Transcript Highlights:

• Upper-division courses are $130 per unit fee.
• , and a limit on the number of community college courses per term.
• courses being offered, and ensure instructors are qualified to provide quality dual enrollment courses
• courses with collegiate courses.
• if a course is not A through G approved.

Summary: The Assembly Higher Education Committee met with a quorum and first approved a consent calendar containing AB 341, AB 1098, and AB 1316, sending those measures to the Human Services, Judiciary, and Appropriations Committees respectively. The committee then heard AB 977, which would require CSU to audit surplus land and work with California tribes to identify three regional burial sites for Native American remains that cannot yet be repatriated. Supporters, including tribal leaders and archaeology groups, said the bill is needed to honor ancestors and address the large number of remains still held by CSU; CSU said it is committed to repatriation but had no formal position. The bill passed to Appropriations on a 5-0 vote. Members also heard AB 1093, creating a California-Mexico higher education exchange program, and AB 1035, expanding the California College Promise to cover tuition for students pursuing community college bachelor’s degrees. AB 1093 drew support for strengthening cross-border educational and economic ties, but some members raised concerns about border-region sewage problems and the bill’s budget implications; it was held for later consideration. AB 1035 received strong support from community college leaders and faculty who said it would help low-income and first-generation students complete workforce-focused bachelor’s degrees, but several members questioned whether it would stretch Prop. 98 funding and whether the state should prioritize broader affordability concerns. AB 1035 passed to Appropriations on a 3-2 vote. The committee next approved AB 922, which would let the University of California keep access to federal criminal-history information for hiring background checks, avoiding delays and added costs if statutory authority is required. UC said the bill is needed to maintain safety and hiring operations, and it passed to Public Safety on a 5-0 vote. AB 1346, protecting military dependents from losing in-state residency status because of family travel, also passed unanimously to Military and Veterans Affairs. AB 1212, allowing UC to use low-income housing tax credits to build affordable housing for faculty and staff on UC land, drew support from UC and labor groups but opposition from members concerned about preferential access to public resources; it was held for later action. Finally, the committee approved AB 500 and AB 684, both aimed at increasing transparency around UC admissions policy changes and UC BOARS decision-making, sending AB 500 to Education and AB 684 to Governmental Organization, each on 5-0 votes. The hearing then moved on to AB 1122 on dual enrollment, with the author and witnesses presenting the bill as a way to expand college access for high school students.

Transcript Highlights:

• <00:13:59.040> Um delivery of course content. Um delivery of course content.
• So whether I'm taking a face-to-face course, a synchronous virtual course, an asynchronous virtual course
• what mode the course is delivered in. what mode the course is delivered in.
• with a course in financial literacy. with a course in financial literacy.
• course, are they getting a letter grade? course, are they getting a letter grade?

Keywords: 910, house, all

Summary: The committee heard testimony on SCR 78, which urges the Department of Education to strengthen natural health education and adopt a comprehensive menstrual cycle curriculum. The Department of Education said it supported the intent and had offered technical amendments to scaffold the curriculum by grade level. The Commission on the Status of Women and several advocates, including students and Ma'i Movement Hawaiʻi, testified in support, describing gaps in menstrual health education, stigma, and the need for more inclusive, age-appropriate instruction. No opposition was heard, and the chair moved on after no questions from members. The committee then took up SCR 194, urging the Department of Education to meet the criteria to recognize cheerleading as a Title IX sport. The Department supported the measure, noting recent expansion of girls flag football and surfing as recognized sports and saying cheerleading would create additional opportunities for students. The Commission on the Status of Women also supported the resolution, saying it could improve participation, resource allocation, and representation for female students. No opposition or further action was recorded in the excerpt. Finally, the committee discussed SCR 195, requesting the Board of Education and Department of Education to revise graduation requirements to include a standalone financial literacy course. The Board of Education and Department of Education both supported the intent but cautioned against a one-size-fits-all mandate, emphasizing school-level flexibility, existing stand-alone and online options, and the requirement that the class of 2030 must complete financial literacy before graduation. Hawaii Kids Can supported the resolution while raising questions about equity, access, quality, and how different delivery models compare; it also asked for more information on community survey data. Committee members questioned the department and board about asynchronous versus in-person instruction, standards, and how the requirement would be tracked in the personal transition plan. No vote or final action was taken in the provided portion of the meeting.

