solution. If I am correct, then it seems that there may need to be a second piece of this bill that allows people to enroll on a mathematic-only basis into a system.

203. 0:54:47

     I, I, I, I may be wrong-

204. 0:54:49

     Mm-hmm

205. 0:54:49

     ... but I believe that a student can enroll on a course-by-course basis in an, in a, in an online advanced environment. They, we already do that in, uh, certainly in, um, dual enrollment courses. A number of dual enrollment courses are course-by-course enrolled provided through a TCSG or USG school or an, an independent school. But that's, I, I'll be happy to research that.

206. 0:55:18

     Any other questions? Do I have a motion?

207. 0:55:22

     Move to pass.

208. 0:55:25

     Move to pass.

209. 0:55:25

     Motion to pass, yes.

210. 0:55:26

     Uh, second?

211. 0:55:27

     Second.

212. 0:55:28

     Second here. Uh, any other questions? Yes, sir.

213. 0:55:32

     Well, Mr. Chairman, I'd like to request for amendment, if it's appropriate. I'd like to offer as a friendly one to the author, um, if it, if it's appropriate time.

214. 0:55:40

     Yes, sir.

215. 0:55:41

     Um, Mr. Chairman, uh, as, as raised in my question, again, this is intended to be a friendly amendment to the author, lines 25 and 26-

216. 0:55:50

     Yep

217. 0:55:50

     ... which is, uh, subparagraph four-

218. 0:55:52

     Yes

219. 0:55:53

     ... uh, or paragraph four. Um, strike lines 25 and 26 and, and replace to read the following. And again, the line 19 says, "Such policy shall," and be continued with this. Um, line 25 would read, "Assure that students who are not automatically enrolled in such advanced mathematics pathway shall be enrolled in such pathway upon request of the parent or guardian." Assu-

220. 0:56:20

     Would you repeat that one more time, please? Assure that students-

221. 0:56:23

     I'll share it with the gentleman. Assure that students who are not automatically enrolled in such advanced math- ma- mathematics pathway shall be enrolled in such pathway upon request of the parent or guardian. I'm glad to share it with the gentleman.

222. 0:56:39

     Legist counsel, pick that up. I think I can pick it up.

223. 0:56:43

     All right, please.

224. 0:56:44

     Could you... Yes, please.

225. 0:56:52

     Um, so- Let me... What, what microphone are you?

226. 0:56:56

     It's her up to you. Okay. Um, so let's say for- Speak directly in the microphone. Sorry. So-

227. 0:57:06

     Four, ensure that students who are not automatically enrolled in such a pathway upon-

228. 0:57:14

     Hmm

229. 0:57:14

     ... sorry. Um, automatically enrolled in such pathway. Oh, my computer. Thank you. Okay, so, so four, ensure that students who aren't, are not automatically enrolled in such advanced mathematics pathway shall be enrolled in such pathway upon request of their parent or his or her parent or guardian

230. 0:57:37

     Okay. So that is striking completely line 25 and line 26 and replace it with that wording

231. 0:57:46

     Replace with, yes.

232. 0:57:48

     Simple replacement, Mr. Chair.

233. 0:57:49

     Is that correct?

234. 0:57:50

     Strike and replace.

235. 0:57:51

     Okay, strike 25 and 26 and replace it with the wording that she just read.

236. 0:57:56

     Okay.

237. 0:57:57

     Go ahead.

238. 0:57:58

     Mr. Chairman.

239. 0:58:00

     Yeah.

240. 0:58:03

     The, the, the intent is, the, the intent is if we're, as a general assembly, gonna say that parents, um, wanna push their kids to do this, that shouldn't be able to be a, kind of a race by state board, kind of strangling that and sort of shunning it aside every time. It ought to be, that'll be very clear.

241. 0:58:18

     I understand.

242. 0:58:22

     Senator Hatchett.

243. 0:58:25

     I'll second that amendment.

