Transcript Highlights:

• These are exceptional ability students.
• The bill requires the Department of Education to assign a student ID to all students.
• , provided services to students, exceptional ability students, for a whole year and never got funded
• If a student, if a family decides to enroll a student in a school that does not provide the services
• A is here, student B is there.

Summary: The Senate Appropriations Committee met with a quorum present and took up two bills. The first, SB 250 on rural communities by Senator Simon, was described as a broad rural development package creating an Office of Rural Prosperity, a Renaissance grant program, housing and transportation investments, added funding for rural education consortiums, and health care initiatives for rural areas. Senator Harrell asked about overlap between road funding programs, and the sponsor explained that eligible counties could receive both SCRAP and FARM funding. Several organizations waived in support or spoke in support, and the bill was reported favorably by unanimous vote. The committee then heard SB 318, the committee substitute for educational scholarship programs by President Gates. The bill was presented as a response to Auditor General findings about the rapid growth and administration of Florida’s school choice and scholarship programs. It would separate Family Empowerment Scholarship funding from the FEFP, require more frequent student enrollment verification, lower scholarship funding organization administrative fees, require return of overpayments, create a student ID system, establish a $250 million stabilization fund, require annual audits, and direct DOE to recommend future program administration through competitive procurement. Gates also offered five amendments, including technical changes to eligibility documentation and a substantive amendment requiring a DOE report on future administration and competitive selection; all five amendments were adopted. During debate and public testimony, senators and witnesses discussed accountability, software solutions, reimbursement delays, monthly attestations, and impacts on public schools and families. Supporters and opponents alike raised concerns about bureaucracy, fraud prevention, special education services, and whether the bill would help or burden parents. Gates said the bill aimed to fix tracking and payment problems without capping the program, and he noted the IEP timeline would be aligned with public school timelines. After debate, the committee reported CS for SB 318 favorably by unanimous vote, and then adjourned.

Transcript Highlights:

• This is the per-student amount of funding generated by secondary students over time.
• You can see in FY21, students were generating about $6,900 per student.
• , not just CTE students.
• where students.
• See in 2026 getting 2,000 students, and then 4,000 students, and then to 8,000 students.

Transcript Highlights:

• , graduate students, and then professional students.
• students.
• a dental student, a law student, is much more expensive.
• A medical student, a dental student, a law student, is much more expensive than an undergraduate degree
• a dental student, a law student, is much more expensive than an undergraduate degree.

Summary: The Appropriations Committee on Higher Education met to examine how Florida’s state universities are funded and to begin discussing a possible university funding model. The panel included the State University System chancellor and CFOs from FSU, UF, FAMU, FAU, UNF, and UCF. Members first reviewed major cost drivers, which the universities said are broadly similar across institutions: wages and benefits, equipment and supplies, financial aid, professional services, utilities, IT, and maintenance. Several institutions noted unique pressures from geography, growth, research intensity, and mission, such as UCF’s size and engineering focus, UF’s land-grant and research enterprise, FAMU’s need to recruit top talent while serving a high-Pell student population, and FSU’s large facilities and research obligations. The chancellor also summarized systemwide cost growth since 2012-13, including higher health insurance, retirement, and salary costs, while noting tuition had been held flat. The committee then discussed other revenue sources, including auxiliaries, restricted funds, capital projects, and component units such as foundations and health systems. University leaders explained that many of these funds are restricted to specific purposes, and some, like UF Health, account for a large share of operating expenses. Members also discussed the current performance-based funding process. University representatives generally praised it for transparency, accountability, and its focus on student success, but said the heavy use of one-time funds, nonrecurring appropriations, and unfunded mandates makes long-term planning difficult. FSU and others argued that rising employee costs, waivers, and facilities expenses are not fully covered, while FAMU said performance funding has improved outcomes but can disadvantage institutions serving more low-income students. In response to questions about improvements, the universities suggested more recurring and predictable funding, better coverage of mandated costs, more flexibility in fees, and continued investment in research and strategic priorities. The chancellor said the Board of Governors is considering a version 3.0 of performance funding that would benchmark institutions against peers and Carnegie classifications. The committee also explored whether universities should have more flexibility to set out-of-state tuition and professional school tuition. Most university leaders favored giving boards of trustees more authority, while the chancellor cautioned that increasing out-of-state enrollment or tuition too much could affect legislative support. No votes were taken; the meeting ended with the chair thanking the panel and adjourning the committee.