Transcript Highlights:

• They can bundle courses together to create a course... ...and participation requirements.
• Online courses are ones where...
• courses are ones that do not.
• We offer online courses and remote courses.
• course.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• courses in the college program.
• to teach that course.
• course increase.
• I teach, of course, English 110, 120.
• It's a two-year course.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Of course they need to consider.
• course as prescribed by the court?
• take a course, which course is it going to be?
• must already take a course, which course is it going to be?
• Of course, because there is... ...because there isn't a course that addresses all these things, which

Summary: The Child Custody Review Task Force met to approve prior minutes and then worked through draft legislation related to a possible family court study committee. The group discussed the proposed 15-member committee’s makeup in detail, including whether to add parent representation, judges, family law section members, child support, clerks of court, domestic violence advocates, and other stakeholders. The task force ultimately agreed to keep the committee at 15 members, reduce the legislative membership from eight to six, add two judges from different districts, add two family law section members with rural and urban representation, include one parent subject to a custody order, and replace the mental health professional with a clerk of court representative appointed through the trial court administrator’s office. The draft was also revised to keep domestic violence advocacy representation and to clarify that the study could consider juvenile court issues as part of the family court umbrella. The committee voted to approve the revised draft and recommend it to Legislative Management, with one recorded “no” vote from Judge Hovey after the meeting resumed. The task force then turned to a second draft dealing with requiring participation in a family transition program, which was renamed in discussion to a parenting education course. Members debated whether the bill should simply refer to an existing program like Parents Forever or instead specify broader education about the court process, parental rights, co-parenting, and related issues. Some members supported the requirement as a way to reduce conflict and improve understanding of the system, while others raised concerns about vague language, cost to parents, lack of exemptions, and whether the bill was too open-ended or potentially duplicative of other legislation. The discussion became lengthy and unresolved, with the drafter noting that more specific direction would be needed to revise the bill. The transcript cuts off before a final vote or action on this second draft is shown.

Transcript Highlights:

• Of course, is that okay?
• , and in Early College these courses are offered at $150 a course, which for a three- or four-credit
• , and in Early College these courses are offered at $150 a course, which for a three- or four-credit
• That over the course of those two or three years where they're taking these early college courses, we
• The course, which is actually made streamed over here at that course, but it's a real cost saving to

Keywords: 1189, house, all

Summary: The Public Higher Education Study Committee held an organizational meeting and received an update from the university and community college systems on implementation of recommendations from the governor’s higher education task force. The systems said the task force report contained about 40 recommendations, and they have focused first on operational items while continuing to work on larger policy issues, including better alignment of public higher education with workforce and economic development needs. The committee also discussed reporting requirements under the amended law and whether quarterly reports are required or whether annual updates are sufficient unless the committee requests more. A major topic was expanding Early College and dual-enrollment opportunities. The chancellors reported strong growth in Early College participation, significant student and family savings, and state scholarship support that they described as producing a strong return on investment. They said the goal is to build clearer pathways so students can earn college credit, reduce debt, and stay in New Hampshire for postsecondary education. They also noted ongoing work to simplify admissions and transfer processes, including about 100 transfer pathways between the systems, direct-admit efforts for community college and university students, and continued development of transfer equivalency tools. Members pressed the systems and the Department of Education on direct outreach to high school students, especially juniors, so students would know they are eligible for direct admission and other opportunities. The main obstacle discussed was access to student contact information, with officials saying the issue may involve contract limits with the College Board and possibly statutory constraints on sharing data. Department of Education staff said they are meeting with the systems and vendors to determine what changes are needed. Committee members urged faster action so students and families can receive letters or other notices about in-state options, affordability programs such as Granite Guarantee, and pathways to community college and university enrollment.

