Transcript Highlights:

• Only 4% of Missouri students are enrolled in a gifted program, but nationally, gifted students make up
• 6% of the student population.
• student wants.
• Students in low-income areas.
• and for EL students.

Keywords: 959, house, all

Transcript Highlights:

• from storms and it's where our students from storms and it's where our students find<00:04:21.880
• that means that every time a student that means that every time a student takes<00:26:46.559>
• know there's many reasons why students know there's many reasons why students don't<00:29:05.000
• conclude is that uh 54,000 51 students conclude is that uh 54,000 51 students will<00:32:29.919>
• Indian students 60% students who qualify Indian students 60% students who qualify for<00:59:07.160

Bills: HF827, HF1258, HF2387, HF2388, HF2534, HF2016

Keywords: education, school funding, consolidation aid, financial support, Minnesota Statutes, education finance, ice arena, school districts, cooperation agreement, equal sports opportunities, school milk program, nutrition, food waste, kindergarten, public schools, supplemental revenue, charter schools, funding, state appropriations, general education funding

Transcript Highlights:

• students.
• So, under, under statute, there are students that are categorized as affidavit students that include
• students who are sort of you referred to as undocumented students.
• students and some of those affidavit students are illegal immigrants.
• I am a current student at A&M.

Transcript Highlights:

• the critical metrics of student the critical metrics of student performance<00:25:57.840> the
• an advocate for families and students an advocate for families and students who<00:54:01.680>
• youngest and most vulnerable students youngest and most vulnerable students many<00:54:39.040>
• It didn't teach students how to read. Let me repeat that: it didn't teach students how to read.
• > need<01:41:44.080> to students require that students need to students require that students

Keywords: 1183, house

Transcript Highlights:

• individualized support to her students individualized support to her students and<00:03:27.959><
• the classroom too one of our students the classroom too one of our students who<00:04:01.239>
• Roxan has built relationships with students, and Math Corps has done wonders for their students.
• I am Lar Claru, a student that attends Johnson High School and student of Miss Zar.
• I am Lar Claru, a student that attends Johnson High School and student of Miss Zar.

Keywords: 1187, senate, all

Transcript Highlights:

• The next one is student-centered.
• Student-centered means that funding is allocated based on the learning needs of students, with a focus
• English learner students generate $366 per student, or $16 million in 2025.
• lunch students at the district.
• And then finally, for PD, or professional development, all students generate $41 per student.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• students and communities effectively. students and communities effectively.
• are Minnesota students.
• staff student safety.
• Our students and staff student safety.
• offer to Minnesota students. offer to Minnesota students.

Keywords: 1187, senate, all

Transcript Highlights:

• She's a pre-law student at the her.
• that's because less than 10 students that's because less than 10 students transfer<00:09:25.640>
• we look at education with students we look at education with students completing<00:09:43.280>
• <00:09:52.720> studying Also of note, KCTCS students studying Also of note, KCTCS students
• being able to get a cohort of students. being able to get a cohort of students.

Keywords: Call to Order and Roll Call: 0:00 Bills for Consideration: 26RS HB 94 – 2:40 26RS HB 307 – 15:00 Adjournment: 20:15, 958, all

Summary: The House Standing Committee on Postsecondary Education met with a quorum, welcomed new member Representative Beverly Chester-Burton, and recognized interns in attendance. The committee then took up House Bill 94, which would require the Council on Postsecondary Education to host an online transfer portal for students, require annual university updates to transfer data, and convene academic officers to study and report on streamlining high-demand pathways such as teaching and nursing. Representative Vanessa Grossl said the bill was revised in response to prior concerns and emphasized that the goal was to improve transparency, reduce time to degree, and lower student debt. Travis Powell of CPE supported the measure, saying the portal and study would improve transparency and help identify barriers to transfer. The committee adopted the committee substitute for House Bill 94 and then passed the bill out favorably by roll call vote, sending it to the House floor. The committee also reconsidered House Bill 307, dealing with proactive postsecondary admissions, after earlier discussion and additional meetings. Chair James Tipton explained that the new substitute made several changes, including addressing a FERPA concern by having KDE share student information directly with universities, limiting social security number use to the last four digits plus date of birth, and adding provisions for KIA to include a link or QR code to the common online application in KEYS scholarship notifications. Members adopted House Committee Substitute 3 for House Bill 307, with Representative Stalker noting support for the social security number change. The committee then passed House Bill 307 as amended with a favorable recommendation to the House floor. No other substantive actions were taken.

Transcript Highlights:

• student athletes and our community. student athletes and our community.
• are an important way for student are an important way for student athletes<00:35:20.280> and<
• , learned how to become a better student, learned how to become a better student, athlete,<00:48:
• So, we transfer students, high school students.
• international and uh domestic students. international and uh domestic students.

