Transcript Highlights:

• , but really in the STEM fields, connecting our faculty with high school students, high school teachers
• We also have a guaranteed admission program, which is open to those North Dakota high school graduates
• And how do you— you've got the high school resources that are advising high school students, and then
• Northern Cass High School, they have 19 face-to-face taught with their area high school teacher, and
• Governor's School is open to sophomores and juniors in high school, and those are programs.

Summary: The Higher Education Institutions Committee met on the Minot State University campus for presentations on campus operations, enrollment, and new academic initiatives. President Shirley reviewed recent audits, noting mostly clean results with only minor technical findings, and highlighted MSU’s broad academic offerings, specialized accreditations, athletics, and partnerships with Minot Air Force Base and the MSU Development Foundation. Members asked about declining interest in teacher education, tuition waivers for athletes, dual credit incentives, and how MSU decides when to launch new programs and avoid duplication within the university system. Shirley also discussed several workforce-focused initiatives supported by the Legislature’s Workforce Education Innovation Funds, including the purchase of the Trinity Health Center West building for a downtown health sciences hub, a new daycare/preschool partnership near campus, the Aspire program to recruit rural students into teaching, and a paraprofessional-to-special-education degree pathway. Enrollment data showed overall headcount was flat at just under 2,750, but full-time equivalent enrollment rose slightly and new student numbers increased, including the largest freshman class in 15 years. The committee also discussed Minot State’s in-state tuition rate for all students, its dual credit “Emerging Scholars” scholarship, and concerns about the share of high school graduates who do not immediately pursue postsecondary education. Faculty then presented two new programs funded in part by WEAF: an Innovation Engineering degree and a master’s program in counseling with an integrated addiction studies focus. The engineering program was described as industry-driven, designed with broad early coursework, hands-on learning, and local employer input to prepare students for western North Dakota workforce needs; officials said it had already drawn more applicants than expected and would use renovated library space and donated or grant-funded equipment. The counseling program will be mostly face-to-face with hybrid options, aims to address shortages in mental health and substance use providers, and is structured to help students meet licensure requirements. Committee members asked about startup costs, licensure supervision hours, and whether the programs would be on campus rather than online, and presenters said both programs had recently received required approvals and were moving forward.

Transcript Highlights:

• We have a lot of program. We have credit recovery at the high school.
• We have a lot of program. We have credit recovery at the high school.
• We're a non-high school district, so we can't actually have the high school students.
• And do they go to a more standard high school, or do they continue in a high school program, you know
• We have a comprehensive middle school, a comprehensive high school, and then a learning option school

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:

• In my own community, I started the HeartStars Initiative, a program my fellow high school students and
• In my own community, I started the HeartStars Initiative, a program my fellow high school students and
• I have seen a real community in the community. a program my fellow high school students and I serve as
• school meal program.
• The school-based mental health program, and specifically H-545, The school-based mental health program

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• And we've got multiple Ed Fellows that graduated from Belen High School in the CTE program in early childhood
• Are we looking at engaging high school students in these programs?
• However, for high-performing schools and specialized programs like ours, the impact is an unintended
• Steps of a pilot program for conflict resolution training for elementary and junior high schools.
• elementary and junior high schools.

Keywords: 996, all

Transcript Highlights:

• High School.
• But as an individual program at a high school, the costs of that program are incurred by the school,
• But as an individual program at a high school, the costs of that program are incurred by the school,
• But as an individual program at a high school, the costs of that program are incurred by the school,
• high school end up at that private school.