Transcript Highlights:

• offering the course.
• college course uh uh prerequisites. college course uh uh prerequisites.
• just<00:51:51.839> the<00:51:52.079> course the CTE courses, it's just the course
• It's not a high school course. It's a postsecondary course.
• years of general education courses? years of general education courses?

Keywords: Call to Order and Roll Call: 0:00:00 Approval of Minutes: 0:01:45 Federal Education Updates 0:02:12 Dual Credit Updates: 0:43:38 Kentucky State University's Doctoral Program Request: 01:27:08 Postsecondary Accreditation: 1:49:05 Consideration of Referred Administrative Regulations: 2:14:48 Adjournment 2:16:31, 958, all

Summary: The committee met with a quorum, approved the previous meeting minutes, and heard a presentation from Austin Reid of the National Conference of State Legislatures on education-related provisions in the federal One Big Beautiful Bill Act (H.R. 1). Reid said the law is projected to increase the federal deficit over 10 years, with major savings coming from Medicaid, student loan changes, and SNAP. He focused on how those changes could affect schools, including possible effects on free and reduced-price meal certification, state funding formulas that use SNAP as a proxy for low-income status, and Medicaid-funded school services for students with disabilities. Reid also outlined the new federal scholarship tax credit, which gives a dollar-for-dollar credit for donations to qualifying scholarship-granting organizations. He said families up to 300% of area median income may benefit, the program begins in 2027, and states must opt in and designate eligible organizations. He noted unresolved questions about whether states can add their own criteria and said Treasury regulations will be important. He also described the expansion of 529 plans to cover more K-12 and postsecondary expenses. On higher education, Reid explained a new workforce Pell grant option for short-term programs, with states and governors playing a role in determining eligible programs. He said the programs must meet placement, completion, and earnings measures and that implementation is expected to be tight before the July 1, 2026 effective date. He also reviewed student loan changes, including lower institutional loan limits, prorated borrowing for part-time enrollment, new caps on graduate and Parent PLUS loans, and a new earnings-based accountability standard that could make some programs ineligible for student loans if graduates earn too little. No votes were taken beyond approval of the minutes.

Transcript Highlights:

• Some leaders retire and head to the endless golf courses.
• But over the course of time, I've come to know him.
• But over the course of time, I've come to know him.
• Let the bill take the usual course of passed bills. We're not going for it.
• Let the bill take the usual course of past bills bill on the clerk's desk.

Keywords: 1146, all

Transcript Highlights:

• courses, or IB courses.
• <00:46:48.960> PSO<00:46:49.720> courses include an AP course PSO courses include an
• :51.760> courses including concurrent enrollment courses including concurrent enrollment courses
• <01:04:04.680> not through IB courses or AP courses so not through IB courses or AP courses
• overall<01:10:06.800> in courses and advanced courses overall in courses and advanced courses

Keywords: 1187, senate, all

Transcript Highlights:

• That really is the underpinnings of common course numbering.
• Okay. 180 is three one-hour courses, and 240 is four one-hour courses. 180 is three one-hour courses,
• and 240 is four one-hour courses, so it would be a three- or four-course minimum per school day.
• And then, of course, you know, on that student focus, it's student course load and capacity.
• Of course, the Highlands issue is very concerning.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Bills: HR58, HR59, HR60, HR61, HR62, HR63, HR64, HCR32, HB43, HB447, HB573, HB1000, HB1001, HB1002, HB1003, HB1004, HB1005, HR46, HR48, HR50, HR51, HR52, HR53, HR54, HR55, HR56, HR57, HCR31, HB20, HB21, HB166, HB494, HB710, HB795, HB985, HB986, HB987, HB988, HB989, HB990, HB991, HB992, HB993, HB994, HB995, HB996, HB997, HB998, SB128, SB149, SB174, SB191, SB205, SB213, SB218, SB220, SB229, SB238, SB243, SB375, SB379, HB8, HB9, HB10, HB15, HB16, HB17, HB18, HB19, HB22, HB33, HB34, HB35, HB44, HB46, HB47, HB48, HB61, HB101, HB126, HB135, HB142, HB164, HB185, HB215, HB226, HB232, HB233, HB242, HB284, HB292, HB297, HB301, HB334, HB436, HB468, HB548, HB571, HB582, HB593, HB594, HB609, HB613, HB712, HB722, HB732, HB746, HB781, HB827, HB845, HB848, HB921, HB923, HB951, HB953, HB999, HB129, HB130, HB287, HB489, HB545, HB553, HB555, HB570, HB854, HB952, HB28, HB36, HB50, HB52, HB56, HB62, HB68, HB92, HB110, HB117, HB119, HB124, HB140, HB147, HB171, HB182, HB193, HB196, HB203, HB228, HB234, HB260, HB268, HB271, HB285, HB289, HB351, HB400, HB413, HB469, HB534, HB551, HB552, HB574, HB576, HB634, HB649, HB677, HB735, HB739, HB779, HB784, HB796, HB842, HB850, HB919, HB149, HB733, HB875, HB868, HB901

Keywords: waterfowl conservation, wetlands preservation, Ducks Unlimited, environmental stewardship, Louisiana, tennis, athlete recognition, family legacy, sports achievements, coaching, student parents, higher education, academic support, family stability, workforce equity, Homeland Security, federal funding, public safety, emergency services, TSA

Bills: HR46, HR47, HR48, HR49, HR50, HR51, HR52, HR53, HR54, HR55, HR56, HR57, HCR31, HB20, HB21, HB166, HB494, HB710, HB795, HB985, HB986, HB987, HB988, HB989, HB990, HB991, HB992, HB993, HB994, HB995, HB996, HB997, HB998, HR42, HR43, HR44, HR45, HCR22, HCR23, HCR24, HCR25, HCR26, HCR27, HCR28, HCR29, HCR30, SCR13, HB894, HB983, HB984, SB19, SB23, SB26, SB30, SB39, SB45, SB46, SB50, SB51, SB55, SB69, SB71, SB73, SB84, SB85, SB89, SB96, SB98, SB101, SB110, SB148, SB150, SB160, SB164, SB303, SB340, HB28, HB36, HB50, HB52, HB56, HB62, HB68, HB92, HB110, HB117, HB119, HB124, HB140, HB147, HB160, HB171, HB174, HB182, HB193, HB196, HB198, HB203, HB228, HB234, HB237, HB260, HB268, HB271, HB285, HB289, HB316, HB351, HB393, HB400, HB413, HB446, HB469, HB486, HB534, HB551, HB552, HB574, HB576, HB634, HB649, HB677, HB735, HB739, HB779, HB784, HB796, HB807, HB842, HB850, HB919, HB474, HB487, HB503, HB606, HB633, HB707, HB720, HB728, HB733, HB846, HB852, HB856, HB868, HB875, HB129, HB130, HB287, HB489, HB545, HB553, HB555, HB570, HB854, HB952, HB221, HB148, HB331, HB149, HB901

Keywords: HR 46, House Resolution 46, water well drillers, water wells, well drilling, driller licensure, licensing requirements, Department of Conservation and Energy, R.S. 38:3098.1, LAC 46.LXXXIX.507, professional references, two years drilling experience, workforce development, barriers to entry, water infrastructure, natural resources, groundwater, public health, state water resources, occupational licensing

Transcript Highlights:

• The course is short by the year 2032, but we will have a deficit in doctors as well, and then ultimately
• Of course, I'll yield.
• Of course. Thank you so much, Senator Creighton.
• Of course, the Bible was saved.
• And Bobby Mitchell, of course, has been here on this floor many times over the years and prayed for us

