Transcript Highlights:

• students paying their student loans within 10 years, and median earnings of graduates as a percent of
• , student loan debt, repayment rates, and graduation earnings.
• In the bill, it mentions the metrics are student retention, graduation rates, employment outcomes, student
• loan The metrics are student retention, graduation rates, employment outcomes, student loan debt, repayment
• These programs make meaningful, lasting impacts on our students.

Summary: The Senate Committee on Education K-16 heard several bills and took no final votes, leaving each measure pending. The first major item, SB 1322 by Senator Hagenbuch, would create a Texas Higher Education Accrediting Commission to evaluate and approve accrediting agencies for public colleges and universities using outcome-based metrics such as retention, graduation, employment, debt, and repayment. Supporters, including Kate Byerley of the Texas Public Policy Foundation, argued the bill would add competition and align accreditation with Texas workforce needs; Senator Menendez questioned the need for a new bureaucracy and noted the $3.6 million fiscal note, suggesting existing reporting and oversight structures could serve the same purpose. The committee then heard SB 1998, which would establish a pediatric subspecialty preceptorship program to encourage medical students to enter pediatric subspecialties. Dr. Lauren Gamble testified in strong support, saying the program would help address shortages and improve access for children, especially in rural and underserved areas. SB 2788, authored by Senator Menendez, would add the PSAT as an accepted assessment for dual credit and Texas Success Initiative purposes; Priscilla Camacho of Alamo Colleges supported the bill, citing strong student outcomes and widespread use of the PSAT as a readiness indicator. Senator Creighton laid out SB 2076, which would remove or modify certain Capitol view corridor restrictions affecting the UT Austin Academic Medical Center project, including the planned specialty hospital and MD Anderson Cancer Center expansion. He said the existing corridors are outdated and limit development. The committee also heard SB 1418, a cleanup bill replacing outdated references to ACT Plan with Pre-ACT and removing obsolete SAT subject test language. After brief testimony and no opposition on the later bills, the committee closed public testimony and left SB 1322, SB 1998, SB 2788, SB 2076, and SB 1418 pending before recessing for the floor session.

Transcript Highlights:

• Career and technical student organizations. Career and technical student organizations.
• of the students that are in trouble. of the students that are in trouble.
• . students. students.
• We know that it's a sampling of students across the schools and across the students.
• want students to know?" want students to know?"

Keywords: 916, all

Transcript Highlights:

•   39 FOURTH POINT IS WHEN A STUDENT, A STUDENT OF  FLORIDA VIRTUAL SCHOOL MAY NEED TO SIT FOR
• Some students in many of the schools are the most smart and most intelligent students we...
• SOME STUDENTS IN MANY OF THE SCHOOLS ARE THE  MOST SMART AND MOST INTELLIGENT STUDENTS WE &
• with a counselor-student relationship.
• Alexis Larose, Step Up For Students, waives in support.

Summary: The House Education Employment Committee heard seven bills and reported each favorably. HB 129 on Florida Virtual School would remove a priority system, confirm access for all Florida students and eligible military dependents overseas, clarify teacher retirement status, allow local schools to administer required exams, and authorize direct-support organizations; it passed unanimously after brief questions about audit-related updates and waitlists. HB 423 on student elopement, sponsored by Rep. Eskamani and Rep. Tramont, would require schools to establish safety teams and prevention plans for students who may leave supervised areas; testimony from autism advocates emphasized drowning and other safety risks, and the bill passed 16-0 with strong bipartisan support. The committee also approved CS for CS HB 753 on school counselors, which removes certain certification barriers while keeping the master’s degree requirement and sets evaluation criteria based on state counseling standards. Supporters said the bill would help address counselor shortages and align evaluations with the profession’s actual duties. CS HB 1253 on coach support for student-athletes, as amended, allows coaches to use personal funds up to a capped amount for student needs with written parental consent; members raised concerns about liability, fairness, and the need for clear guardrails, but the bill passed 15-0. CS HB 833 on private school facilities would make small private schools of 100 students or fewer a permitted use in commercial and mixed-use zoning districts and allow use of existing buildings if fire and code standards are met; supporters said it would reduce local barriers while preserving safety, and it passed 15-0. PCS for CS HB 1325 would update the Linking Industry to Nursing Education Fund by clarifying matching contributions, allowing expansion or modernization of existing space but not new construction, and streamlining awards; it passed unanimously with broad college and health system support. Finally, CS HB 1437 on conversion charter schools would create clearer dispute-resolution options for facility maintenance issues and, via amendment, allow capital outlay funds for repairs if the charter assumes full responsibility; after debate over whether the amendment was premature, the bill passed 13-3. The meeting then adjourned.

