Transcript Highlights:

• Years ago, the UNM Land-Grant Studies Program purchased these reels from... the State Records and Archives
• and other grant programs to bring more dollars into their communities for investment.
• grants and other grants, but the message also goes beyond money.
• Because before, the assistance program was through reimbursement grants, so now you don't have to worry
• And so the way the program works is a loan-for-service program.

Transcript Highlights:

• for the Land Grants Council and the Land Grant Study Program at UNM.
• called Ancestral Lands that conducts programs in both tribal and land grant communities.
• Created funding for the Land Grant Studies Program at the University of New Mexico.
• Grant Studies Program was in a different office under the Southwest Hispanic Research Institute.
• On page 3, C2B is the development of land grant youth programs.

Transcript Highlights:

• </c><00:35:52.200><c> as</c><00:35:52.319><c> a</c> Grant and also the pipeline program as a Grant and
• </c> of the recipients for the state grant of the recipients for the state grant program<01:04:29.119
• </c> it is noteworthy that our state grant it is noteworthy that our state grant program<01:05:11.880
• Grant, which is the primary federal need-based program.
• </c><01:06:53.880><c> that</c> Federal pel grant program for which that Federal pel grant program for

Keywords: 1183, house

Transcript Highlights:

• programs and I'm competitive grant programs and I'm highlighting<00:02:22.160><c> programs</c><00:02
• ><c> grant</c> grant period, program outcomes, grant grant period, program outcomes, grant policies<00
• named grant programs.
• In general, the grant programs.
• c> through</c> through grant programs of funded through through grant programs of funded through the<

Keywords: 1183, house

Transcript Highlights:

• </c><00:04:59.759><c> program</c> Um so how the state grant program Um so how the state grant program
• grant program.
• </c><00:20:40.159><c> program</c> any changes to the uh PEL grant program any changes to the uh PEL grant
• c> do</c> the state grant program, we cannot do the state grant program, we cannot do anything<00:31:
• Like Pell Grant or programs, right?

Keywords: 1183, house

Transcript Highlights:

• </c> state grant program with a positive state grant program with a positive 3,623,000<00:04:52.639><
• </c> four-year programs under the state grant four-year programs under the state grant program.<00:09
• We have a great state grant program.
• So, the state grant programs, we definitely try to align with the federal grant programs when we can.
• </c><01:35:48.800><c> on</c> grant program that gives direction on grant program that gives direction

Keywords: 919, house, all

Summary: The Higher Education Conference Committee reviewed differences among the Governor’s, House, and Senate proposals for state grant parameter changes and their effects on state grant spending, North Star Promise spending, and average student awards. Nonpartisan staff explained that the proposals use different combinations of parameter changes, with the Governor’s and Senate plans modeled to avoid or minimize rationing, while the House plan would require rationing to balance the program. Staff reported projected biennium balances of a positive $29.836 million for the Governor’s proposal, a negative $60.758 million for the House proposal without rationing, a positive $994,000 for the House proposal with rationing, and a positive $3.623 million for the Senate proposal; North Star Promise balances also varied, with the Senate showing a positive balance and the Governor and House with rationing showing negative balances. Staff also said the Senate proposal would extend availability of the state grant appropriation and suspend surplus procedures through fiscal year 2029, allowing the balance to carry forward. The committee then focused on the House-only tuition and fee cap provision, which would limit the tuition recognized for state grant purposes for four-year programs to the University of Minnesota Twin Cities level, with 1% annual increases in fiscal years 2026 and 2027. House members said the cap was intended to address rising tuition, especially at the University of Minnesota, and to produce savings in the state grant program. The governor’s office confirmed the provision was not included in the Governor’s bill. Representatives from the University of Minnesota and the Minnesota Private College Council opposed the cap, arguing it would reduce awards for low-income students and shift costs to students rather than address underlying tuition pressures; they also said it could discourage enrollment at higher-cost institutions. Supporters from Minnesota State argued the cap would improve fairness because students at lower-tuition institutions are effectively capped lower, while students at more expensive institutions receive larger awards, and they said the legislature should intervene in a variable that has grown substantially over time. Committee members questioned how the cap would work and whether it was tied to the Twin Cities campus rate. Testifiers clarified that the state grant formula is tied to the University of Minnesota level, but because Minnesota State institutions are below that level, the cap effectively limits their students to their own lower tuition while allowing higher awards at the University of Minnesota and private colleges. No formal vote or final action was taken in the portion of the meeting provided; the chair indicated the committee would continue with item-by-item review of the remaining parameter changes and hear additional testimony from agencies and institutions.