Summary: The Student Academic Success Subcommittee met to discuss Florida’s current “sports choice” rules and high school NIL policy, then heard and passed HB 151. FHSAA officials and Sarasota County Schools staff explained eligibility rules for student-athletes, including GPA, age, semester limits, physicals, insurance, and the different participation options for traditional public, charter, home education, Florida Virtual, and private school students. Members focused on how controlled open enrollment works, whether private school students can play at public schools and vice versa, transfer timing and capacity limits, recruiting restrictions, and the role of local district policies. Sarasota officials said about 400 students in their county participate through non-traditional athletic arrangements, and FHSAA said statewide there are 5,460 non-traditional student-athlete forms on file out of roughly 280,000 student-athletes. The committee then reviewed Florida’s high school NIL framework. FHSAA said students in grades 9-12 may enter NIL deals, with no income cap, but they are barred from agreements involving adult entertainment, alcohol, tobacco/vaping, cannabis, controlled substances, gambling, weapons, political or social activism, and NIL collectives. Students must have a written contract and cannot use school logos or uniforms without permission. FHSAA said about 25 students statewide had NIL deals so far, and Sarasota was first to file. Members raised concerns about recruiting, taxes, financial literacy, mental health, and whether students should be treated as employees, while district staff said they provide education and financial literacy resources but do not review contracts. After the discussion, the committee took up HB 151 by Rep. Abbott. The bill allows students at FHSAA-member private schools to participate in sports at another member school when their own school does not offer that sport, and it removes the current 200-student enrollment limit. An amendment clarifying the private-school language was adopted without objection. A public witness from a small private school supported the bill, saying it would let the school join FHSAA without losing local athletic access for its students. Despite some members raising fairness and funding concerns, the bill passed on a 15-0 vote and was reported favorably.

Transcript Highlights:

• Expansion into additional high schools in high-need regions of the state with high concentrations of
• She dropped out of high school at 16 when she became pregnant.
• from an Excel Center with a high school diploma, compared to students who were offered the program and
• A state-certified high school diploma is different.
• going through high school.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• The math learning communities program is a program that was put in place for assisting high school students
• Is this bringing the program into the high school, or is it a remote or is it a community college program
• Is this bringing the program into the high school, or is it a remote or is it a community college program
• Is this bringing the program into the high school, or is it a remote or is it a community college program
• Is this bringing the program into the high school, or is it a remote or is it a community college program

Keywords: 1191, senate, all

Transcript Highlights:

• program that was specifically for high school students.
• funds go to middle school or high school students.
• 6 and middle and high school students.
• really more of an elementary school program.
• Community schools don't just fund programs.

Keywords: 987, senate, all

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals for universal school meals, the Expanded Learning Opportunities Program (ELOP), and community schools, with the kitchen infrastructure grants, Tier 2 ELOP funding, and ongoing community schools funding as the main budget issues. For universal meals, the Department of Education and the Department of Finance supported continued investment in school meal infrastructure and explained that federal changes, inflation, and underreporting in meal counts could affect future funding. The LAO recommended rejecting a fourth round of kitchen infrastructure grants, arguing prior rounds are still being spent and that future funding should be tied to clearer goals and data. Several public commenters and school groups supported continued kitchen grants and universal meals, citing supply-chain delays, workforce needs, and benefits such as more freshly prepared meals and higher participation. For ELOP, the administration proposed $4.7 billion ongoing Proposition 98 funding and an additional $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended fully fixing the Tier 2 rate at $1,579 and tying future changes to program requirements, while CDE supported the proposal and said the program is improving attendance and academic outcomes. Senators and witnesses discussed whether ELOP should remain a standalone program or be folded into LCFF, with concerns raised about accountability, flexibility, and whether the program should better serve older youth. CDE said new CalPADS reporting and the biennial report will provide more data soon, and public testimony largely supported stabilizing Tier 2 funding while also asking for more support for middle and high school students. For community schools, the Governor proposed $1 billion ongoing Proposition 98 funding to expand the model to thousands more schools and to support existing sites, along with new accountability through annual self-certification and future accreditation. The LAO recommended continuing the current one-time grant approach instead of creating a new ongoing categorical program, warning about reduced flexibility, administrative burden, and the state’s capacity to support a much larger number of grantees. CDE strongly supported the ongoing funding and asked for additional support for county offices and technical assistance. Committee members questioned how accreditation would work for a model meant to be locally tailored, and administration staff said technical assistance would come first, with schools losing eligibility only if they failed to meet standards after support. Public testimony was overwhelmingly supportive of community schools, with parents, students, county offices, and advocacy groups describing gains in attendance, graduation, mental health supports, family engagement, and student belonging, while some commenters urged clearer eligibility rules, stronger reporting, and continued support for related programs such as MTSS and homeless student services.