Transcript Highlights:

• And when students trust us, they feel safe. And safe students are able to learn.
• with students and families. with students and families.
• than students 10, 20 years ago, right? than students 10, 20 years ago, right?
• students compared to um students compared to um students uh<01:53:16.560> maybe<01:53:16.880
• So uh students who attend students.

Keywords: 928, house, all

Summary: The committee met to hear from the New Hampshire Association of School Principals as part of its review of a proposal involving statewide administrative consolidation and changes to school governance. Members first discussed how school board witnesses would be selected, with the chair saying the committee would seek a mix of district sizes and structures and would also accept emailed input. The principals’ association said it represents more than 550 principals and assistant principals and urged caution about any mandatory consolidation, arguing that successful consolidations are gradual and voluntary. Association leaders and principals testified that principals already handle a wide range of responsibilities, including instructional leadership, student discipline, safety, staff supervision and evaluation, family and community engagement, and day-to-day crisis response. They argued that shifting more legal, budgetary, and administrative duties onto principals would reduce time for coaching teachers and supporting students, increase burnout and turnover, and create legal and training risks, especially in areas such as special education, privacy, and labor issues. They also said the roles of superintendents, principals, and school board members are distinct and require different training and expertise. Members asked detailed questions about how responsibilities are divided between principals and SAUs, whether principals recruit and evaluate staff, and how much time principals work. One principal said she works about 60 to 70 hours a week and that additional duties would be difficult to absorb. Another principal described his school’s structure, the importance of community building, and the need to preserve district-wide alignment if consolidation moves forward. No votes were taken during this portion of the meeting.

Transcript Highlights:

• Vice Chair Klein here. they said maybe over 500 4 students up they said maybe over 500 4 students up
• <00:05:20.280> already knowledge was some students already knowledge was some students already
• foundational life skill for our students foundational life skill for our students is is is important
• just a plastic device where students just a plastic device where students will<00:26:24.039>
• <00:33:10.279> uh this really small number of students uh this really small number of students

Keywords: 958, all

Summary: The committee heard House Bill 342, which would require all Kentucky students to complete a one-credit financial literacy course for graduation, with the credit able to count toward math, social studies, or an elective. Representative Meredith and student advocate Patrick Rovi argued the current financial literacy mandate is too weak without a credit requirement, citing low implementation across schools and the need for practical instruction in loans, credit, investing, and budgeting. Members generally supported the bill, while Representative Tipton raised concerns about adding credit requirements and limiting dual credit options, and Representative Willner questioned whether it would create an unfunded mandate. Supporters responded that the bill is designed to fit within existing graduation requirements and that free curriculum and professional development resources are available through groups like Next Generation Personal Finance. HB 342 passed the committee unanimously with an expression of opinion that it should pass. The committee next considered House Bill 661, a technical cleanup bill related to the previously enacted nine-passenger van option for school transportation. Representative Emily Callaway said the measure only adjusts regulations needed for KDE to implement the earlier law effectively. The bill passed without opposition. House Bill 208, sponsored by Representatives Josh Bray and James Tipton, would require school districts to adopt policies limiting cell phone use during the school day and, in the updated version, restrict social media access as well. Supporters said the bill is intended to improve student attention, reduce cyberbullying and mental health harms, and address concerns raised by school disruptions and social media use. Members asked about exemptions for students with medical needs, emergency access, and whether districts would need new software; sponsors said existing district technology and local discretion should handle those issues. The bill passed unanimously. The committee then began taking up House Bill 430, which would let certain small-transportation districts seek an exemption from the KDE requirement for four annual bus safety trainings, provided they adopt a local safety policy and submit it to KDE. A district superintendent testified that the current blanket requirement causes significant instructional disruption for districts with very limited daily transportation needs.