Transcript Highlights:

• The Classified School Employee Grant has also been a very popular grant program.
• What about the Golden State Teacher Grant Program?
• Grant Program.
• Of different programs and grants.
• For the Golden State Teacher Grant Program.

Keywords: 988, house, all

Transcript Highlights:

• We have 29 grant programs.
• We also have sub-grant programs, all total sub-grant grant programs about 59.
• Some of those 15 grant programs have sub-programs...
• Some of those 15 grant programs have sub-programs and categories that amount to roughly 30 grant opportunities
• that they fund or sub-grant programs.

Summary: The committee held public hearings on several capital-related bills. HB 2353 would raise the pre-design threshold for state-funded capital projects from $10 million to $15 million and index it to inflation beginning in 2027. The sponsor and a testifier said the change would reduce delays and save money on projects by avoiding costly pre-design work for mid-sized projects; staff noted the bill could reduce future capital budget costs. HB 2420 would increase the Small Works roster contract cap in stages from $350,000 to $650,000 by 2030, with a proposed substitute shifting the first increase from July 2026 to January 2027 to allow time for rulemaking. Testimony from universities, cities, ports, counties, and water/sewer districts supported the bill as a way to reduce administrative burden, speed projects, and help small and diverse contractors. The committee also heard HB 2470, which would change how the School Construction Assistance Program treats school facilities on military bases. Staff explained the bill would exclude on-base instructional space from a district’s available-space calculation and adjust state assistance to account for federal funding, potentially increasing eligibility for affected districts such as Clover Park and Medical Lake. The sponsor and supporters said current rules unfairly reduce state support for districts serving military families; OSPI testified in support but said the bill would need amendment to avoid federal-law issues and was working on a revised approach that would increase the SCAP funding assistance percentage instead of directly referencing federal funds. Clover Park School District and the Veterans Legislative Coalition also supported the measure. In executive session, the committee moved HB 2338, which expands the low-income weatherization program to include community-scaled projects, out of committee with a do-pass recommendation by a vote of 17 ayes and 2 excused. The committee then held a work session with the Recreation and Conservation Office on its competitive grant programs, including Washington Wildlife and Recreation Program accounts, youth athletic facilities, community forests, aquatic lands, boating, off-road vehicle, firearms and archery, and federal grant programs. Members asked about demand, ADA compliance, geographic distribution, and technical assistance; RCO said demand is high in several programs and that it uses scoring criteria, regional allocations, and outreach to improve access statewide.

Transcript Highlights:

• </c> $34,484,000 increase for the state grant $34,484,000 increase for the state grant program<00:04:
• grant grant program.<00:04:19.840><c> Um,</c><00:04:20.320><c> on</c> program.
• </c> for state grant program appropriations. for state grant program appropriations.
• So that was where we went with that around the state grant program.
• </c> went with that around the state grant went with that around the state grant program.<00:31:06.720

Keywords: 1183, house

Transcript Highlights:

• So January of '25, we posted six grant programs that We're going to be offering in fiscal '26.
• support program where we can award grants that are greater than $50,000.
• But we put on the screen some of the kinds of grant programs that they’re offering.
• So our grant program has really found success.
• However, this grant line was a competitive grant program for $2.2 million for other children's museums

Keywords: 1183, house

Transcript Highlights:

• , dual training competency grants, and the intervention for college attendance program grants.
• Are some of these going program grants.
• </c><00:09:03.440><c> programs</c> Uh, if we're funding grant programs and requiring reports, usually
• named grants into the formula-funded tribal college supplemental assistance grant program.
• </c> supplemental assistance grant program. supplemental assistance grant program.

Keywords: 1187, senate, all

Transcript Highlights:

• We make grants to individual artists, and we have four project grant programs that align with what the
• the operating support program, where we can award grants greater than $50,000.
• But we put on the screen some of the kinds of grant programs that they're offering.
• So our grant program has really grown.
• This grant line was a competitive grant program for $2.2 million for other children's museums within

Transcript Highlights:

• Some of these programs, including the two largest, the Teacher Residency Grant Program and the Golden
• Some of these programs, including the two largest, the Teacher Residency Grant Program and the Golden
• grant program, all of them.
• Cal Grant program.
• Them have exhausted their eligibility for the federal program and the Cal Grant program.