Transcript Highlights:

• schools, 4 high schools, and 1 district charter school.
• I'm a high school teacher at Berlin High School.
• had, um, several of our early college high school students graduate through that program.
• Program for aviation maintenance and um one of our early college high school graduates from last year
• So we support school districts that are carrying out high quality career technical education programs

Transcript Highlights:

• As a former school board trustee in a school district that has computer science offered at our high schools
• However, also as a former school...” “...offered at our high schools.
• ...” “...high school students in particular for being able to be aligned to pre-apprenticeship programs
• "I went to a vocational educational high school, so I did cosmetology while I went to high school, and
• I graduated cosmetology school before I graduated high school.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• high schools offer at least one computer science course by the 2020-2030 school year, so four to five
• district that has computer science offered at our high schools.
• It also extends the program to school districts, county office of education. or charter schools while
• Dorado High School District, and Brock Falkenberg, the Lake County Superintendent of Schools.
• school so I did cosmetology while I went to high school and I graduated cosmetology school before I

Keywords: 988, house, all

Transcript Highlights:

• through high school.
• We must not pit schools against schools or program against program. I've heard some nonsense.
• We have seen many of the programs bilingual programs or language programs, any after-school programs,
• And I will say more than half of those schools were schools in Dual Language Programs.
• and on into high school.

Transcript Highlights:

• Access Pathway Grants and the early college high school programs and middle college high school programs
• at a high-priority school.
• school, I remained working in a high-need school the following year.
• The program has placed more than 22,000 qualified teachers in high-need schools and must not be allowed
• The program has placed more than 22,000 qualified teachers in high-need schools and must not be allowed

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals on dual enrollment, reading difficulty screeners, special education, school facilities, and Commission on Teacher Credentialing programs. On dual enrollment, the Department of Finance described a $100 million one-time Proposition 98 investment to expand the Dual Enrollment Opportunities Grant Program, along with changes to make regional occupational centers eligible, add funding for justice-involved youth, prioritize higher-need LEAs, support teacher professional development, and reduce daily instructional minute requirements for some dual enrollment students. The LAO recommended rejecting the new funding as not clearly addressing implementation barriers, while CDE supported the proposal and suggested reserving $10 million for technical assistance. Committee members and public commenters generally supported the expansion, with some asking for technical assistance and broader access, including adult dual enrollment. The committee also reviewed a $40 million one-time Proposition 98 proposal for reading difficulty screener implementation and related trailer bill language that would require screening after 91 school days for kindergarten and 46 school days for grades 1-2. Finance said the timing was intended to reduce over-identification and align with evidence from preliminary data; the LAO recommended rejecting the funding and redirecting it to a discretionary block grant. CDE supported the funding and the general approach but acknowledged the need for local support and training. Several committee members and public witnesses raised concerns that the proposed timing restrictions were too rigid and could delay early intervention, while others supported the delay as a way to improve accuracy and avoid misidentification. For special education, Finance proposed ongoing Proposition 98 increases to adjust for COLA and enrollment changes and to raise the statewide special education base rate to $99 per ADA, equalizing rates across SELPAs. The LAO said the proposal should be adopted but estimated it could be funded for less than the Governor’s figure. CDE and multiple local education representatives strongly supported the increase, citing rising special education enrollment, cost pressures, and large local funding gaps. The committee also heard a brief overview of the school facilities proposal, which continues $1.5 billion in Proposition 2 bond funding for the School Facility Program; OPSC reported significant remaining bond authority but also substantial pending demand, and explained that natural disaster school rebuilding draws from the broader new construction and modernization pools. Finally, the committee reviewed Commission on Teacher Credentialing proposals, including the already-funded $300 million Student Teacher Stipend Program, new state operations resources for misconduct investigations and grant administration, and a $250 million one-time continuation of the Teacher Residency Grant Program. CTC said its grants management system is ready and that it expects better data tracking; public testimony broadly supported the educator workforce investments and urged continued funding for the Golden State Teacher Grant Program and additional support for rural and leadership pipeline programs. No votes were taken, and the hearing adjourned after public testimony.

Transcript Highlights:

• eligible high school student that is enrolled in a registered teacher apprenticeship program.
• An eligible high school apprentice who withdraws from the program or does not achieve the academic criteria
• an associate's degree basically in high school paid for by this program and then not In the 2027-2028
• eligible high school student that is enrolled in a registered teacher apprenticeship program.
• an associate's degree basically in high school paid for by this program and then not... found out in

Keywords: Call to Order and Roll Call - 00:55 26RS SB 22 – 04:52 26RS SB 46 – 0:34:36, 958, all

