Atoosa Reaser
- Democratic
- Delegate
- District 27
Primary
Department of Education; English language learner students; data collection on expenditures. Requires the Department of Education to develop and implement a data collection process related to English language learner expenditures and student English proficiency levels and identify other options to support English language learners and provide a status report to the Joint Subcommittee on Elementary and Secondary Education Funding on its implementation and data collection efforts by September 1, 2025.
A BILL to direct the Department of Education to develop a data collection process related to English language learner expenditures and student English proficiency levels.
Passed by indefinitely in Finance and Appropriations with letter (12-Y 1-N 1-A)
Reported from Education and Health and rereferred to Finance and Appropriations (9-Y 6-N)
Assigned Education sub: Public Education
Referred to Committee on Education and Health
Constitutional reading dispensed (on 1st reading)
Read third time and passed House (67-Y 31-N 1-A)
Read second time
Engrossed by House - committee substitute
Appropriations Substitute agreed to
Read first time
Fiscal Impact Statement from Department of Planning and Budget (HB2032)
Committee substitute printed 25105299D-H1
Reported from Appropriations with substitute (22-Y 0-N)
Subcommittee recommends reporting with substitute (8-Y 0-N)
Fiscal Impact Statement from Department of Planning and Budget (HB2032)
Reported from Education and referred to Appropriations (12-Y 9-N)
Assigned Approps sub: Elementary & Secondary Education
Subcommittee recommends reporting and referred to Appropriations (5-Y 2-N)
Assigned Educ sub: K-12 Subcommittee
Referred to Committee on Education
Prefiled and ordered printed; Offered 01-13-2025 25104051D
| Bill Text Versions | Format |
|---|---|
| Appropriations Substitute | HTML PDF |
| Introduced | HTML PDF |
| Document | Format |
|---|---|
| Fiscal Impact Statement from Department of Planning and Budget (HB2032) | PDF PDF |
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