244. 0:58:26

     Okay.

245. 0:58:26

     And then I have another amendment-

246. 0:58:28

     Got a first amendment down there

247. 0:58:29

     ... at the appropriate time

248. 0:58:29

     ... correct? Second here?

249. 0:58:31

     Yes.

250. 0:58:31

     Okay.

251. 0:58:33

     Chairman.

252. 0:58:33

     I'll... Oh, wait.

253. 0:58:35

     Motion.

254. 0:58:35

     Okay. Senator Kemp.

255. 0:58:37

     Just for clarification, to understand the process, so students are automatically enrolled how? What's the difference, the distinction there?

256. 0:58:47

     Okay.

257. 0:58:47

     So the state board sets a cut score-

258. 0:58:51

     Yeah. Okay

259. 0:58:52

     ... proficiency, whatever that level is. On a, on your, uh, milestones assessment, you're, take that test. If you achieve that score, you are guaranteed a spot in an advanced course. You have the opportunity to opt out. You can-

260. 0:59:09

     Okay

261. 0:59:10

     ... um, not take part. Uh, what this would, uh, what, what current language would say that there shall also be a criteria or some mechanism for you as a parent to say, "Actually, I know we just missed the mark. I would like to still enroll my child."

262. 0:59:27

     Okay. Correct.

263. 0:59:27

     And that, that's current. This goes a little further. I, I, I, I don't mind.

264. 0:59:34

     Yeah. Great.

265. 0:59:35

     Well, thanks. I feel very comfortable with that. Senator Kemp, you, you okay?

266. 0:59:40

     Yeah.

267. 0:59:40

     Senator, Senator Kemp, y'all, y'all okay?

268. 0:59:42

     Yeah.

269. 0:59:42

     Okay. So do we have... Okay, I got...

270. 0:59:46

     Uh, just-

271. 0:59:47

     Okay. Yes, ma'am.

272. 0:59:49

     Thank you. I'm curious, I mean, I have a little bit of heartburn about the parental decision being the only criteria that would then be reflected. I'm not aware that we really allow that in much else, and I think, like, there's gotta be a happy medium there. I don't really think it's good policy to let the parents dictate it. Maybe for a trial period, then everyone would have the opportunity to test it out, but, like, the, the judgment of the professionals has to count for something, and it makes the system not work.

273. 1:00:19

     It won't be advanced if everyone signs up for it. So I, I am so appreciative of the intent, I just feel like there's gotta be a, another way to skin that cat, so willing to belabor it right now, but I, I, I can't support the amendment as written.

274. 1:00:35

     Thank you. So we got a, we got a motion, and we got a second to eliminate line 25 and 26 and replace it with what legislative council read to us. So do I have all in favor? Raise your right hand.

275. 1:00:56

     You, you counting?

276. 1:00:57

     Mm-hmm.

277. 1:00:58

     Okay. All opposed? Two, three. Okay. Three. Motion passes. Okay, now, so now we got the motion in the bill, okay, and I think we... Okay. Do I need to-

278. 1:01:11

     Mr. Chairman, I got another-

279. 1:01:12

     Yes

280. 1:01:12

     ... amendment to propose.

281. 1:01:15

     Sir?

282. 1:01:15

     I have another amendment to propose.

283. 1:01:17

     Okay. O- oh, okay.

284. 1:01:18

     Um, on line 16, at the very beginning-

285. 1:01:22

     16

286. 1:01:22

     ...

287. 1:01:25

     on or before July 1, 2026, is what I'd like to insert before the State Board of Education shall develop an adv- advanced mathematics pathway for grades three through eight. Could just put a date on it.

288. 1:01:38

     On or before July-

289. 1:01:40

     It, if I could, uh, can we double-check with the department that-

290. 1:01:44

     Yeah

291. 1:01:44

     ... that gives them enough time to actually-

292. 1:01:46

     I, that might be a little soon.