Summary: The Senate Standing Committee on Education met with a quorum and opened the session by recognizing staff and an intern before taking up SB 22, relating to the dual credit scholarship program. Senator Jimmy Higdon presented the bill with Laura Arnold of Nelson County Schools, explaining that it is a narrower version of a prior proposal that had been too broad and had drawn an unfavorable fiscal note. The bill would create a Grow Your Own teacher apprenticeship scholarship for students in registered teacher apprenticeship programs, beginning in the 2027-2028 school year, allowing up to 20 dual credit courses total and no more than eight per year. It requires a district-approved commitment form, annual completion of at least one teaching-and-learning pathway course, and maintenance of a 2.75 GPA on scholarship-funded coursework. Students who withdraw or fail to meet academic requirements would lose eligibility and could be required to repay scholarship funds, though waivers for cause are included. The sponsor said the estimated costs were relatively modest at first and could grow over time, and described the program as a way to address the teacher shortage and help students earn an associate degree in high school and then complete teacher certification with less debt. Testimony from Nelson County Schools described the Lead Nelson model as a partnership among the district, Elizabethtown Community and Technical College, and Western Kentucky University, with students beginning education coursework in high school, earning dual credit, and receiving clinical hours in classrooms earlier than in traditional preparation programs. Witnesses said the model includes key assessments, university oversight, and collaboration on curriculum and outcomes, and that it has already produced at least one teacher who returned to Nelson County. Members asked about the GPA cutoff, possible reinstatement after academic recovery, federal funding opportunities, the amount and structure of apprentice pay, and the role of postsecondary partners. Mary Taylor of the Kentucky Department of Education said there appears to be federal support for similar apprenticeship efforts and noted a possible U.S. grant opportunity, while the presenters said high school apprentices are paid hourly and adult apprentices average about $24,000 annually. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• high school pathways that are focused on getting kids access. to high-wage, in-demand industries.
• In high school, we think about TEKS-based courses.
• schools when they're selecting CTE programs.
• entering high school with wants to get into college.
• schools, maybe a couple dozen high schools.

Keywords: 1184, house, all

Transcript Highlights:

• We serve more than 56,000 high school students.
• high schools.
• a traditional high school.
• , both in middle school and high school.
• traditional high school.

Keywords: 995, all

Summary: The Joint Committee on Education held a lengthy hearing on a large slate of bills focused primarily on charter school policy and vocational technical education. Committee members opened with ground rules for testimony, including a two-minute limit, written testimony acceptance, and a live-streamed format. The committee then heard testimony on bills to expand collective bargaining rights in Horace Mann and Innovation Schools, reform charter school funding and reimbursement, allow enrollment preferences for high-need students in charter lotteries, and require BESE to consider district impacts when approving new or expanded charters. Several witnesses, including union leaders, parents, educators, and legislators, argued that charter growth has strained district budgets and that funding formulas should be reworked to better protect public schools; charter advocates and alumni countered that charter schools serve high-need students well and should not be penalized for their success. A major portion of the hearing focused on vocational technical education bills, including proposals to expand access and capacity, create a large grant program, and increase MSBA reimbursement rates for vocational school construction. Supporters described long waitlists, strong labor-market demand, and the higher cost of building and maintaining vocational schools, while municipal officials emphasized the tax burden on local communities. The committee also heard testimony on charter school reimbursement bills that would extend the state’s reimbursement schedule, with witnesses from districts such as Boston, Worcester, Fall River, and New Bedford describing large net losses to charter tuition and arguing for longer reimbursement periods and structural reform. The committee took no final votes during the hearing. In one instance, the chair said a bill would be held open until a missing senator could testify. Members asked several detailed questions about charter admissions lotteries, special education placements, funding formulas, and the practical effects of proposed charter caps and reimbursement changes. The hearing remained informational, with witnesses and committee members presenting sharply different views on whether the bills would improve equity and opportunity or harm existing public school systems.

Transcript Highlights:

• At the same time, I saw Torrance High School—they have an aerospace manufacturing program, you know,
• college CTE programs, and then the Community College Chancellor's Office administers the High School
• Strong Workforce Program, which supports high school CTE programs.
• Ferguson, in administering the High School Strong Workforce Program, how much weight does your office
• School program, I believe, was trying to help high school students envision a pathway to perhaps aerospace