Transcript Highlights:

• to attract a smaller pool of students. to attract a smaller pool of students.
• educational outcomes for our students. educational outcomes for our students.
• <00:47:36.240> The students and their families. The students and their families.
• consumer, the student and their family. consumer, the student and their family.
• student who h who student a conservative student who h who doesn't<01:36:03.840> feel<01:36:04.400

Keywords: 928, house, all

Summary: The committee heard updates from the chancellors of the state university system and the community college system on ongoing restructuring, collaboration, and enrollment trends. The university system said its office move to the NHTI campus is ahead of schedule and should save students about $250,000 a year while creating revenue for the community college system. Both systems described continued work on transfer pathways, direct-admit outreach, shared advising, and broader efforts to shrink footprints, reduce costs, and improve operational efficiency in response to declining enrollment and demographic pressure. A major topic was a possible federal change to Pell Grant eligibility that would require students to enroll in at least 7.5 credits. The chancellors said most community college students are part-time because of work and family responsibilities, and that the change could affect roughly 2,000 current Pell recipients and make it harder for students to afford or sustain enrollment. Members also discussed how the state’s governor’s scholarship statute largely benefits full-time students, suggesting possible future statutory changes. The chancellors explained how credits typically work, noting most courses are three or four credits and that students would likely need to add an entire course to meet the proposed threshold. The committee also discussed the broader higher education landscape, including declining high school cohorts, competition among New England institutions, and the need to right-size capacity. One member raised concerns about the health of regional campuses such as Plymouth and Keene; the chancellors said incoming enrollment is down at UNH and Plymouth and holding at Keene, attributing the trend to demographics rather than one campus drawing students away from another. They emphasized the importance of community colleges, adult learners, and short-term workforce programs as part of the state’s future education mix. Finally, the committee touched on the value of the university system’s research enterprise. The chancellor said about $250 million a year flows into the university system in federal research grants, with about $9.5 million currently under stop-work orders from federal agencies. She said the immediate concern is not DEI-related but federal cuts and possible caps on indirect cost recovery. Members noted that the R1 research designation supports business partnerships, student opportunities, and economic development projects such as West Edge in Durham.

Transcript Highlights:

• We're in charge of student success, of student academic success.
• with our students.
• Did you survey students? Did you get any kind of data from students?
• Students in other ways.
• in front of our students.

Summary: The Student Academic Success Subcommittee met to review Florida’s cell phone and social media literacy law, with Representative Brad Yeager describing the 2023 policy as aimed at removing classroom distractions and teaching students how to use social media responsibly. He said the law was intended to keep phones out of classrooms unless used for instruction, require social media literacy education, and limit access to certain sites on school Wi-Fi and government devices. Yeager said feedback since passage has been mixed: many teachers support it and some have adopted inexpensive shoe-organizer or pouch systems, but implementation varies by school and administrator enforcement. He said he is not currently pursuing a broader statewide mandate. Superintendent Dr. Maria Vazquez and Timber Creek High School Principal Mr. Wasco described Orange County’s approach as bell-to-bell phone restrictions, while Pasco County’s Dr. Zetchy described a similar policy with some flexibility during lunch or passing periods at the high school level. Both districts said the policy was implemented with parent communication, town halls, surveys, and transition periods, and that concerns about emergencies were addressed by allowing phones to be returned at the end of the day and by establishing procedures for parent contact. They reported few theft problems and said discipline issues related to phones have generally been manageable, though some teachers still struggle with enforcement or with students trying to evade the rules. A major portion of the discussion focused on social media literacy instruction. Orange County said it uses counselor-led programs, Canvas courses, resiliency days, and curriculum materials to teach students about cyberbullying, human trafficking, privacy, and the permanence of online posts, with progress tracked through the learning platform. Pasco said it has some resiliency modules but lacks a fully built-out, pre-made social media curriculum and would welcome more guidance from DOE, especially for high school classrooms where instructional time is limited. Members also asked about student anxiety, 504/IEP accommodations, caregiver students, and parent education; the districts said exceptions are handled through school committees and that parent academies and district resources are being used to help families set boundaries and understand the risks and benefits of phones and social media. No votes were taken.

Transcript Highlights:

• So what happened to a student? Was that student expelled? No. The student wasn't expelled.
• So what happened to a student? Was that student expelled? No. The student wasn't expelled. No.
• And do you consider those students then, can they be high-cost students?
• a Level C student.
• Like a Level 4 student may or may not be a high-cost student.

