Transcript Highlights:

• In Environmental Sciences at New Mexico State University.
• So we have 3 science centers that focus on livestock and grazing.
• Every science center produces an annual report.
• Uh, came in the range improvement task, I mean, to the, uh, uh, ag science centers.
• We're very happy with our meat science program is is coming online.

Transcript Highlights:

• HB 112 creates a path forward for Texas Science Park by creating a designated Texas Science Park district
• Park by creating a designated Texas Science Park the street and it will establish the Texas Science
• Science parks Science parks are very common in other parts of the world and in other states, and these
• You personally visited the world's number one, the most advanced science park, Shenzhou Science Park.
• now manufacturing science parks, not that kind of science park.

Bills: HB112, HB199, HCR9

Keywords: school district, bond issuance, election dates, voter approval, Texas Education Code, HCR 9, Texas State Cemetery, Hill Country flood, July 4 2025 flood, Guadalupe River, Camp Mystic, memorial, monument, concurrent resolution, disaster remembrance, natural disaster, flood victims, survivors, State Preservation Board, Texas secretary of state

Summary: The Committee on Trade, Workforce and Economic Development met with a quorum and moved quickly through a long agenda, hearing testimony and taking recorded votes on several bills. Early in the meeting, HB 2214 was laid out to exempt certain short-term residential leases and leaseback arrangements from flood-disclosure requirements; Texas Realtors supported the change, and the bill was left pending. The committee then voted out a series of pending measures, including HB 46, HB 186 (with a committee substitute), HB 431, HB 1147, HB 1154, HB 2468, HB 2488, HB 2788 (with a substitute), HB 2791 (with a substitute), HB 3260, and HCR 90, all reported favorably to the full House, with HB 1147 receiving two nays and the others passing unanimously or nearly so. A major portion of the hearing focused on HB 112, which would create a Texas Science Park district and commission to support advanced manufacturing and innovation sites. The bill’s author and supporters, including Samsung Austin Semiconductor, the Texas Association of Business, and the Governor’s economic development office, argued it would strengthen supply chains, attract investment, and support national security and workforce development. Testimony described interest from semiconductor and advanced manufacturing companies and referenced the model of foreign science parks such as Sinshu in Taiwan. HB 112 was left pending after testimony. The committee also heard HB 3698 and HB 3699, both related to unemployment insurance administration. HB 3698 would expand eligibility for the Reemployment Services and Eligibility Assessment program using federal funds, while HB 3699 would tighten the definition of “last work” to help the Texas Workforce Commission investigate UI fraud. Both bills were discussed with TWC resource witnesses and left pending after the committee withdrew the substitutes. HB 1349, which would extend HOA transparency and property-rights provisions to condominiums and refine HOA rules, and HB 621, which would require HOA meeting spaces to be available for residents to reserve for qualified political candidates or elected officials, were also heard and left pending. Finally, the committee heard HCR 9 to designate the first Saturday of each month as Small Business Saturday, HB 199 to index unemployment benefit duration to the state unemployment rate, and HB 3466 to exempt certain cancelable service contracts from Texas’s in-home sales cooling-off law; each drew supportive and opposing testimony and was left pending before adjournment.

Transcript Highlights:

• <01:15:08.600> the study in the agricultural Sciences the study in the agricultural Sciences
• > science ecoin science and animal science ecoin science and animal science programs<01:15:11.320
• infrastructure its six Health Sciences infrastructure its six Health Sciences schools<01:48:44.040
• Thank you. our Health Sciences schools and programs our Health Sciences schools and programs cover<01
• the University's new Health Sciences the University's new Health Sciences strategic<01:52:34.280

Keywords: 1187, senate, all

Transcript Highlights:

• ... ...is when you look at the number of PhD students that we attracted for computer science and that
• It’s done through a computer science college.
• I mentioned the numbers in computer science; the numbers in engineering are also equally worrisome.
• What was the data point on the drop in computer science enrollment? Computer science are PhD.
• the Mass Life Sciences Center.