Keywords: 910, house, all

Summary: The House Committee on Higher Education met at the University of Hawaii at Manoa to hear testimony on House Bill 2384, which relates to student athlete compensation and NIL. Chair Garrett opened by explaining the hearing was intentionally held on campus so lawmakers could hear directly from those affected. UH President Wendy Hensel and Athletics Director Matt Elliott both testified in support, saying the bill would help the university respond to the changing college athletics landscape, protect student athletes, improve transparency and education around NIL, and support UH’s ability to remain competitive. Elliott also said UH was seeking $5 million in NIL-related funding to support the program. Several UH coaches and student athletes testified in favor, emphasizing the importance of UH athletics to the state, the community, and the student experience. Women’s basketball coach Laura Beeman described UH athletics as a source of pride and hope for the state, while players Jovi, Latoria Tamilo, and others said the program felt like home and that NIL support could help them grow, represent Hawaii, and give back. Women’s volleyball coach Robyn Ah Mow said UH athletics changed her life and that the school must adapt to remain competitive; her players Victoria Leyva, Shealy Reed, and Talia Akase similarly said NIL opportunities could help UH attract talent, expand exposure, and strengthen community ties. Football coach Timmy Chang said the bill was important for recruiting, retaining, and building culture around Hawaiian values, and player Dean Briskie said UH’s developmental approach and team culture mattered more than money, though NIL has made retention harder. Quarterback Micah Alihada said the program’s culture and support from coaches and leadership made it easier to stay, but that the changing landscape made HB 2384 important. Baseball players Elijah Eikez and Ben Zukerman Ball also supported the bill, saying UH athletics carries responsibility to the community and helps student athletes become leaders and role models. No vote or final committee action was described in the transcript.

Transcript Highlights:

• and white students between el students and white students by<00:46:17.079> potentially<00:46:
• to their students based on their student to their students based on their student population<01:
• student-to-student support personnel ratios.
• , that student, that student.
• > student this student that student that student this student that student that student didn't<01

Bills: HF957, HF877

Keywords: education, mandate relief, school funding, local control, state laws, fund transfers, 1183, house

Transcript Highlights:

• regarding student on student harassment. regarding student on student harassment.
• , um, our Muslim students, for example, our LGBTQ students, Black students.
• students.
• students, black students. students, black students.
• Um, a student. name is Logan Robertson. Um, a student.

Keywords: 958, all

Summary: The committee first took up Senate Bill 77, which would allow comprehensive universities to pursue doctoral programs under a new approval process and, in the original bill, would also change who may serve on the EPSB board for small colleges and universities. The sponsor and Council on Postsecondary Education representative explained that the committee substitute removed the current statutory prohibition on comprehensive universities offering certain doctoral degrees, but added eligibility guardrails: a 77% first-to-second-year retention rate, a 56% six-year graduation rate, and three months of unrestricted cash reserves. They said the thresholds were based on national data placing institutions in roughly the top quartile, and that CPE would still review proposals for mission fit, workforce need, fiscal impact, and, where applicable, programmatic accreditation and legislative appropriations. EKU President David McFaden supported creating a pathway for comprehensive universities, said Kentucky is unusual in having an explicit statutory prohibition, and urged the committee to keep the standards attainable and durable. The committee approved the bill and adopted a title amendment, with the motion passing unanimously. The committee then heard Senate Joint Resolution 55, which addresses antisemitism on postsecondary campuses. Senator Tichenor said the resolution responds to a rise in antisemitic incidents after October 7, 2023, and would require campuses to notify students each semester of Title VI rights, complaint procedures, existing harassment policies, and available Jewish student resources. It would also direct campuses to disband student organizations found to provide material support to known terrorist organizations, report such matters to law enforcement, and collect and report antisemitism data to CPE for posting on its website. A guest speaker from the Kentucky Jewish Council described a sharp increase in reported incidents, including harassment, threats, vandalism, and hostile campus activity, and argued that schools have often done too little to respond. He said the resolution was amended to protect free speech while ensuring Jewish students receive the same protections as other protected groups. The transcript ends while testimony on the resolution was still underway, before any committee vote on SJR 55.

Transcript Highlights:

• We get these students back in the classroom.
• Chair, again, the per student amount $108.94 per student was what we used across all students for all
• The 20% it's highlighted in blue is identifying those other two factors students without IEPs and students
• Districts and charters includes all Native American counts within students, students who are affiliated
• getting $20,886 per student.

Transcript Highlights:

• is... ...an online student or an on-campus student.
• an online student.
• to put a student in, start funding based on the student and having to put a student in a particular
• North Dakota students. 28,000 students of our 45 were taking online.
• over $2 from those students. those students are, you know, we're getting over $2 from those students

Keywords: 908, all

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

Transcript Highlights:

• The The goal has been to increase student service and technology centers to 40,000 students.
• What percentage or what amount of Those students would really be high school students, 9% yes.
• If you look at this bar graph, the dark green again is adult students, and those are primarily students
• Well, this way we can send students from Morrison there, and we can Send students from Glencoe there,
• And we moved forward with 143,000 students to 151,000 students Any questions there?