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• I have two medically fragile special needs charter school students. students and I oppose AB 84.
• Is it a benefit to students?
• a student who is homeless and is also a student would be counted once and not multiple times.
• . students and this profession.
• the students.

Keywords: 988, house, all

Transcript Highlights:

• And the study reflected this very well that the students conducted, the graduate workers' student organizations
• Most importantly, HB 120 protects student dignity, particularly for students with disabilities who are
• Unfortunately, that puts students in a tough situation where the Dean of Students' office cannot help
• And for Student Services, this is the official student body that represents what the students need at
• Thank you, as the Student Associated Student Body President, for being here. I do have problems.

Bills: SB106, SB171, SB179

Keywords: graduate scholarship, higher education funding, New Mexico, appropriation, financial aid, education, documentary, historical figure, Padre Antonio Jose Martinez, Northern New Mexico State School, SB179, Senate Bill 179, UNM, University of New Mexico, medical Spanish, Spanish-language curriculum, health sciences, health professions education, language access, bilingual healthcare

Transcript Highlights:

• students.
• students.
• students.
• success for all supporting student success for all students. students. students.
• to student success. to student success.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met to hear updates from Kentucky public universities and the Kentucky Community and Technical College System on compliance with House Bill 4, which restricts DEI-related activities and requires institutional and viewpoint neutrality. The chair emphasized that the hearing should focus on both compliance and the financial effects of the law. Eastern Kentucky University said its board adopted a House Bill 4 compliance resolution and an institutional neutrality policy. KCTCS reported systemwide reviews of programs, websites, scholarships, personnel, and admissions language, along with board actions removing a cultural competency course requirement, adopting institutional neutrality, and certifying compliance. KCTCS said about $2.5 million annually had been reallocated to other needs, and that no personnel were eliminated, though some roles were reassigned and DEI-related offices closed. Kentucky State University said it had already dissolved DEI offices before the bill passed, ended DEI-specific training, revised policies and gift acceptance rules, adopted a viewpoint neutrality policy, and was conducting ongoing reviews of programs, job descriptions, and web content. KSU said it had achieved substantial compliance, expected full operational integration by August 1, and had not terminated staff or closed academic programs because of the law. In response to questions, KSU said it was broadening outreach to all students rather than targeting specific populations and that its prior diversity finding was tied to not meeting a diversity quota. Morehead State University said it had no DEI office before House Bill 4, amended its non-discrimination statement to include political and social viewpoint neutrality and condemnation of religious and ethnic discrimination, and remained focused on serving its largely low-income student body. Murray State University reported reviewing scholarships, expenditures, training, and academic programs to ensure no differential treatment or indoctrination, revising its neutrality policy, and updating non-discrimination posters and training. When asked about a statement that DEI would “look different,” the university said it meant student support services would continue in a different form. Northern Kentucky University said it dissolved its diversity office and chief diversity officer position in 2024, reviewed programs, events, scholarships, and employee affinity groups, adopted a statement on intellectual diversity and viewpoint neutrality, and reviewed about 2,000 courses for compliance. NKU also said its new Center for Belonging would focus on first-generation and commuter students rather than rebrand prior DEI efforts. The University of Kentucky began its presentation by describing earlier changes made in August 2024, including disbanding its office of institutional diversity, removing diversity statements and mandatory training, adopting institutional neutrality, and ending race-based consideration in admissions and scholarships; the transcript cuts off before the rest of UK’s testimony and any committee votes or formal actions beyond receiving the presentations.

Transcript Highlights:

• Giving cash out to students.
• Likewise, a student could be identified as a student with a disability and Caucasian, for example.
• But we looked at a sample of 200 students, a little over 200 students that went from.
• And what you see is that those students, when we look at that 208 students in the.
• Learning gaps for low-income students, English learners, Native students, and students with disabilities

Transcript Highlights:

• So that work includes primarily, you know, working with currently enrolled students, like the student
• around basic needs support whole student around basic needs support whole student supports<00:11
• exporter of students, do we get our students back to actually, you know, come here, get a job, raise
• exporter of students, do we get our students back to actually, you know, come here, get a job, raise
• That student might face.

Keywords: 1183, house

Transcript Highlights:

• students been in and the sixth student students been in and the sixth student doesn't<00:20:44.320
• They can deny the student new students."
• There's a difference between students that are receiving uh special education students and students that
• that student. that student.
• students.