Bills: SB27, SB8, SB15, SB30, SB268, SB568, SB650, SB1405, SB1540, SB1610, SB1637, SB1660, SB2024, SB2217, SB2308, SB2753, SB2878, SB2900, SB2972, SB3059, HB4, HB40, HB46, HB119, HB145, HB493, HB705, HB1545, HB2017, HB2516, HB2885, HB2963, HB2974, HB3642, HB3909, HB5138, HB5246, SJR36, SJR50, SJR63, SCR12, SCR39, SB2023, SB62, SB666, SB847, SB284, SB854, SB810, SB1505, SB583, SB507, SB1434, SB1772, SB2016, SB1122, SB731, SB397, SB508, SB1436, SB287, SB1882, SB393, SB1791, SB209, SB2429, SB1085, SB1975, SB2717, SB1262, SB636, SB2056, SB884, SB1200, SB1845, SB2458, SB801, SB3014, SB3013, SB758, SB2797, SB2076, SB2876, SB1640, SB1449, SB1181, SB1234, SB2926, SB2841, SB1528, SB1854, SB317, SB1250, SB2082, SB1237, SB2819, SB629, SB2608, SB1602, SB2009, SB867, SB640, SB1698, SB2680, SB913, SB1071, SB1086, SB1087, SB1483, SB1444, SB1553, SB1556, SB1703, SB2133, SB2297, SB2298, SB2622, SB2955, SB2334, SB1367, SB2044, SB2363, SB2565, SB1888, SB3036, SB3057, SB3043, SB3063, SB3035, SB203, SB2688, SB2522, SB2459, SB2655, SB2251, SB1884, SB2928, SB2566, SB2549, SB2553, SB2919, SB1944, SB1232, SB1798, SB2603, SB2607, SB2683, SB1319, SB3045, SB3071, HB796, HB1523, HB5294, HB748, HB3395, HB180, HB3171, HB146, HB5596, HB5694, HB1135, HB3225, HB186, HB1449, HB3793, HB112, HB104, HB3336, HB3520, HB3320, HB5663, HB2399, HB111, HB3483, HB4580, HB3748, HB632, HB4730, HB5690, HB5689, HB3385, HB4359, HB5381, HB123, HB5606, HB1057, HB3664, HCR141, HCR40, HCR59

Keywords: immigration enforcement, ICE agreements, sheriff grants, law enforcement, county jail, federal immigration law, SB 15, Texas Local Government Code, zoning preemption, housing affordability, small lots, lot size, lot density, single-family zoning, residential subdivision, municipal land use, local control, state preemption, parking requirements, setbacks

Transcript Highlights:

• these courses.
• You would do a refresher course 2 years later and a larger renewal course on the 4th anniversary.
• So, the larger renewal course/refresher course is on the 4th anniversary.
• course, right?
• It just reads that an approved firearms training course, generally a course that is certified or sponsored

Transcript Highlights:

• But diversity is not the actual focus of these courses.
• Sort through those hundreds of courses, and Dr.
• He taught a course on U.S. government, basically, and the course he taught was just the basics, but it
• Faculty regularly revise their courses to keep them up-to-date.
• those courses under the influence of Texas state leaders.

Bills: SB37, SB1489, SB452, SB724, SB1067, SB1741, SB1273

Keywords: higher education, curriculum review, governing board, faculty council, ombudsman, faculty governance, decision-making, transparency, public meetings, department head, employment approval, public institutions, institutional oversight, education, funding, accountability, state budget, school performance, employment, Texas legislation

Transcript Highlights:

• Of course, a continuing resolution could impact those if the value.
• Savings and efficiencies, of course, with Senate Bill 912.
• Of course, the FTE number tanked to zero because of the merger.
• Of course, this doesn't talk about the prep one-time funds.
• Right now, OHP uses it as a driver training course. Of course, you all know that that's going away.

Keywords: 914, all

Transcript Highlights:

• Of course, as Dr.
• course.
• Course enrollments, the next column, more than one course, total credit hours, 28,000.
• So basically one course. Now they're leaning more toward actually taking two courses.
• That's not a gen ed course.