Keywords: 995, all

Summary: The committee held an informational hearing on the economic impact of Massachusetts higher education institutions, with opening remarks noting the significance of September 11 and the role colleges and universities play in the state’s economy, workforce, and research ecosystem. UMass leaders testified first, describing UMass as a major employer and economic driver that educates large numbers of Massachusetts residents, supports thousands of jobs, and generates billions in annual economic activity. They emphasized the importance of research funding, warned that federal grant cancellations, suspensions, and slowdowns were harming research operations and talent retention, and voiced strong support for Governor Healey’s proposed DRIVE initiative as bridge funding to protect research capacity and jobs. Committee members focused heavily on workforce preparation in emerging fields such as AI, cyber, quantum computing, and engineering. UMass leaders said AI is being embedded across curricula and research, but also warned that financial constraints forced reductions in PhD admissions, especially in computer science and engineering, which could weaken the future workforce pipeline. They also described the practical effects of grant uncertainty, including reduced graduate admissions and concerns about losing researchers to institutions abroad. Members asked for more detailed data on grant timing, funding gaps, and where students and researchers were going. A second panel from private colleges and universities, including AICUM, Suffolk, Smith, and Clark, highlighted the broad economic and civic contributions of private higher education. Testimony cited large annual economic impacts, job creation, tax revenue, community service, legal clinics, dual enrollment, entrepreneurship support, sustainability investments, and access programs. Speakers also discussed enrollment pressures, COVID-related social and mental health challenges, student visa and federal policy concerns, and the need to preserve liberal arts alongside career-focused training. The committee then heard from MIT, where testimony focused on research commercialization, biotech spinouts, and the role of federal, philanthropic, and industry funding in sustaining innovation; members pressed for more data on funding sources and asked what state policy could do to keep talent and businesses in Massachusetts. The hearing continued with additional public higher education testimony, including Bridgewater State, Bristol Community College, and Northeastern, which emphasized workforce-aligned programs, social mobility, apprenticeships, co-op education, and the need for better coordination between higher education, employers, and state workforce systems.

Transcript Highlights:

• Guerrera from the California Life Sciences?
• And we know in science, for so many different reasons, that it's not just one, Know in science, for so
• Everything from computer science, digital technologies, artificial intelligence... ...computer science
• Their math and science is extraordinary.
• Last point is that science builds upon itself. Dr.

Summary: The Assembly Select Committee on Biotechnology and Medical Technology met on August 19, 2025 to examine the effects of federal grant cuts, tariff uncertainty, and related policy changes on California’s biotech, medtech, and academic research ecosystem. The chair and panelists emphasized California’s outsized role in the industry, describing major clusters in the Bay Area, Los Angeles, and San Diego, and explaining how research, startup formation, manufacturing, and clinical trials are interconnected across the state. Speakers from Biocom California, California Life Sciences, Farma, UC, Stanford, CSU Biotech, and UCLA all argued that NIH and NSF funding are foundational to discovery, workforce training, and commercialization, and that disruptions are already chilling venture capital, startup formation, and hiring. Witnesses described several concrete impacts: suspended or terminated grants, reduced doctoral admissions, fewer training opportunities, canceled retreats and internships, and anxiety among graduate students and early-career researchers. UC reported hundreds of millions of dollars in suspended or terminated NIH and NSF funding, while Stanford said more than a thousand training and career-development grants nationwide have been frozen or ended, affecting multiple trainees per grant. CSU Biotech said 133 federal grants had been terminated, scaled back, or canceled, totaling about $140 million, including nearly $30 million from NIH and NSF. Industry representatives also warned that proposed antitrust limits on mergers and acquisitions could undermine the standard biotech exit path and further deter investment. Committee members asked about the duration of the disruption, the possibility of state action to offset federal losses, and whether California could better support workforce development, manufacturing, and R&D tax credits. Panelists urged the Legislature to preserve and expand state support for STEM education, internships, apprenticeship pathways, manufacturing incentives, and the R&D tax credit, and to consider infrastructure and housing as part of competitiveness. They also noted that tariffs are already raising costs for medtech components and building materials, and that China is increasingly competing for R&D, talent, and licensing deals. No formal votes or bill actions were taken at the hearing; the meeting was informational and focused on testimony and discussion.