Keywords: 1189, house, all

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• STEM students, medical students, and Harvard School of Public Health students have all reported feeling
• STEM students, medical students, Harvard School of Public Health students have all reported feeling intimidated
• Jewish students and members of the Commonwealth. Jewish students...
• Jewish students deserve better.
• And these are also students.

Keywords: 995, all

Summary: The Special Commission on Anti-Semitism met for its 11th meeting and approved the minutes from its August 7 meeting. Co-chairs said the commission had recently completed preliminary K-12 recommendations and would continue work on higher education, with additional topics such as workplace issues, the medical sector, and the arts to be addressed before the November 30 reporting deadline. They also said another public comment meeting would be held this fall. The first testimony came from Dr. Mark Posnansky of Harvard Medical School, who described anti-Semitism affecting STEM, research, and higher education. He said Jewish and Israeli students and faculty reported ostracism, gaslighting, intimidation, discrimination, and hiding Jewish identity, and he urged clear leadership statements, mandatory anti-Semitism education, and stronger reporting and discipline procedures. Commissioners asked about Harvard training, spillover into teaching hospitals, and whether anti-Semitic climates were causing students to leave; he said some students had turned down opportunities because of the environment and that concerns also affected healthcare settings. Lindsey Gabbo, a Harvard Law student and mother, testified that campus discourse after October 7 had made Jewish and Zionist students feel isolated and unwelcome, with protests, defaced hostage posters, and a student council BDS vote contributing to the climate. She said Harvard had sent some emails acknowledging anti-Semitism but that she had not seen meaningful steps to restore dialogue, and she argued the school needed more structured venues for conversation. Commissioners also asked about campus security, the effect on students’ mental health, and the impact of chants and protests that she said many Jewish students understood as calls to violence. A panel of concerned Jewish faculty and staff then offered contrasting views. Professor Jeremy Menchick argued the commission should use data carefully, include non-Zionist Jews in its analysis, and avoid reinforcing divisions within the Jewish community. Professor Hilary Lustick described restorative-practice approaches and said structured dialogue could address conflict without immediate punishment. Professor Jonathan Feingold warned that anti-Semitism was being weaponized by the Trump administration and right-wing groups to attack universities and DEI, and he urged the commission not to adopt approaches that could be used to undermine civil rights institutions. Commissioners pushed back on claims that the problem was being exaggerated or reduced to a “problem” rather than a “crisis,” and the discussion ended with continued debate over data, context, and how to balance anti-Semitism concerns with broader civil-rights protections.

Transcript Highlights:

• Low-income students significantly trail high-income students across Minnesota.
• and the fourth grade students and the fourth grade students underperform<00:03:30.200> their<
• are<00:04:30.680> at<00:04:31.120> and students students where they are at and students
• You heard very articulate students here, from both sides, and those students read well.
• You heard very articulate students here, from both sides, and those students read well.

Keywords: 1183, house

Transcript Highlights:

• learning students?
• You have students from, you know, one district that says, 'I have a 5.3,' and other students that are
• As far as students being dedicated and trying like that, I was one of those students.
• Student groups are limited to resources. Students are taking classes.
• And that students are... this does not prohibit students' free speech, anyone's free speech.

Summary: The committee first took up PCS for CS for HB 1279, a higher education bill focused on Florida’s preeminent universities. The sponsor said the measure would increase access for Florida students, strengthen accountability and transparency, update accreditation references, adjust performance metrics, and address issues such as GPA weighting, engineering credit-hour differences, and certain fee-waiver and dental-program provisions. Members raised questions about the 95% Florida-resident enrollment target, possible funding impacts, Pell Grant metrics, and whether the bill would affect community college pathways; the sponsor said the bill was aimed at first-time-in-college students and that the 95% standard would be measured on a three-year rolling average. After an amendment removing an adjustment to the four-year graduation metric was adopted, the bill was reported favorably by a 17-2 vote. The committee then heard PCS for CS for HB 1059, which would strengthen speech and debate education by designating the Florida Debate Initiative as the statewide organization, supporting coach and judge training, statewide data collection, tournaments, and a Florida Speech and Debate Week. The sponsor and several students and advocates testified that speech and debate builds confidence, civics knowledge, leadership, and opportunities for English learners and other students, with multiple speakers describing how the program changed their lives. Members from both parties spoke strongly in support, and the bill was reported favorably without opposition. Finally, the committee considered PCS for HB 725 on political activity at public institutions of higher education. The sponsor said the bill would standardize campus policies, require notice to students and employees about free-expression and political-campaign rules, and align state practice with federal guidelines while preserving free speech and nonpartisan voter engagement. An opponent argued the bill could create barriers to civic engagement and student organizing, while supporters said it would clarify existing rules and prevent institutions from favoring one viewpoint over another. The sponsor closed by emphasizing that the bill was about information and neutrality rather than restricting speech.