293. 1:01:48

     I, I mean, yeah. Change the 16. Well, I mean, we-

294. 1:01:54

     C- f- perhaps we do it to the end of the year. You're not gonna be able to make a, um-

295. 1:01:58

     I, I would almost make it January 1st of '27.

296. 1:02:01

     Yeah.

297. 1:02:01

     Give them time to prepare it, and then have the first report in December of '27.

298. 1:02:06

     My understanding is the, the report would come from the local-

299. 1:02:09

     No, it, it will come from the State Board of Education. The original bill, it was local systems.

300. 1:02:14

     Yeah, that's right.

301. 1:02:14

     The modified bill is the State Board of Education. Again, we wanna get it done, we wanna get it done in a timely manner, but we have to give the State Board of Education time to create the pathway-

302. 1:02:27

     Okay

303. 1:02:27

     ... run it for a year.

304. 1:02:28

     So-

305. 1:02:29

     So I would hope we could make it January 1st

306. 1:02:30

     ... can we put on or before January 1st?

307. 1:02:33

     Sure.

308. 1:02:33

     And then State Board of Education, if you can get it done sooner-

309. 1:02:37

     Yeah

310. 1:02:37

     ... let's get it done sooner.

311. 1:02:39

     Sure.

312. 1:02:39

     Okay. So on or before January 1, 2027 on line 16 after A-

313. 1:02:44

     Yep

314. 1:02:45

     ... this will be my amendment.

315. 1:02:46

     That's good.

316. 1:02:47

     Okay. Got a couple questions. Senator James.

317. 1:02:50

     Thank you, Mr. Chairman. I'd like to know if the, uh, Board of Education spoke to this bill, uh, whether they like it or don't like it from the beginning. Are they... They're in here now, and I didn't hear them say anything. And also page, is page here?

318. 1:03:10

     I think he, he's been nodding okay back there, so I, I think he's okay with it

319. 1:03:14

     You think it's good?

320. 1:03:15

     Yeah.

321. 1:03:15

     And so-

322. 1:03:16

     It's a word

323. 1:03:17

     Key word. Chairman Burns says there's a system in place-

324. 1:03:20

     You come up. Matt, come up. Come, come up. Come up. Come on up, Matt.

325. 1:03:33

     No, no, no opposition. Great question. Um, it, it systematizes the process that many of our, our school districts go through right now.

326. 1:03:42

     Okay.

327. 1:03:42

     Um, which can be everything from, you know, teacher, parent, principal, taking into account, um, proficiency rates. It could be other work that's done, uh, in the classroom, portfolio style, that kind of thing. Um, and we do have, in, in, in the Georgia Virtual School, we have virtually every math class is possible-

328. 1:04:04

     Mm-hmm

329. 1:04:04

     ... um, that, that is open to every student. And, and the school district pays for that course, uh, for every student. So if a student in Tallifer, you know, met this criteria, then they do have that option of being able to take that class, um, paid for by, by the school district.

330. 1:04:22

     Well, um, can I ask further questions?

331. 1:04:26

     Yes, ma'am.

332. 1:04:27

     Yes, ma'am.

333. 1:04:27

     Well, why do we need it if they can already do it? Why, why would we c- recreate the wheel?

334. 1:04:36

     It, it, it, it puts a system in place to, to ensure that every school district does it. Now again, and not every school district might have the capability of doing it right now, um, personnel, um, but this puts a system in place to ensure that they all do it, and that if a kid qualifies, then they can, uh, move on to an advanced math-

335. 1:04:55

     So are you saying that it'll, it will be available for all schools if they want it? Is that what you're saying?

336. 1:05:01

     It, it would be under-

337. 1:05:03

     Under if this is-

338. 1:05:04

     ... under law, for sure

339. 1:05:05

     ... if this is passed.