Transcript Highlights:

• it's good science or bad science.
• science.
• it's good science or bad science.
• science.
• We want to get the science. We'd like to share the science.

Summary: The committee held a hearing on high-capacity groundwater wells proposed in Anderson, Henderson, and Houston counties, with members framing the issue as one of local water supply, fairness, and the need to modernize groundwater law while protecting private property rights. Opening remarks focused on the scale of the proposed Redtown Ranch and Pine Bliss projects, the potential export of tens of thousands of acre-feet of groundwater annually, and concerns that the applications lacked sufficient technical detail and could harm nearby landowners, cities, agriculture, and manufacturing. Members also noted the broader context of the recent flooding tragedy in central Texas and the Legislature’s intent to address water-related loss of life in the upcoming special session. Witnesses from the Texas Alliance of Groundwater Districts and the Texas Water Development Board explained the current groundwater management framework. They described groundwater conservation districts as the state’s preferred management method, the role of groundwater management areas and desired future conditions, and how the Water Development Board uses those conditions to calculate modeled available groundwater. They emphasized that districts rely on local data, monitoring wells, and planning processes, but that information is often more limited in areas without a district, where the rule of capture applies. Members pressed witnesses on recharge rates, export permits, subsidence, the effect of pumping on nearby wells, the age and real-time availability of model data, and whether the proposed project would exceed modeled available groundwater in some counties. TCEQ explained its limited oversight role over groundwater conservation districts, including inquiries, compliance actions, and, in extreme cases, dissolution authority. Water Development Board staff also outlined funding programs, saying the New Water Supply for Texas Fund is limited to projects such as brackish desalination, reuse, ASR, and other new-supply projects, and does not fund fresh groundwater exports alone. They said the project at issue had not applied for board funding. A water lawyer then testified on the rule of capture, ownership in place, and district regulation, arguing that districts must use permitting and other tools to manage production within modeled available groundwater and that the Legislature could consider additional authority over groundwater exports under current law.

Transcript Highlights:

• While science is required to be assessed, science is not included in the long-term achievement goals.
• So you'll notice math and science here only go up to eighth grade.
• All of these were increases. in math and then 38% in science.
• Finally, we have science.
• Finally, we have science.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• But in this case, the science we have is limited. The committee substitute for House...
• I will admit to you, we don't have a lot of science in that area. Thank you.
• It would give us some science and some understanding.
• I agree, we need more science—just a little doubt.
• We have better science today and a better ability to conduct good science than we had in the past.

Bills: HB24, HB27, HB24, HB27

Keywords: groundwater, conservation, water permits, sustainability, resource management, 997, house, all

Transcript Highlights:

• The legislative intent is revised to reflect a broader focus on health science workforce needs and to
• SB 1246 also revises allowable uses of fund monies for nursing and health science education programs
• programs eligible for participation in the fund and requires DOE to apply the SBE's CTE Health Science
• The legislative intent is revised to reflect a broader focus on health science workforce needs and to
• The bill also revises the definition of students. science curriculum framework.

Summary: The Fiscal Policy Committee met and first adopted a late-filed amendment to SB 774, which expands enhanced workers’ compensation coverage to 911 public safety telecommunicators for mental or nervous injuries. The bill drew supportive testimony from a Palm Beach County Sheriff’s Office dispatcher and others, and was reported favorably. The committee also reported favorably SB 770 on forensic services for certain defendants, which would allow the Agency for Persons with Disabilities to consolidate secure forensic services for individuals with intellectual disabilities or autism whose charges were dismissed after incompetency findings. Members then considered several public safety, family, and workforce bills. CS/SB 86, which declares unauthorized aliens operating commercial vehicles an imminent safety hazard and imposes vehicle impoundment and a $50,000 penalty on motor carriers, was reported favorably after questions about impound procedures and cargo handling; one speaker opposed it. SB 1594, protecting veterans’ benefits for foster youth so the funds are reserved for postsecondary education, training, and after-care services, was reported favorably with supportive testimony from a former DCF attorney. CS/SB 760, creating a new offense for willful violations of no-contact pretrial release conditions in violent crime cases, was reported favorably despite criminal defense attorneys’ concerns about a provision allowing warrantless arrests without officer observation. The committee also approved a complete rewrite of the nonprofit corporations chapter in SB 554, a sickle cell continuing education bill (SB 844) after extensive emotional testimony from patients, advocates, and family members, and SB 1022 adding two children’s initiative programs in Bay County and Broward County. CS/SB 1246 broadened the Linking Industry to Nursing Education Fund to include health science education programs and related workforce needs and was reported favorably. Finally, the committee approved CS/CS/SB 1230 restricting use and sale of certain firefighting foam containing intentionally added PFAS, and CS/CS/SB 128 directing DEP to mark Red Harris Spoil Island; both passed with favorable votes. Several senators later asked to be recorded as voting in the affirmative on specific tabs, and the meeting adjourned without further business.