Transcript Highlights:

• Thrive with Autism in Magnolia has 150 students and a 350-student wait list.
• It will provide new opportunities for students and all students with better, safer classrooms.
• How many students have you had there? We have 830 students. What percent is African American?
• And it bothers me that my students get less than what other students get. ...me, that my students get
• to private school students.

Bills: HB2

Keywords: disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace, medical examiner, county judge, sheriff, mayor, emergency coordinator, emergency manager license, volunteer management system, volunteer registration, criminal history check, background check, Texas Division of Emergency Management

Summary: The committee continued public testimony on House Bill 2, which would make major changes to public school funding, teacher pay, special education, early learning, school safety, and related programs. Many superintendents and education advocates supported the bill’s overall direction but urged changes, especially a larger basic allotment and more flexible funding for rural and small districts. Witnesses from Paint Creek, West Hardin, Cushing, Blooming Grove, Mildred, Buffalo, Plano, and rural school groups said the bill’s targeted raises and new requirements would not fully cover inflation, TRS/Medicare costs, transportation, insurance, or support staff salaries, and several asked the committee to restore the House version’s higher basic allotment and small-school allotment. Charter school representatives supported the facilities funding changes and said charter schools need state help because they cannot levy taxes, while also noting the funding gap with ISDs. Fine arts advocates asked the committee to restore the fine arts allotment, arguing arts improve engagement, attendance, and academic outcomes, especially in rural and at-risk communities. Early learning and special education witnesses supported parts of the bill but raised concerns about pre-K restrictions, disability-related pre-K access, and the need to preserve or clarify special education provisions and mental health oversight language. Several witnesses praised the teacher pay raise, teacher incentive allotment expansion, and teacher preparation investments, saying they would help recruit and retain educators and improve student outcomes. Others, including counselors and support staff advocates, argued the bill should also include raises for counselors, nurses, librarians, bus drivers, custodians, aides, and other non-teaching employees who keep schools running. One witness from the Texas Counseling Association opposed the substitute because it removed a counselor pay provision, warning of counselor shortages and inequities. A parent and special education advocate said the bill’s structure creates too many strings attached and asked for a larger basic allotment instead of more targeted funding. Another witness from Mental Health America urged keeping the collaborative task force on public school mental health services through 2031, and a disability rights advocate said the committee substitute appears to omit some special education items that were in the House version. The committee also briefly took up House Bill 6, a school discipline bill. After questions about automatic mandatory expulsion for vape possession and concerns about younger students, the committee adopted the substitute and voted to report HB 6 favorably to the full Senate by a 9-1 vote, with Senator Menendez voting no and Senators West and Menendez expressing reservations but supporting further discussion. After that vote, testimony on HB 2 resumed. Senators used the hearing to ask about the bill’s cost, the difference between the basic allotment and the bill’s targeted funding buckets, and whether the permanent teacher pay increase shifts pressure off districts. The bill’s supporters emphasized that it represents an historic, roughly $8 billion investment and that many of the new funding streams are intended to be permanent or to address specific district needs.

Transcript Highlights:

• We can't make students sit for that test.
• We can't make students sit for that test.
• Hands-on clinical training gives students practical experience, Hands-on clinical training gives students
• Our students know what they need.
• Thank you, students.