Keywords: 914, all

Transcript Highlights:

• . students. students.
• staff and students.
• students in their education. students in their education.
• students, and educators. students, and educators.
• assure the safety of our students. assure the safety of our students.

Keywords: 1187, senate, all

Transcript Highlights:

• > and<00:01:12.520> our um you know how our students and our um you know how our students
• of<00:09:45.399> need idea is in students in areas of need idea is in students in areas of
• have 25 students waiting for daytime have 25 students waiting for daytime classes<00:36:30.079> our
• dental and eye clinics for our students dental and eye clinics for our students we<01:08:53.279>
• c> families students uh supporting students families students uh supporting students families and

Keywords: 1187, senate, all

Transcript Highlights:

• performance of our high school students performance of our high school students in<00:35:57.400>
• pay as college students.
• , or quote, gifted students, in there—maybe students that might want to take a Calculus class.
• close to the same level as the average student in Hopkinton or the average student in Hanover.
• > second of student student outcomes the second of student student outcomes the second thing<04

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which limits the maximum credits per course eligible for the Dual and Concurrent Enrollment Program. Representative Ladd said the bill clarifies that eligible courses may not exceed four credits and was requested by the community college system. Representative Earth offered an amendment to make the bill effective on passage, which the committee adopted 18-0. The committee then approved HB 193 as amended by an 18-0 OTPA vote and placed it on the consent calendar. The committee next retained HB 295, concerning School Building Aid program funds, after Representative Spillsbury said the building aid bills were complex and needed more work. The motion to retain passed 18-0, with the chair explaining that retained bills can be revisited later and that related language could be moved among building aid bills. HB 354 was not acted on because the chair said the Department of Education and others had suggested possible changes that should be worked out first. HB 366, another school building aid bill, was also retained 18-0 for the same reasons as HB 295. The committee then considered HB 494, which funds the math learning communities program. Representative Earth offered an amendment to flat-fund the program, reducing the proposed increase by a net $50,000 and keeping funding at current levels for the biennium. After discussion about budget pressures and the program’s role in supporting math instruction and professional development, the amendment passed 18-0, and the bill as amended was approved 18-0 and placed on consent. Finally, the committee took up HB 515, which would repeal charter public school eligibility for state school building aid. Representative Popovici-Muller moved inexpedient to legislate, arguing charter schools should not be treated differently from other public schools, while Representatives Luno and Damon opposed the motion, saying charter schools differ in governance and financial risk and should not receive limited state building aid. The motion failed 10-8, so HB 515 was sent to the regular calendar. The committee assigned Representative Damon to the minority report and Representative Popovici-Muller to the majority report, with a noon deadline the next day. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program. Representative Ladd described the program as a successful affordability measure that saves families money and supports college access. Representative Earth offered an amendment to flat-fund the program at current levels, reducing the proposed increase by $500,000 in each year of the biennium. Shannon Reed of the Community College System said the change could limit enrollment or the number of funded courses, though students could still take additional courses at their own expense. Representative Ladd explained the program’s tuition structure and said the funding would help meet demand; the transcript cuts off before the final vote on HB 716.

Transcript Highlights:

• see how much it's costing per student. see how much it's costing per student.
• Um, so I think, you know, I student.
• Um, to students, not in the district.
• > to<00:46:17.359> take This program allows students to take This program allows students
• IEP and 504 students in Wisconsin, it.

Keywords: 1191, senate, all

Transcript Highlights:

• when he is referring to students when he is referring to students. students. students.
• >> students. >> students.
• >> Students, >> Students, >> Students, >> he's<00:08:11.759> talking<00
• refer to them as students. refer to them as students.
• refer to them as students. refer to them as students.

Bills: HF1323, HF3500

Keywords: undocumented, financial aid, state policy, higher education, noncitizen eligibility, funding, storm damage relief, Bemidji State University, reforestation, state appropriations, 1183, house

Transcript Highlights:

• Title VI is vital for our Indian students.
• Within my school district, there are 1,900 Indian students out of 25,754 total students enrolled in Edmond
• Public schools that serve Native American students and all students impacted by federal lands face significant
• , but also the non-native students within these schools.
• And when we did an evaluation of those students at the end of the year, we found that Native students

Keywords: Native education, Department of Education, federal funding, testimony, treaty obligations, public schools, educational policies, Indigenous students

Summary: The meeting focused on the responsibilities of the U.S. Department of Education towards Native students, highlighting the importance of federal education programs that satisfy treaty obligations to Native communities. Various witnesses testified about the impact of educational policies designed to support Native students who primarily attend public schools. Concerns were voiced over recent proposals that could potentially undermine these programs, citing the role of federal funding in ensuring successful educational outcomes for Native youth. The chair of the committee emphasized the need for continued federal support and attention to the unique educational challenges faced by Indigenous populations.