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HF 1802

Credit for attaining a master's degree in licensure field modified to include a master's degree in special education.

2025-2026 Regular Session Introduced by Patty Acomb and 1 co-sponsor

Expands the master’s degree credit to include special education, broadening eligibility for the tax/education credit for licensure-field advanced degrees.

Introduction and first reading, referred to Taxes
#education-higher #taxation
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Bill Summary · HF 1802

Summary of HF 1802 (2025-2026) — Minnesota

Overview

HF 1802 proposes modifying the state credit for attaining a master’s degree in a licensure field to include master’s degrees in special education. Sponsored by Rep. Ginny Klevorn and Rep. Patty Acomb, with initial referral to the Taxes Committee. The bill was introduced on March 3, 2025.

Purpose and Intent

  • The bill broadens eligibility for the existing income or tax credit (as applicable in the current statute) awarded to individuals who attain a master’s degree in a licensure field.
  • Specifically, it adds master’s degrees in special education to the list of recognized licensure fields that qualify for the credit, expanding opportunities for professionals pursuing advanced credentials in education.

Key Provisions

Note: The summary below is based on the bill’s stated title and referral history. The exact text of the bill would determine precise mechanics (e.g., credit type, eligibility thresholds, calculation method, phase-in, and cap). If enacted, the following provisions are anticipated:

  1. Expanded Eligibility for Credit:

    • Current credit for attaining a master’s degree in a licensure field would be expanded to include master’s degrees in special education.
    • This change ensures special education master’s degree holders who meet licensure criteria can access the same credit benefits as other licensure-field master’s degree holders.

  2. Credit Structure (as applicable):

    • The underlying framework (whether a state income tax credit, education credit, or teacher-licensure credit) would determine how the credit is earned, claimed, and capped.
    • The bill’s impact would depend on alignment with existing statutes governing master’s degree credits for licensure fields.

  3. Administration and Compliance:

    • Provisions would likely specify documentation required to claim the credit (e.g., degree conferral, licensure status, field of study).
    • Potential interactions with other education or credentialing incentives in Minnesota law.

Who Would Be Affected

  • Target Beneficiaries:

    • Individuals pursuing or who have earned a master’s degree in special education in order to meet licensure requirements.
    • Licensed or licensed-ready professionals seeking to elevate credentials in special education who would be eligible for the credit under the expanded scope.

  • Beneficiary Sectors:

    • Educational professionals in Minnesota, particularly those in or entering the field of special education.
    • School districts and charter schools that rely on well-qualified special education staff, potentially benefiting from a larger pool of credentialed applicants who receive the associated credit.

Procedural and Timeline Considerations

  • Introduction and Referral:

    • Introduced on March 3, 2025.
    • Referred to the Taxes Committee (as of the action history provided).

  • Next Steps (typical legislative process):

    • The committee would hear testimony, potentially amend the bill, and vote.
    • If it advances, it would proceed to broader floor action in the Minnesota House of Representatives and, subsequently, the Senate, before any potential enactment.

Potential Impacts to Monitor

  • Budgetary Impact: Expansion of the credit could affect state revenue, depending on the credit’s value, the number of eligible claimants, and interaction with existing credits.
  • Program Uptake: The addition of special education master’s degrees could significantly increase eligibility among special education candidates, influencing workforce planning.
  • Equity and Access: Broader qualification criteria may improve recruitment and retention of special education professionals, contributing to classroom supports for students with diverse needs.

If you would like, I can pull in the exact statutory text or fiscal notes to refine the specifics (credit amount, caps, eligibility timelines) once they are available.

Compiled from official sources — confirm details with the bill’s official record.

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