Summary: The Careers and Workforce Subcommittee heard three bills. HB 919 on nursing education programs would tighten accountability for nursing schools with low NCLEX pass rates by shortening the probation period, requiring remediation plans, mandating free remediation for students who fail, and requiring tuition reimbursement for programs with very low pass rates. The sponsor argued Florida’s nursing pass rates are unacceptably low and that stronger consequences are needed; opponents warned the bill could shut down programs, worsen the nursing shortage, and unfairly target private schools, while supporters said it would protect students and improve outcomes. After debate, the bill was reported favorably by a vote of 18-0. The committee then heard PCS for HB 1261, the “Smart Living Act,” a student-driven proposal from Jefferson High School in Hillsborough County to expand personal financial literacy and practical life-skills instruction in high school. Students and school officials testified that the bill would better prepare graduates for adulthood by covering topics such as budgeting, credit, loans, FAFSA, resumes, interviews, and basic household skills. Members praised the students’ work and the bill’s practical focus, and the PCS was reported favorably 18-0. Finally, the committee considered HB 809, which would exempt school social workers from educator certification requirements for general and subject-area knowledge. Supporters from Lee and Broward counties said the current testing requirement is unrelated to social work, creates financial and recruitment barriers, and has contributed to staffing shortages. Members from both parties supported the measure as a simple way to remove an obstacle to hiring and retaining school social workers. HB 809 was also reported favorably by a vote of 18-0, and the meeting adjourned after all agenda items were completed.

Transcript Highlights:

• Students.
• students.
• . students, or a good 30-plus percent of our student body.
• By graduating students in a timely fashion, we minimize student debt and expedite the transition of students
• students, pharmacy students, optometry students, and social work students, which are all facing similar

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• Programs in the sunset category must stop enrolling new students, notify existing students of the rating
• Instead of mandating that students submit the SAT or ACT to the colleges they apply to, it allows students
• These are students that are both.
• However, not all students have access to affordable options, especially graduate students or those over
• student.

Summary: The committee heard and discussed several higher education and public school bills. Senator Burwell presented SB 1242 to remove an outdated Coordinating Board approval requirement for Texas State Technical College land and facility acquisitions, and SJR 59 to create a constitutionally dedicated endowment for TSTC capital needs; both drew strong support from industry and workforce groups and were left pending. SB 757, by Senator Middleton, would create a debt-to-earnings accountability system for public college programs, with supporters saying it would protect students from low-value degrees and opponents warning it could unfairly penalize programs with long-term value, especially graduate, medical, and public service fields; it was also left pending. SB 1241, by Senator Millington, would expand acceptable college entrance exams beyond the SAT and ACT, including the Classic Learning Test, and was left pending after testimony from CLT, homeschool, and student groups in support. SB 1085, by Senator Blanco, would let Sul Ross State University offer lower-division courses at its satellite campuses in the Middle Rio Grande region; it too was left pending. The committee then took up a series of public school and higher education measures, voting several out favorably. SB 605, as substituted, limits commissioner approval of charter school expansion amendments for schools under conservatorship or a management team and was reported favorably 9-0. SB 1871 and SB 1873, both by Senator Perry, were revised to narrow teacher immunity, clarify removal and suspension procedures, require periodic review of in-school suspension placements, and align discipline rules; both substitutes were adopted and reported favorably. SB 1872, SB 1874, SB 762, SB 1962, SB 1750, SB 2252, SB 2253, SB 2365, SB 1924, and SB 37 were also considered, with most reported favorably on party-line or near-unanimous votes. SB 1750 would replace a flat charter school facilities funding cap with an attendance-based formula; SB 2252 and SB 2253 address kindergarten readiness, early literacy/numeracy, and educator preparation; SB 2365 concerns student phone use during instructional time; SB 1924 restores local citation authority for certain school offenses and adds reporting, notice, and completion requirements; and SB 37 would expand state oversight of higher education curriculum, governance, faculty senates, and compliance with state law. Other measures heard included SB 769, which would require a Coordinating Board report on barriers faced by students with disabilities in higher education; supporters emphasized the need for better data and accessibility, while witnesses suggested broader reporting on race, disability types, and K-12-to-college transitions. SB 2231 would designate a Free College Application Week in October and was left pending. SB 1878 would modernize the Josie School statute and provide formula funding and aid eligibility for Polytechnic College. SB 1409 would authorize universities to offer self-funded student health benefit plans, with Rice University and Texas 2036 supporting the measure as a way to lower costs and expand coverage. SB 2431 would require universities to give foreign language credit for study abroad programs, SB 2314 would require schools to inform students about opting in or out of record sharing for direct admissions through My Texas Future, and SB 2138 would extend the state’s anti-ESG contracting restrictions to public higher education endowments and governing boards; these later bills were introduced and left pending.

Transcript Highlights:

• Students' needs addressing holistic students' needs both through academic behavior and wellness in a
• But also to provide direct therapy to our students because what we're finding, the students that are
• , students and then.
• At the table with the students when they are there and we have to have the students here uh before we
• Um, each year they are improving in the number of students, the percentage of students who are scoring