Transcript Highlights:

• Half the students had failed, and I knew it was not about the students' talents.
• So, that's students.
• And welcome, students.
• keep teachers in front of students. keep teachers in front of students.
• programming for students, etc. programming for students, etc.

Keywords: 1187, senate, all

Transcript Highlights:

• Student outcomes first.
• Now that flexibility needs to be taken away for the good of the students.
• or 8,0001 students.
• They're typically for students that need some extra time.
• Um, from students in 4-day school week campuses compared to students in 5-day school week campuses.

Transcript Highlights:

• <00:07:03.400> get before those kindergarten students get before those kindergarten students
• poverty measures percent of students poverty measures percent of students directly<00:27:27.360>
• <00:32:01.440> teachers every day with students teachers every day with students teachers
• equipped to meet the needs of students equipped to meet the needs of students who<00:32:15.120><
• <01:37:53.520> students<01:37:54.480> I what's best for our student students I what's

Keywords: 1187, senate, all

Transcript Highlights:

• for those students, the students<00:33:37.360> at<00:33:38.000> St.
• needy our students are and that there are more needy students than we expected.
• students. Thank you. students. Thank you.
• those students are going to be impacted. those students are going to be impacted.
• um on some students more than others. um on some students more than others.

Keywords: 919, house, all

Summary: The committee took up House File 4252 and first heard a walkthrough of a DE2 amendment that largely incorporated Office of Higher Education technical and statutory cleanup items, including reporting consolidations, updates to postsecondary registration and licensing statutes, and an anti-fraud provision. New provisions in the DE2 would require public postsecondary institutions to explain developmental courses before enrollment and obtain a written acknowledgement, revise the state grant tuition cap, add a $1.5 million ongoing appropriation in FY 2027 for an identity verification system to combat enrollment fraud, and provide $5,000 one-time funding for reforestation at Bemidji State University. Fiscal staff also noted additional special revenue fund revenue and expenditures tied to licensing and registration litigation response. The main debate centered on the A8 amendment offered by Representative Rarick, which would require the governor to appoint University of Minnesota regents only from candidates recommended by the joint legislative committee if the legislature fails to elect regents. Rarick argued the amendment was needed to address what he described as conflicts of interest and pay-to-play concerns in recent gubernatorial appointments. Several members questioned whether the language was constitutional, whether it actually addressed conflicts of interest, and whether it should instead refer to ARCAC-screened or ARCAC-recommended candidates. Nonpartisan staff said the governor’s appointment power is addressed in the university charter, not directly in the constitution, but could not definitively assess constitutionality if challenged. Members were divided: some supported the goal of cleaner governance but said the amendment was not ready or did not match the problem being described; others argued the legislature had failed to complete its own regent appointments and that the amendment was a response to that failure. No vote on the A8 amendment or the bill was reached in the portion provided, though a roll call was requested on the amendment and the chair indicated the bill would continue through amendment consideration before final discussion and vote.