Keywords: 908, all

Summary: The Higher Education Funding Committee met to discuss possible changes to North Dakota’s higher education funding formula, with a particular focus on separating the UND School of Medicine and Health Sciences MD program from the general formula. Dr. Jenkins outlined several options for the MD program, including a fixed-funding model, a hybrid model, or keeping it in the formula, and emphasized the need to preserve strong support for medical education while making future funding clearer. He also discussed efforts to increase the share of North Dakota students in the MD program through ND85, expanded recruiting, early acceptance pathways, MCAT prep, a four-plus-one program, and the Primary Care Accelerated Track, along with future cost pressures such as AI licensing and residency growth. The committee then reviewed a simplified funding model from the University System Office that would base funding more heavily on student FTE, credentials awarded, and a few incentive factors such as small institution and research adjustments. Members questioned the use of placeholder numbers, the lack of a clear methodology for the small institution and research factors, and whether the model would adequately account for differences among institutions, high-cost programs, and graduate education. Several members raised concerns that arbitrary factors would be hard to defend politically and could distort funding or create competition between schools, while others said the exercise was useful as a starting point for discussion. Alex presented a second alternative that kept the current SIP-code structure but increased CTE weighting, added a progressive economic size factor, and separated out the MD program. His model also added an on-campus face-to-face headcount component and a credentials component, with the intent of rewarding in-person enrollment and completions. Members questioned the use of headcount instead of FTE, how hybrid, online, dual-credit, and off-campus students would be treated, and why face-to-face enrollment was weighted more heavily than completion. No formal votes or final actions were taken; the committee instead continued discussion and asked members to provide direction on which elements, if any, should be developed further.

Transcript Highlights:

• signals just through through the course signals just through through the course of<01:11:09.440>
• <01:38:40.880> So civics course competency test. So civics course competency test.
• So there is that option of completing a course or completing a competency test tied to the course.
• So there is that option of completing a course or completing a competency test tied to the course.
• <01:45:07.722> [snorts] pass the course anyway. [snorts] pass the course anyway.

Keywords: 928, house, all

Summary: The subcommittee met on HB 510 and HB 112, but the discussion focused almost entirely on HB 510, which would establish due process rights for students, student organizations, and faculty members in disciplinary proceedings at state institutions of higher education. The chair reviewed proposed amendments already approved or being considered, including revised definitions, confidentiality language for grievance information, removal of the adverse-inference language tied to self-incrimination, changes to cross-examination procedures, and narrowing an emergency exception by removing property damage and focusing on immediate threats to physical health or safety. The committee also discussed whether the hearing officer should have discretion to require a third party to conduct cross-examination, with the sponsor saying the word should remain “may” so the officer can respond to the circumstances of each case. Members opposed to the bill argued that existing campus procedures already provide adequate due process and that the proposal is unnecessary, potentially intimidating to complainants, and disruptive to university policies and collective bargaining agreements. They objected especially to language allowing the accused to be present during cross-examination of an accuser and to the use of the term “victim” before facts are established. Supporters said the bill is intended to ensure basic fairness for accused students and faculty, that the language was revised to address concerns, and that the rights listed are appropriate because serious allegations can have lasting consequences even outside the criminal context. No vote or final action was taken in the portion provided; the committee remained in discussion/caucus over the bill language.

Transcript Highlights:

• Of course, they need to consider.
• course as prescribed by the court?
• But that's not necessarily going to mean that the Parents Forever course, or another course through Stanford
• already take a course, which course is it going to be?
• Of course, because there isn't a course that addresses all these things, which is why I think the entire

Keywords: 908, all

Transcript Highlights:

• Course grades in key courses in high school are just as strong a predictor for dual enrollment success
• Of course. Thank you for the opportunity. Of course. Next, we're going to welcome Dr. Jim Clark.
• We all have common course numbers, course prerequisites, and standards we meet.
• We've found that if students are taking all of those dual-enrollment courses, those AP courses, those
• I know a lot of courses they're going to be in, what the sequence of courses are.

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.