Transcript Highlights:

• How do we utilize the science to understand a recovery of a species? Mr.
• The argument is not based on science. It is not.
• So some of this is, you know, you're talking about science-based. This is not science-based.
• You mentioned that we need to depend on science and expertise.
• And what they have established them through has been science and expertise.

Bills: SB1075, SB1144, SB1280

Keywords: foreign ownership, land sales, review commission, national security, property rights, veterinary technicians, certification, education alternative, Arizona Revised Statutes, veterinary education, Mexican gray wolf, Mexican wolf, Mexican gray wolf puppies, Arizona Game and Fish Commission, Arizona Game and Fish Department, endangered species, wolf reintroduction, wolf translocation, cross-fostering, wildlife management

Summary: The Committee on Land and Agriculture heard two bills, SB 1075 and SB 1280, with public testimony limited and several speakers appearing on each measure. SB 1075 would create a Foreign Entity Review Commission and prohibit the conveyance, sale, lease, or sublease of state land to hostile foreign entities without commission approval. Supporters said it was needed to protect land near critical infrastructure and military sites, while opponents argued it created unnecessary bureaucracy and duplicated existing safeguards. The committee voted 5-4 to give SB 1075 a due pass recommendation. The committee then took up SB 1280, which would bar the Arizona Game and Fish Commission from transporting Mexican gray wolf pups into the state or using public funds or resources for that purpose. Supporters said the bill would stop state involvement in importing wolves and argued the population had already reached sufficient numbers. Opponents, including representatives from Sierra Club’s Grand Canyon Chapter and Humane World for Animals, said the measure would undermine science-based recovery efforts, reduce genetic diversity, and harm a still-endangered species. Members debated the wolf population, recovery goals, and whether the bill would affect federal conservation efforts. After testimony and member discussion, the committee voted 4-3, with one absent, to give SB 1280 a due pass recommendation. The meeting then adjourned.

Transcript Highlights:

• We are going to be on the science of reading, and every child has the right to read.
• We are going to be on the science of reading, and every child has the right to read.
• We are going to be on the science of reading, and every child has the right to read.
• We are going to be on the science of reading, and every child has the right to read.
• We are going to be on the science of reading, and every child has the right to read.

Keywords: 1183, house

Summary: The committee heard presentation on House File 6, an education omnibus-style bill advanced by Representative Peggy Bennett and other Republican members. Bennett said the bill reflects caucus priorities around literacy, parental engagement, local control, and school flexibility. She described three articles: Article 1 on revisions to the READ Act and the science of reading; Article 2 on education innovation and parent-friendly school information; and Article 3 on funding flexibility and temporary relief from several new mandates enacted in recent biennia. On Article 3, Bennett said school boards would be allowed to transfer certain funds and delay implementation of specified mandates through the 2028-29 school year, including provisions tied to recent early childhood and education omnibus laws as well as paid family and medical leave and earned sick and safe time. She framed this as giving districts time to implement requirements carefully and with fidelity, and said such decisions would be made by local school boards in public meetings. She also argued the bill would reduce the burden of new mandates and preserve local decision-making. Representative Mueller then presented Article 1, saying it strengthens the state’s commitment to the science of reading, ends the Department of Education’s partnership with CAREI, repeals some 2024 requirements she said were ideological, and restores expectations for teacher preparation and assessment. Representative Bakeberg presented Article 2, which would require a more user-friendly school performance report, consolidate certain innovation-related programs into a new chapter, and replace the Department’s equity/diversity/inclusion center with an Office of Achievement and Innovation focused on academic achievement. He said the office’s guidance would be advisory only and that local districts would retain final authority. The chair then laid House File 6 over for possible inclusion in an omnibus bill and further consideration at a later date.