Transcript Highlights:

• simply a bill that puts students simply a bill that puts students teachers<00:04:41.479> and<
• And next we have Christine Hogan. and students safe it is the only system and students safe it is the
• unfortunately leaves our students unfortunately leaves our students vulnerable<00:08:32.399>
• Same thing with students and staff.
• <01:28:16.719> 18<01:28:17.040> or adult student if the student is 18 or adult student

Keywords: 1183, house

Transcript Highlights:

• We learned that many of our veteran students also require academic accommodations, and all of our students
• to our veterans and our military-connected students, as well as providing supports to help students identify
• So the students, there are 11 Chapter 33 students. that are receiving the housing stipend, in addition
• If it's students who...
• The teacher who was picking the students wasn't allowing his board to vet the students who were going

Transcript Highlights:

• But also, in the event that a student, per just as an example, what if a student is sexually assaulted
• You and you might encourage that student to contact their parent, but clearly that student is coming
• My question is Should we be concerned at all about students?
• Where Students just decided that, well, no. I'm, I'm on my own.
• Concerning their students, and that any attempts to encourage students to withhold information from parents

Transcript Highlights:

• those students as other students have. those students as other students have.
• students have qualified? students have qualified?
• c> students<00:15:12.240> currently my own students currently my own students currently based
• <00:15:32.080> Um these students. Um these students.
• We want to support the students. We want to support the students.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education met for its fifth meeting and first took up House Bill 236, which would remove dual licensure requirements for certain Kentucky EMS education and training programs licensed by the Kentucky Board of EMS. The sponsor and witnesses said the change would reduce red tape and costs for small EMS training providers, help address workforce shortages, and preserve existing training standards. The committee adopted a committee substitute, then passed the bill with favorable expression and adopted a title amendment. Members noted support from the Council for Proprietary Education and the Council for Postsecondary Education. The committee then heard House Bill 298 for discussion only, with no vote taken. The bill would extend KEES scholarship eligibility to students from non-certified schools, including homeschool, parochial, church, and other private schools, using dual-credit coursework, AP exams, and ACT scores to determine merit. The sponsor and a homeschooling witness argued the measure would create fairness for high-achieving students who are currently limited to the ACT supplement, and said homeschool students often take advanced coursework and dual-credit classes. Members asked about instructional hours, certification, eligibility criteria, and the fiscal impact; the sponsor said the bill had a fiscal note of about $290,000 in the first year and about $3.9 million at full implementation, and that the policy would apply to lottery-funded KEES dollars. Several members expressed support for both bills, while also seeking clarification on how homeschool and non-certified school programs operate and why some do not seek certification. The discussion emphasized that homeschoolers are treated as private schools under Kentucky law, that certification can be costly and time-consuming, and that the bill would not change existing academic standards for KEES eligibility. The meeting ended after the discussion of HB 298, with no committee vote on that bill.

Transcript Highlights:

• So they say Newport will accept your students, and this will be the cost per student.
• So they say Newport will accept your students, and this will be the cost per student.
• or the amount of students.
• the average cost per student.
• Typically around 20% of students have IEPs. “Around 20% of students have IEPs.

Keywords: 928, house, all

Summary: The committee first discussed HB 443, which would change terms and vacancy language for members of a higher education commission. Members raised concerns that the bill was too narrow to address broader issues with commission membership, including expired appointments, attendance expectations, and whether the Department of Education could replace the commission’s role. Several members suggested the bill was not ready for action and favored holding it for further work, possibly through a subcommittee or work session. One member suggested that if attendance standards were added, no more than two unexcused absences should trigger removal, given the commission’s meeting schedule. The chair said he would defer action and form a small subcommittee to report back before the committee deadline. The committee then moved to HB 484, dealing with repurposing Career and Technical Education classroom space after 20 years of exclusive use. The chair explained that the bill was aimed at the Milford CTE project, where shared use of space could allow a school to repurpose part of a CTE facility while still using it for CTE-related instruction. Members discussed other possible situations around the state, including Claremont, North Conway, and Jaffrey/Rindge, and whether the bill should be limited to Milford or broadened to allow local districts more flexibility. Some members favored passing the bill now to help CTE projects move forward, while others argued for an amendment removing the requirement that the space be vacated specifically to expand the CTE program occupying it. Testimony and discussion emphasized that the Milford project had state approval but reduced funding, requiring a smaller scope and repurposing of existing space. Supporters said the bill could help preserve CTE programs while also benefiting general education space needs, and that local districts should have flexibility after 20 years. Opponents or cautious members noted that the language might not fit every district situation and asked for feedback from Director Beard and Steve Rothenberg before final action. The committee did not take a final vote in the portion provided, and instead discussed waiting for an amendment and additional input before acting.