Summary: The committee heard an informational discussion on California’s educator pipeline and shortages, with testimony from the Legislative Analyst’s Office, the Commission on Teacher Credentialing, the Learning Policy Institute, CSU educator preparation leaders, and CTA. Witnesses said state investments of more than $2.1 billion have helped rebuild teacher supply, with credential issuance and preparation enrollment rebounding after COVID, but demand remains high because of turnover, early-career attrition, and persistent vacancies. Panelists emphasized that shortages are especially acute in special education, bilingual education, STEM, and in high-need schools and regions, and that underprepared teachers, substitutes, and emergency permits remain heavily used. Several speakers stressed that retention, working conditions, compensation, and stable funding are as important as recruitment. Members focused on whether current data systems are sufficient to measure need and track where teachers end up working. The Commission said it can monitor assignments for credential alignment, but does not have full employment data to determine whether grant recipients or credentialed teachers are actually deployed in the shortage areas for which they were trained. The chair asked for better regional and subject-area data, and the committee discussed the risk that layoffs and budget instability could undermine teacher pipeline investments. CSU representatives urged stronger support for student-teacher stipends, better coordination with districts, more capacity for special education preparation, and more stable CSU funding to expand educator preparation. CTA testified that school climate, class size, health benefits, and administrative support are essential to retaining teachers. The committee then moved to budget proposals. For the Golden State Teacher Grant Program, Finance proposed a $14.4 million reappropriation for 2026-27, and the Student Aid Commission supported continued funding, saying the program has influenced candidates’ decisions to enter teaching and work in priority schools. For educator residencies, Finance proposed $250 million one-time Proposition 98 funding through 2029-30; the LAO said it could be adopted if aligned with legislative priorities, and CTC said the program has strong uptake and supports retention. For the computer science supplementary authorization grant, Finance proposed increasing awards from $2,500 to $6,000 and reducing the match requirement, but the LAO recommended rejecting the change because only about one-fifth of the original funding has been used. The committee also discussed registered apprenticeship pathways, rural access, and whether federal Title II, Title III, or IDEA funds could support bilingual and special education teacher preparation. Several items were held open for further information and follow-up.

Transcript Highlights:

• These programs are the year-round certified farmers' market program for grants to support year-round
• These programs are the year-round certified farmers' market program for grants to support year-round
• Grant program, which will provide grants to support the necessary infrastructure for certified mobile
• The largest component of the program is the Farm to School Incubator Grant Program, which most folks
• The largest component of the program is the Farm to School Incubator Grant Program, which most folks

Summary: The Assembly Budget Subcommittee heard the administration’s spending plan for Proposition 4’s climate smart agriculture and biodiversity chapters, along with related trailer bill language. CDFA outlined proposed funding for existing programs such as SWEEP, Healthy Soils, Urban Agriculture, and invasive species work, plus new or phased-in programs including year-round and mobile farmers’ markets, tribal food sovereignty, and regional farm equipment sharing. The Department of Conservation described funding for the California Farmland Conservancy Program and Working Lands and Riparian Corridors Program, while the Department of Finance and LAO discussed pending allocations and generally found the overall approach reasonable, though LAO suggested the Legislature may want more statutory guidance and reporting, especially for new programs. Members focused on implementation details, equity, and accountability. Questions covered how programs would serve vulnerable and disadvantaged communities, whether new solicitations would be reopened for previously oversubscribed grants, how outcomes are tracked, and how to structure guidance for new programs such as farm equipment sharing. The chair emphasized that the Legislature wants clearer direction on program design and noted that AB 2313 should guide implementation of the regional farm equipment sharing allocation. The committee also discussed the administration’s request to directly appropriate bond funds to departments and to exempt bond program guidelines from the Administrative Procedures Act; LAO supported the APA exemption with possible legislative guardrails for public notice and comment. The committee then heard on the farm-to-school proposal, with CDFA requesting $24.9 million General Fund for incubator grants, technical assistance, and network support. CDFA said the program has reached nearly half of California schoolchildren and has shown strong demand and positive evaluation results. LAO supported the core program but recommended rejecting the $3 million technical assistance component as too broad and suggested the Legislature consider using Proposition 98 for some of the funding. Members debated that point, with some expressing concern about using General Fund dollars for a new discretionary request during a tight budget year. The biodiversity and nature-based solutions chapter included funding for the Wildlife Conservation Board, state conservancies, and tribal nature-based solutions. WCB described major recent investments and proposed projects tied to 30 by 30, habitat restoration, tribal partnerships, and public access. Members raised concerns about long-term stewardship, the size of the WCB allocation, and whether the Legislature should receive more detail on how funds will be distributed. The committee also heard requests for Bolsa Chica wetlands maintenance and Rincon Island decommissioning funding from the State Lands Commission, with members questioning long-term liability, remediation costs, and the role of private oil operators. No votes were taken, and the hearing ended with public comment from stakeholders largely supporting the APA exemption, farm-to-school funding, biodiversity investments, and related conservation programs.