340. 1:05:05

     Now, I will, I will say, we, the state board is currently, we initiated a, a state board rule which has the effect of administrative law, um, and that will actually come up for a vote in February that would, will, will all be kind of in line here. Um, so we're, we're doing it through that, that process as well.

341. 1:05:25

     I think we're on the same page. This codifies it in statute-

342. 1:05:29

     Right

343. 1:05:29

     ... to facilitate-

344. 1:05:31

     Oh, okay. Okay

345. 1:05:31

     ... the state board's engagement. And I think the key is uniform access across our state. Small systems, large systems, Southwest Georgia to Northeast Georgia. So, um, it's not intended to be duplicative. It's intended-

346. 1:05:46

     That's what-

347. 1:05:48

     ... to be, uh, opportunities for schools to offer students an advanced math- mathematics path.

348. 1:05:54

     Okay. I thought that you could already do it. That's why I'm questioning-

349. 1:05:58

     No, you're right

350. 1:05:58

     ... us, uh-

351. 1:05:59

     Okay

352. 1:06:00

     ... duplicating it.

353. 1:06:02

     But-

354. 1:06:02

     The efforts that are already there

355. 1:06:04

     ... are you?

356. 1:06:05

     And what about Paige? Did Paige agree with it also?

357. 1:06:10

     I, I, I've not had a conversation.

358. 1:06:11

     Did, did they?

359. 1:06:12

     I suppose.

360. 1:06:14

     No, no, no opposition at all? Okay. Thank you, Mr. Chairman.

361. 1:06:20

     Thank you. We have a motion on the floor. Um, but we'll-

362. 1:06:24

     We've got a motion on the, from the amendment

363. 1:06:26

     I mean, yeah, excuse me, motion. So-

364. 1:06:27

     We need a second from-

365. 1:06:28

     Yeah, we need a second for on line 16.

366. 1:06:32

     Dolezal.

367. 1:06:33

     Oh, Senator, Senator Dolezal. All in favor on line 16, making it owner before January 1st, 2027, the State Board of Education by, for support and so on. All, all in favor raise your hand.

368. 1:06:55

     Okay. Uh, opposed?

369. 1:07:01

     Okay. Okay, so now we will take those and put them in the amendments and put them in, put them in the bill. Do we need to restate all those? I think everybody knows what they are. Okay. Um, so do I have a motion then to take Senate Bill 171 with the changes that we made?

370. 1:07:21

     Yeah.

371. 1:07:22

     Uh, do I have a-

372. 1:07:23

     We've got a standing motion.

373. 1:07:24

     Okay.

374. 1:07:24

     Standing.

375. 1:07:25

     Okay. Okay.

376. 1:07:26

     Amendment.

377. 1:07:26

     So I just need a vote.

378. 1:07:27

     Yep. You guys-

379. 1:07:28

     Okay. So all in favor, raise your hand.

380. 1:07:30

     As amended.

381. 1:07:30

     As amended.

382. 1:07:31

     As amended.

383. 1:07:32

     Oh, got you. Okay. Thank you.

384. 1:07:34

     It makes sense.

385. 1:07:35

     And, uh, Mr. Chairman-

386. 1:07:38

     Uh, any- anybody, you can put your hand down. Any opposed? Nope. He has one. Oh, excuse me. Senator Sims, I forgot about you. Two.

387. 1:07:46

     Two.

388. 1:07:49

     Yes, sir.

389. 1:07:49

     Mr. Chairman, for the record, this is LC61-0371S as amended.

390. 1:07:55

     As amended. Thank y'all for your time and all that. I, I neglected at our first meeting to, um, recognize our, uh, people that are helping us on Education and Youth, Hannah, Emily, and Natalie. So thank y'all. So Emily's right here, Hannah's right here, and Natalie's back in the office. So y'all have a great day, and we hopefully we don't have anything scheduled for the service group, but I'm sure we'll find something. Thank you.

391. 1:08:20

     Not necessarily.

392. 1:08:21

     Thank you