Permits excused absences for students participating in civic engagement or career and technical education activities, directs the state board of education to adopt related rules, and requires approval of certain school reassignment appeals.
(New Title) permitting excused absences for student participation in certain activities and mandating the state board of education to grant school reassignment requests for students demonstrating a manifest educational hardship
I love the idea of students doing 4H on a school day (I'm still furious WMRSD moved the start of school to before Labor Day causing a conflict with so many youth activities) but attendance policies need to be dealt with and changed at the district level There was no testimony that it was even attempted
Testimony Opposing HB 1573 My name is Curtis Hamilton. I serve as a member of the Contoocook Valley School Board, but I am testifying today on behalf of myself. I agree with the premise behind HB 1573. Encouraging civic engagement and supporting participation in career and technical education activities are worthy goals. As a school board member, I strongly value experiential learning, student voice, and opportunities that connect classroom instruction to the real world. My concern with this bill is not its intent, but its approach. Decisions about excused absences, academic credit, and how learning time is structured have long and appropriately rested with local school boards. These decisions require balancing instructional time, student accountability, staffing realities, and community expectations—factors that vary significantly across districts. Local boards already have the authority to excuse absences for civic, CTE, and enrichment activities, and many districts actively do so. HB 1573 shifts that discretion upward and introduces state-directed requirements and rulemaking that risk reducing flexibility rather than expanding opportunity. I am also concerned about the cumulative effect of well-intentioned mandates. Each new requirement, even one that seems modest in isolation, adds administrative complexity and compliance obligations at the local level—often without clear guidance on implementation or impact. For these reasons, while I support the underlying goals of HB 1573, I believe the decision-making authority should remain with local school boards, where policies can be tailored thoughtfully to students, staff, and community context.
While promoting civic engagement and vocational readiness is undoubtedly valuable, House Bill 1573 may unintentionally perpetuate inequities and fail to address the diverse needs of our student population. A more nuanced approach is required, one that recognizes the complexities of students' realities and proposes support systems that encompass all voices in our communities, yet Victoria Sullivan continues to erode. I encourage you to consider alternatives that emphasize inclusivity, equity, and trauma-informed practices in any initiatives tied to student engagement. Thank you for your time and consideration.
My name is Ruth Nelson, and I have been a secondary educator in New Hampshire for 40 years. At the beginning of my tenure, high school students were often absent from classes due to field trips and family planned outings. These absences were for any of numerous reasons and were not counted against students because they were planned in advance and the destinations were seen as both important and educational. The outings could be anything from visiting historical sites and museums, to touring the State House, watching legislative sessions, and/or observing activities outside and around Concord, Manchester, and even our tri-towns (Tilton, Northfield, Sanbornton). As years have passed and there have been fewer and less opportunities for student field trips and interactions in educational and informational programming, students have been left to their own devices to be part of events they (and their parents) have deemed important to their learning experiences. The catch has been that many of these days and outings have been reclassified and often counted "against" a student's attendance history. Eventually, these absences would interfere with the student's academic progression and cause more stress and upset merely due to change from a "school planned absence" to a "private student/family" event. It is my belief that technical and civic educational opportunities should always be afforded importance and legitimacy in terms of a student's learning. Therefore, this type of absence should not count "against" a student's absentee record. Perhaps these "field trips" could have a designated assignment that helps show what the student learned or observed? Something that shows the event was truly worthy of the time off. And then, neither the student nor the school would have to worry about the day missing and whether the absence should be excused. I believe this bill will be helpful to students with interests and focus on areas not always in the mainstream of educational programs. Their opportunities may be more limited in this time when planned field trips and events are fewer in scope and sequence. Allowing students the time and exposure to educational events important to their areas of expertise and interest, without the worries of unexcused absences and the circumstances they may create, will greatly enhance their overall learning. Sincerely, Ruth E Nelson NH Certified Teacher Secondary English and Special Education
Local school districts are capable of establishing attendance policies. We do not need a state-wide mandate.
Position recorded without written comment.
Position recorded without written comment.
Position recorded without written comment.
Position recorded without written comment.
Position recorded without written comment.
Position recorded without written comment.