Transcript Highlights:

• We have 29 grant programs.
• We also have sub-grant programs, all total sub-grant grant programs about 59.
• Some of those 15 grant programs have sub-programs.
• Some of those 15 grant programs have sub-programs and categories that amount to roughly 30 grant opportunities
• that they fund or sub-grant programs.

Bills: HB2470, HB2353, HB2420, HB2338

Keywords: HB2470, school construction assistance, capital budget, school facilities, on-base schools, military base schools, military installations, public school construction, school plant projects, state funding assistance, superintendent of public instruction, OSPI, school capital funding, instructional space, school district construction, alternative learning experience, ALE, free and reduced-price meals, special housing burden, district growth

Transcript Highlights:

• Program and the Federal Workforce Pell Grant Program.
• Regarding the Workforce Pell Grant Program, as mentioned, Workforce Pell Grants are federal grants that
• Regarding the Workforce Pell Grant Program, as mentioned, Workforce Pell Grants are federal grants that
• will workforce Pell Grant Program.
• career-focused training programs, and the program expands upon the federal Pell Grant program, but has

Summary: The subcommittee heard May Revision proposals for higher education, beginning with the Bureau for Private Postsecondary Education. Finance proposed a one-time $10 million General Fund backfill to repay a special fund loan used to cover litigation costs, plus provisional language to allow budget flexibility for a remaining legal expense and to repay the loan without interest. The LAO opposed shifting the litigation costs to the General Fund and raised legal concerns about waiving interest on the loan, noting that special fund loans have historically been repaid with interest. Members asked about the litigation amount and the estimated interest savings, which Finance said would be about $245,000. The committee then discussed University of California funding, including the Governor’s proposed compact funding and a $1.5 million one-time increase for the First Star foster youth program at UC campuses. UC said the program has strong outcomes at UCLA, including a 100% college-going rate and high college completion rates, and that the new funding would expand the program to additional campuses and eventually be self-supporting through fundraising. The LAO recommended rejecting the proposal, arguing that UC already has overlapping outreach programs, including the Early Academic Outreach Program, and that the new initiative would duplicate existing services. Several senators questioned whether the state should expand a new program instead of strengthening existing ones, while UC and Finance emphasized the program’s focus on foster youth and its high success rates. For the California Community Colleges, Finance outlined the May Revision’s increase to the Student-Centered Funding Formula COLA from 2.41% to 4.31%, along with enrollment growth funding, categorical COLAs, deferred maintenance, and other ongoing and one-time investments. The Chancellor’s Office supported the flexible “super COLA” approach and asked for more enrollment growth funding, arguing that many districts are already above current targets and that unfunded growth restricts access. The LAO recommended funding at least the statutory COLA, redirecting some ongoing funds to enrollment growth or one-time priorities, and rejecting the $9.7 million Adult Learner Demonstration Project because districts already have incentives to do similar work. Senators pressed Finance and the Chancellor’s Office on the use of COLA funds to cover the new paid pregnancy disability leave requirement, the impact on hold-harmless and basic-aid districts, and whether the state should fund actual enrollment growth rather than a flat COLA. The committee also reviewed California Student Aid Commission proposals, including adjustments to Cal Grant and Middle Class Scholarship funding, continued Golden State Teacher Grant funding, and implementation of the federal Workforce Pell program. Finance said the Middle Class Scholarship changes reflected updated caseload estimates and that the higher 35% unmet-need level had been one-time funding, while CSAC urged continued support and noted the importance of financial aid for student success. The LAO recommended rejecting additional Golden State Teacher Grant funding as not well-targeted and urged caution on Workforce Pell trailer bill language, citing uncertainty about federal rules, ongoing administrative workload, and the need for clearer implementation planning. Members also raised concerns about declining CADAA applications and the need to better promote state aid for undocumented and mixed-status students. No votes were taken during the transcripted portion, and the committee moved through the agenda items with questions and testimony.