Transcript Highlights:

• you have 306 students. you have 306 students.
• >> students right now. Yes. >> students right now. Yes.
• success or non success of of students. success or non success of of students.
• the students that we have. the students that we have.
• Currently, we have students at Male, we have students at Central.

Keywords: 958, all

Summary: The committee met with a quorum, approved the September meeting minutes, and heard presentations from Carter G. Woodson Academy in Lexington and related school programs in Fayette County Public Schools. School leaders described the academy as an all-male public school option focused on culture, belonging, and opportunity, with a mission to educate, empower, and equip young men academically, socially, and morally. They emphasized culturally responsive instruction, restorative practices, mentorship, brotherhood circles, and access to advanced coursework, dual enrollment, and career pathways. Student speakers highlighted school culture, leadership opportunities, and clubs such as SGA, Beta Club, FFA, and the Bow Tie Club, along with service and community engagement. Presenters said the academy began in 2012, is housed with Frederick Douglass High School, uses an application and lottery process, and can serve up to about 350 students but is intentionally kept near 300 because of space. They reported 302 enrolled students, about 38 seniors, a 100% graduation rate, 95% average attendance, 100% postsecondary success, and $1.8 million in scholarship offers last year. They also shared demographic and achievement data, noting growth in MAP scores, strengths in reading and writing, and math as an ongoing focus area. The school said 90% of high school scholars are taking at least one dual credit class this year, and some students have earned opportunities at selective programs such as Gatton Academy and Craft Academy. Committee members praised the school’s results and asked about enrollment, funding, and whether the model could be replicated statewide. School leaders said the program is fully funded through Fayette County Public Schools, could be replicated with committed staff and training, and that teachers receive preparation through the Gearing Institute to better understand how boys learn. They also noted that Fayette County has other specialized programs, including girls’ academies and other options for underrepresented students. Members expressed interest in long-term tracking of graduates, and the school said it is preparing to study outcomes as the first graduating class approaches its 10-year anniversary.

Transcript Highlights:

• I'm a master's student in Arkansas State University.
• I'm a double major student at Arkansas State University.
• And with AI, amateurs, students who are looking for a way to make a quick And with AI, amateurs, students
• AI is very good at teaching students how to code.
• She's concerned that when students tell her that, here's the deal, students are always like, okay, Here's

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• I'm a master's student in Arkansas State University.
• I'm a double major student at Arkansas State University.
• AI is very good at teaching students how to code.
• She's concerned that when students tell her that, here's the deal, students are always like, okay, I'm
• Me and other students like us who... Procom teacher.

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• , between students at schools.
• You're telling me that student—no students, including that Black student—can make an anonymous complaint
• Focus at law and students.” “Sharing sentiments to the school students in the same community.
• I never imagined in the same classroom just a fellow student, a student very...”
• the entire student body.