Summary: The Assembly Budget Subcommittee on Education Finance heard an overview of the governor’s new Career Education Master Plan and related budget items. Labor Secretary Knox described the plan as an effort to reduce fragmentation across K-12, community colleges, workforce boards, and other systems by improving statewide and regional coordination, data sharing, skills-based hiring, career pathways, and wraparound supports such as child care, housing, food, and transportation. Members asked how success would be measured, how the plan would serve disconnected youth and adults, and whether the proposed data integration would rely on Cradle to Career; the secretary said it would. The Department of Finance said it was available to answer questions on the education side. The committee then reviewed existing CTE funding and oversight. The LAO, CDE, and Community Colleges Chancellor’s Office described the major ongoing programs, including CTIG, Perkins, K-12 Strong Workforce, and Community College Strong Workforce, and noted that many programs overlap in purpose and administration. Members repeatedly raised concerns about duplication, annual applications and reporting burdens, lack of clear outcome metrics, and whether funding incentives should be better aligned to regional collaboration. CDE and the Chancellor’s Office said they support alignment and dual enrollment, and Finance and CDE said LCFF/local match dollars are part of the funding structure. The committee also discussed child care as a barrier to participation and the need for better tracking of enrollment, completion, and job outcomes. On the consolidated application proposal, Finance proposed a study directing CDE to examine whether three long-standing CTE grant programs—Specialized Secondary Programs, CTIG, and California Partnership Academies—could be streamlined into a single application and reporting process. The LAO supported reducing administrative burden but noted that the largest programs, CTIG and K-12 Strong Workforce, were excluded from the proposal even though districts most often cite them as burdensome. CDE said it did not oppose the study but warned that statutory differences may limit consolidation. Members said the proposal should better address regional coordination, multi-year funding stability, and outcome measures rather than only simplifying paperwork. Finally, the committee heard a proposal for a $5 million ongoing California Education Interagency Council. GovOps said the council would provide a neutral venue for statewide coordination across education and workforce systems. The LAO opposed the proposal, arguing that existing bodies already provide coordination, the proposal does not change agency incentives, and the council would lack authority to implement decisions. Members expressed mixed views, with some supporting a coordinating body and others questioning whether it would differ from past efforts. No votes were taken during the portions summarized here, and the committee indicated it would hold some items open for further discussion.

Transcript Highlights:

• This represents 44% of your high school population that are in career tech programs currently not in
• We now have programs embedded into some of our high schools across the state where our technology centers
• grade and occasionally A high school student sprinkled in, and they come to these programs in their
• They've done pretty well in high school.
• in this program, primarily high school students, bringing expanded opportunities for coursework and

Keywords: 914, all

Transcript Highlights:

• We can do school A that has two programs, school B that has three programs, and school C that has one
• You’ll see this even in high school.
• Programs happening in some of our secondary, middle school, and high schools, and we think that it's
• So not in high school. Maybe it was good for middle school.
• score to evaluate your school, your school program?

Transcript Highlights:

• School; Lena Jane, Benjamin Franklin High School.
• , Benton High School.
• Mary’s Dominican High School; John Parker, Covington High School; Benjamin Reischerich, Lafayette High
• Mary’s Dominican High School; John Parker, Covington High School; Benjamin Reischerich, Lafayette High
• We also have a program for high school students.

Summary: The Louisiana Commission on Civic Education met with a quorum, approved the minutes from its prior meeting, and unanimously approved the 2026–27 membership slate for the Legislative Youth Advisory Council after hearing that more than 300 students applied. The commission also approved LIAC’s budget and mileage reimbursement guidelines, which were updated to reflect the IRS rate increase. Members thanked the Legislature for continuing to fund LIAC after earlier years of sponsor-based support. The meeting featured several civic education presentations tied to the nation’s 250th anniversary. Brandon Burris of the Lieutenant Governor’s office described state parks, museums, library backpack programs, Keep Louisiana Beautiful, and Homework Louisiana as civic and educational resources. Liam Julian of the Sandra Day O’Connor Institute discussed national trends in civics education, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and a PBS Learning Media series on Bernardo de Gálvez and Spanish Louisiana, along with teacher training events. LIAC members John Parker and Brandon Routon reported on their work over the year, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment of minors, and school advisory councils. The Louisiana Center for Law and Civic Education reported on Law Day and Constitution Day programming reaching thousands of students, its summer institute, student and teacher awards, and a proclamation marking the 250th anniversary of the American Revolution. Barry Irwin also reported that legislation to clean up the commission’s membership and quorum provisions had passed the House and been heard in Senate Education. The commission adjourned after thanking staff for managing the meeting during severe weather.