Transcript Highlights:

• Continuing the work of this grant program is vital to public library users across the state.
• Continuing the work of this grant program is vital to public library users across the state.
• Across the metro area, 40 grants have been awarded through the public library construction grant program
• Across the metro area, 40 grants have been awarded through the public library construction grant program
• Across the metro area, 40 grants have been awarded through the public library construction grant program

Keywords: 1183, house

Transcript Highlights:

• Some of these programs, including the two largest, the Teacher Residency Grant Program and the Golden
• Turning to the Golden State Teacher Grant Program, since its launch, that program has supported more
• grant program, all of them.
• Cal Grant program.
• State Teacher Grant Program, Classified School Employee Teacher Credentialing Program, and others.

Keywords: 988, house, all

Transcript Highlights:

• They have a grant from the U.S. Department of Commerce for the second tranche of the BEAD program.
• As we've said before, the payment distribution in this particular grant program is different from anything
• They have a grant from the National Endowment for the Humanities for the National Digital Newspaper Program
• Representative, I was just going to add, this is part of a grant program that was... Yes, ma'am.
• Representative, I was just going to add, this is part of a grant program that was statutorily created

Keywords: 1204, all

Transcript Highlights:

• <00:03:50.080><c> program</c> grant program grant program this<00:03:51.360><c> is</c><00:03:51.440><
• </c><00:45:29.839><c> with</c> grant to help me finish my program with grant to help me finish my program
• </c><01:06:20.079><c> program</c> for the cognitive grant program for the cognitive grant program as<
• grant program which found report on this grant program which found that<01:06:28.000><c> while</c><01
• grant program needs is largely what this grant program needs is clarification<01:06:35.200><c> in</c

Keywords: 919, house, all

Summary: The Education Finance Committee met remotely on February 16, 2022, with a quorum present and approved the minutes from the previous day by voice vote. Chair Dabney said the committee was spending the week on public school staffing shortages, especially efforts to increase and retain BIPOC teachers, and introduced testimony on the Collaborative Urban and Greater Minnesota Educators of Color Grant Program (CUGMEC) and the broader Increasing Teachers of Color Act. Testifiers from St. Thomas, Augsburg, and Hopkins described the history and impact of the legacy educator-of-color programs. Kathleen Campbell said the original Q program was created to address underrepresentation, remove financial barriers, and provide mentorship and culturally relevant support; she argued that when the grant became competitive in 2017 without additional funding, support was spread too thin and student capacity dropped. Audrey Lensmeyer described Augsburg’s East African Student-to-Teacher Program, rooted in community advocacy in Cedar-Riverside, and said it has produced strong completion and licensure outcomes. Keenan Jones shared his path from paraprofessional to teacher and district leader, emphasizing the importance of scholarships, mentorship, and outreach to high school students, including a statewide co-enrollment Intro to Teaching course. Representative Hassan then presented House File 3079, saying the bill aims to attract, prepare, complete, and retain more teachers of color and American Indian teachers through several grant and program changes, including Closing the Educational Opportunity Gap grants, Cook Mac funding, teacher mentorship and retention updates, and revisions to CUGMEC. He said the bill responds to a severe shortage of BIPOC teachers and that the requested investment is small relative to the state surplus. Student and educator testimony followed, including a third-grade student from Crookston and Ava Roots, both of whom described the importance of having teachers who reflect students’ cultures and experiences. Natalia Benjamin, the 2021 Minnesota Teacher of the Year, also testified about retention challenges for educators of color and racialized workplace treatment. The committee indicated it intended to lay over HF 3079 for possible inclusion in a future omnibus bill, and Representative Richardson moved the bill to be laid over for further consideration.