Keywords: 995, all

Summary: The meeting was a special commission hearing on antisemitism held off-site at Kerem Shalom Synagogue in Concord, with commissioners approving prior minutes and noting a quorum, a rescheduled October 27 meeting, and the addition of a new commissioner. The co-chairs and host speakers emphasized the personal and communal significance of holding the hearing in a synagogue and the importance of confronting antisemitism while protecting free speech, academic freedom, and civil discourse. The commission heard from former SJC Justice and current UMass General Counsel David Lowy, who discussed the IHRA definition of antisemitism, said its use as nonbinding guidance does not raise First Amendment concerns, and described UMass’s response to a discriminatory academic conference policy. Commissioners also asked about campus speaker vetting, protest rights, and university practices for addressing antisemitism and protecting students’ access to education. District Attorney Marian Ryan testified about restorative justice as a tool for addressing hate incidents, saying it can help victims be heard, reduce reoffending, and be used in criminal, school, and community settings. She described local programs, online reporting forms, and the need for better statutory tools, including changes to restitution and education requirements in hate-crime cases. Commissioners asked whether restorative justice affects charging decisions, and Ryan said it should not alter whether a hate crime is investigated or charged. She also identified model programs and said the commission’s work aligns with the national strategy it is charged with implementing. Three rabbis then described the rise in antisemitic incidents in schools and communities, the emotional toll on Jewish families, and the need for stronger school responses, clearer language in incident communications, and better training for educators. Rabbi Brad David recounted repeated incidents in Acton-Boxborough and praised the district’s improved partnership and response, while Rabbi Tom Shah described parental anxiety, concerns about classroom materials lacking context, and the need for balanced instruction. The rabbis also discussed synagogue security costs and measures, including volunteer security teams, police support, grants, and physical protections. Commissioners said the testimony would inform forthcoming recommendations, and DESE staff noted they are developing instructional-materials guidance and a rubric for educators. The final witness, Professor Christina Miller, outlined hate-crime prosecution issues in Massachusetts, including mixed-motive cases, the need for clearer statutes and jury instructions, better training for police and clerk magistrates, guidance on sentencing and diversity-awareness programs, and the use of community impact statements.

Transcript Highlights:

• That student factor does work similar to tax law, where the first 150 students will receive a certain
• So these are like med students, pharmacy students, law students.
• A full-time equivalent student does not include a student enrolled in the medical doctorate program at
• Per FTE student—so full-time equivalent student means putting it into 15 credits for full-time, or 12
• the day, it's about the students.

Summary: The Higher Education Funding Review Committee met to continue work on a draft higher education funding formula and related capital building fund changes. Lisa Johnson of the North Dakota University System updated the committee on the board’s developing policy for low-producing academic programs. She said the board is using a five-year rolling window, with thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, and that programs flagged in three consecutive review cycles would go to the board for review. Possible outcomes include continuation, continuation with modifications, inactivation, or termination. Members asked about how the policy would account for enrollment, program costs, workforce need, and programs that serve students outside their major. Johnson said the board would likely use an accompanying procedure to consider those factors. She also reported that about 200 programs could potentially be reviewed under current guidance, with 135 inactivated and 112 terminated, and said the process is intended to support quality and stewardship rather than simply cut programs. Jamie Wilkie then reported on the Capital Building Fund. He reviewed the fund’s history, matching requirements, and use for extraordinary repairs, deferred maintenance, and some legislatively authorized projects. He said about $334 million in state and matching dollars has been invested overall, with roughly 78.7% going to deferred maintenance and extraordinary repairs. Committee members pressed for updated information on how much deferred maintenance has actually been reduced, and several members said they wanted clearer reporting on the return on investment from new buildings versus repairs. NDSU representatives said the tier funding has helped significantly reduce deferred maintenance and allowed demolition and renovation work on campus. The committee also discussed the need for updated five-year facility plans and space-utilization information from the institutions. The committee then began a section-by-section review of a draft bill that would replace the current higher education funding formula with an FTE-based model and restructure the capital building fund. The draft would fund UND and NDSU differently from the other nine institutions, use fall enrollment rather than completed credits, add performance funding for completions in in-demand fields, create research incentives for UND and NDSU, and combine capital building fund tiers while changing matching requirements and eligible uses. Members raised concerns about the treatment of professional students, the use of CIP codes, incentives for waivers, and whether the formula should rely on more current data. The committee did not take final action on the draft during this meeting, but it continued detailed discussion and indicated more review would follow.

Transcript Highlights:

• terms of reporting for the student terms of reporting for the student that's<00:18:56.720> um
• > in<00:19:34.480> residential had students which were in residential had students which
• students students and<00:29:27.679> how<00:29:27.919> do<00:29:28.000> we<00:29
• district that may be sharing a student. district that may be sharing a student.
• practices that that met students needs? practices that that met students needs?

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.