Transcript Highlights:

• They're doing science, engineering, and design.
• Chairman, let's proceed to sixth grade math and science teacher, Dan Tommaso.
• schoolers excited about science and math and their creative juices.
• Yes, so most of the equipment in our science center has been... ...most of the equipment in our science
• Just like other curriculum, when we first did science, there was a new generation, right, the science

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• personal finance, computer science. personal finance, computer science.
• math, ELA, art, social studies, science. math, ELA, art, social studies, science.
• Although in science, I it's level.
• science in first grade or second grade. science in first grade or second grade.
• So, the science taking anatomy.

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• While science is required to be assessed, science is not included in the long-term achievement goals.
• Finally, we have science.
• Finally, we have science.
• And then science performance by grade.
• Sciences.

Keywords: 1204, all

Summary: The committee received a Bureau of Legislative Research presentation on Arkansas academic standards, accountability, and achievement as part of the adequacy study. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act, the 2003 Quality Education Act, and the 2017 Educational Support and Accountability Act, including required course offerings, graduation requirements, career and technical education pathways, and recent additions such as success-ready pathways, Arkansas history, firearm safety, and fetal growth and development instruction. Members asked for a comparative chart showing how the laws and requirements changed over time, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff explained the state’s long-term goals for 2030, including 80% proficiency in ELA and math, 52% of English learners on track to English proficiency, and 94%/97% four- and five-year graduation rates. They reviewed 2025 assessment results showing proficiency rates generally in the 30s, with English learners and students with disabilities performing lowest and white students highest. They also discussed school support and improvement categories, equitable access to educators, and report card/public reporting requirements, noting that some ESSA-related measures such as the school index, equity labs, and certain 2024 report card data were not currently available or not being calculated. Members questioned whether those ESSA commitments were being met and asked staff to follow up with DESE, including whether the legislature can revise the ESSA plan. The committee also reviewed the Arkansas Accountability Act and related assessment data. Staff described the Atlas assessment system, alternate assessments for students with significant cognitive disabilities, ELPA 21 for English learners, ACT results, and NAEP comparisons. They reported that no student group met the 80% proficiency goal in 2025, Arkansas’s ACT composite score declined slightly over time, and Arkansas generally trailed national and SREB averages on NAEP. Members asked for additional data, including historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. The meeting ended with agreement to invite the Department of Education to a future meeting to answer questions about missing data, equity labs, report cards, and ESSA compliance.

Transcript Highlights:

• theory than on science. theory than on science.
• This is not science. If we going to listen to science, let's listen to Adam.
• They don't know nothing about science. They don't know nothing about science.
• damn thing about science. damn thing about science.
• about science.

Keywords: 920, all

Summary: The Alabama Senate convened with a prayer by Pastor Jeremy Ward and the Pledge of Allegiance led by Sophia Woods. A quorum was established with 27 senators present, and the Senate adopted routine motions to excuse absent senators, dispense with the previous day’s journal, and allow bills and committee reports to be introduced throughout the day. The chamber also referred Executive Message 69, appointing Brandy Williams to the Alabama Fire College and Personnel Standards and Education Commission, to the Committee on Confirmations. The Senate received several Judiciary Committee reports. House Bills 41 and 149 and Senate Bills 230, 87, 169, 238, and 233 were reported favorably, with amendments on Senate Bills 87, 169, and 233. Those measures received second reading and were placed on the calendar for the next legislative day. The Senate also adopted Senate Joint Resolution 31, commending Mackenzie Grace Stigel, and Senate Joint Resolution 32, recognizing the Alabama School of Mathematics and Science for its national ranking; guests from the school were welcomed in the gallery. The Rules Committee report was then adopted by a 33-0 vote, setting a special order calendar that included Senate Bill 71 on administrative rules, along with several other bills on dredging, county subdivisions, legislative matters, public corruption, rural hospital investment, minority affairs, campaign finance, and natural resources. The chamber then took up Senate Bill 71, the “sound science” bill, which would limit state agencies from adopting environmental rules more stringent than federal law and require science-based standards where federal law is absent. Senator Coleman-Madison offered an amendment to preserve stronger scientific and causal standards, arguing the bill could weaken protections in heavily burdened communities; the amendment failed on a roll call vote of 25 nays to 1 yea. Senators then continued debating the bill’s effect on ADEM’s authority, emergency rulemaking, federal standards, and environmental enforcement in Alabama.

