The South Carolina Department of Education presented a strategic plan called "one‑four‑one‑four," outlined literacy and math priorities and asked the House Education and Public Works Committee for new funding, including $200 million to raise starting teacher salaries to $50,000.

Philip Cease, director of governmental affairs for the State Department of Education, framed the department's mission and described four three‑year objectives tied to a longer‑term "moonshot" goal: by 2030, at least 75% of students at or above grade level. "By the end of '25‑'26 school year, every K through 3 teacher will have been through LETRS," Cease said, referring to the Literacy Essentials and the Science of Reading professional learning program. He said about 20,000 teachers are in the pipeline or have completed the training and that stipends are paid upon completion.

Cease described the Palmetto Math Project, a pilot aimed at raising math performance in underperforming schools, and said the department has requested funding to expand high‑quality instructional materials for math. He tied retention requirements in Read to Succeed 2 to recent investments in teacher training and summer supports and told members that, had the statute been in effect previously, 16,238 third graders would have been eligible for intervention last summer.

The department's budget request to the General Assembly includes three broad categories: student success, teacher supports and safe schools. Cease said the department is seeking an additional $200 million to raise starting teacher pay to $50,000 and listed other items in the request: $20 million recurring and $95 million nonrecurring for high‑quality instructional materials (math and ELA); funding for summer reading camps; $13 million for a CTE Rural Renaissance; $2 million for special schools; expansion of strategic compensation pilots; and $100 million recurring for a rural infrastructure bank and school facilities upgrades (including security equipment). Cease also described a request to fully fund the Education Sales Tax Fund (ESTF) as written.

Cease summarized a new statewide cell‑phone policy framework passed as a proviso this session, branded "Free to Focus." The proviso required the State Board of Education to adopt a model policy that local school boards must adopt to retain certain state funds. Cease said the model defines "access" (viewing, holding or otherwise using a device) during the school day (bell to bell), allows locally determined consequences and permits exceptions for IEP/504 needs and certain first‑responder duties. "Consequences are required in the model policy, but they are not spelled out. That is a local district decision," Cease said.

Cease also described a statewide community engagement program that gives state employees release time to volunteer in schools and noted the department has surveyed districts about volunteer needs.

Members pressed for specifics about implementation. Representative Alexander and others asked how the state will handle possible retention of third graders under Read to Succeed 2; members were told the department is supporting readiness via professional learning, summer reading camps and parent outreach. Representative Bradley and others asked about AI use in classrooms; Cease said some districts have innovation grants for AI tutoring and the department could help identify districts using those tools.

The committee did not take any formal votes during the presentation. Cease said materials and further data would be provided to members.