Transcript Highlights:

• Stringent test developments in science.
• These biomedical sciences not tested in science are essential for understanding therapeutic interventions
• Their part one combines the basic science component and the clinical science component and the clinical
• The other one is clinical science.
• It's the basic science knowledge.

Keywords: 0:22 – Roll Call 0:30 – Approval of minutes 1:04 – Department of Veterans Affairs 2:06 – Board of Pharmacy 3:20 – Board of Optometric Examiners 39:26 – Board of Nursing 40:07 – Board of Emergency Medical Services 41:52 – Department of Fish & Wildlife Resources 44:36 – Transportation Cabinet: Department of Vehicle Registration 45:36 – Department of Alcoholic Beverage Control 47:00 – Cabinet for Health & Family Services: Department for Medicaid Services 49:59 – Cabinet for Health & Family Services: Department for Community-Based Services, 958, all

Summary: The subcommittee approved the minutes from the previous meeting and then took up several regulations. The first was a Department of Veterans Affairs regulation, with a staff amendment, to allow nurse practitioners to apply for the Veterans Affairs nurse loan repayment program year-round and to make technical drafting changes. The committee heard from the Office of Kentucky Veteran Centers, then adopted the staff amendment and approved the regulation without objection. The main item of the meeting was the Board of Optometric Examiners’ proposed amendment to 201 KAR 5:010, which would allow applicants to use the Optometry Examining Board of Canada written exam in place of part one of the National Board of Examiners in Optometry exam for licensure. The board said the change would improve access to care, provide an additional pathway for Canadian-trained candidates, and still require applicants to pass the remaining national board parts. Opponents, including NBEO officials, ARBO, Pearson VUE, and several optometrists, argued the Canadian exam is not equivalent, does not test the same biomedical science content, is not validated for U.S. scope of practice, and raises concerns about test security, transparency, and portability across states. They urged the committee to find the amendment deficient or vote no. Committee members questioned both sides about prior communication with the board, whether Kentucky would be the first state to adopt such a change, the rationale for the proposal, and the cost difference between the exams. Supporters said the board had received some written comments and one phone call, and that the proposal was driven by access concerns and the presence of Canadian students. Opponents said they had not had direct discussions with the Kentucky board before the hearing. No final vote on the optometry regulation is reflected in the transcript excerpt, but the committee heard extensive testimony and rebuttal before moving on.

Transcript Highlights:

• Through our Bachelor of Applied Science programs in Social Work, Behavioral Science, and Health and Human
• Through our Bachelor of Applied Science programs in Social Work, Behavioral Science and Health and Human
• So here's a Here's a timeline of students' progression into computer science and through computer science
• And then there are students in the major, one of four majors that we have: computer science, data science
• , but Of four majors that we have: computer science, data science, cybersecurity, and B.A.E.

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• , whether it's good science or bad science.
• good science.
• Do we trust the science?
• science.
• Well, if our science doesn't support our project, then yes, it would be our science.

Keywords: 1184, house, all

Transcript Highlights:

• So I have a PhD in quantum science. Two years in academia.
• Quantum information science is one of those.
• Advancement of Science and Technology in New Mexico.
• So the science was proven, but it hadn't been done at scale or piloted.
• They recently completed. their science and tech roadmap for us.

Transcript Highlights:

• Southwestern, UT Health Science Center Houston, and UT Health Science Center San Antonio, which results
• University of North Texas Health Science Center and Texas Tech University Health Sciences Center which
• The UNT Health Science Center is based in Fort Worth.
• Lori Rice Spearman for our Health Science Center.
• The Health Sciences Center is much more than that.

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