Transcript Highlights:

• Court officers will alert the members that a quorum roll call is in progress.
• progress to ensure they are not falling behind.
• progress to ensure they are not falling behind.
• Roll call having been ordered, officers will alert the members that a roll call is in progress.
• Officers will alert the members that a roll call is in progress. This is roll call number 50.

Keywords: 995, all

Summary: The House met with several welcoming and ceremonial items at the start, including recognition of visiting school groups and a special order to escort Representative-elect Hannah L. Bowen to the Governor’s Office to be qualified. Members also observed moments of silence honoring former Senator Louis P. Bertinazzi and former Representative Evelyn B. Chesky, and the Secretary of the Commonwealth’s notice of the 6th Essex District special election results was placed on file, with congratulations extended to Representative Owen of Beverly. The main business was consideration of House 4150, a fiscal year 2025 supplemental appropriations bill totaling about $529.8 million. The House suspended rules, advanced the bill through second and third reading, and later passed it to be engrossed. A consolidated amendment was adopted by a vote of 149-1, and the bill itself passed to be engrossed by 149-1. The House also took up Senate 2508, establishing a sick leave bank for Andrew Cetra of the trial court, and ordered it to a third reading. Two floor amendments drew debate and were adopted by roll call. Amendment 61, offered by Representatives Peisch and Moran, codified protections and practices for English language learners and students with disabilities, including district responsibilities for identification, services, assessments, and nondiscrimination; it passed 148-1. Amendment 27, offered by Representative Rogers, clarified that post-certified law enforcement officers at private colleges and universities are included in firearms-related exemptions under the state’s firearms modernization law; it passed 151-0. The House then adopted an order to meet the next day at 11 a.m. and adjourned in memory of Representative Chesky.

Transcript Highlights:

• Another change is the progressive economic size factor.
• So it is progressive in that respect.
• Another change is the progressive economic colleges.
• So it is progressive in that respect.
• So, you know, is it an academic benefit?

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:

• We have made considerable progress and we are moving forward.
• Just like with academics, what does every student on campus need?
• Mentioned you're making quote unquote considerable progress.
• Question because our considerable progress is much more than that.
• And so we are this just highlights some of that progress.

Transcript Highlights:

• We are pleased to share with you today that the findings from this progress report reaffirm that pre-K
• continues to deliver strong Academic results, especially for low-income students.
• To date, ECECD has made significant progress in implementing many of the 2020 report's recommendations
• Over on page 13, as Chart 10 highlights, these academic benefits are not just short-term. gains.
• Stalled progress on these data systems limits the state's ability to ensure we are investing in what

Transcript Highlights:

• And we are on the move, making major changes in enrollment strategies, fiscal strategies, HR, academic
• to identify academic problems sooner.
• And we'll share that progress and whether we expect... And Bakersfield.
• More than 77,000 students access food pantries on campuses in the 2024-25 academic year.
• I'm a graduate student and academic senator at Chico State.

Summary: The Assembly Budget Subcommittee on Education Finance held an oversight hearing on the California State University system covering enrollment, core operations, Title IX/civil rights, and basic needs. The Department of Finance said the Governor’s 2026-27 budget does not change CSU enrollment targets from the prior year and proposes a 5% ongoing General Fund increase for core operations as the final year of the compact. The Legislative Analyst’s Office recommended a lower resident undergraduate enrollment target than the Governor’s proposal, separate funding for enrollment growth rather than folding it into base, a smaller or no base increase tied more closely to inflation, earmarking some base funds for capital renewal, retiring deferred payments, and avoiding new multi-year compact commitments. CSU said enrollment has rebounded for three straight years, but growth is uneven across campuses, with several Northern California campuses still facing structural declines tied to demographics and community college pipelines. CSU described a multi-year reallocation plan shifting about 10,000 FTE and $89 million in ongoing funding toward higher-demand campuses, plus $40 million in one-time support, and said seven campuses submitted turnaround plans aimed at recovering enrollment over the next several years. The system highlighted strategies such as dual enrollment, guaranteed admission pathways with community colleges, outreach to high school students, retention and advising efforts, and new degree models for working adults and military-connected students. Members raised questions about how campus targets are set, whether the May Board of Trustees discussion will address a systemwide enrollment framework, and how CSU will manage future deficits if projected out-year funding does not materialize. On core operations and facilities, CSU said it faces about $320 million in mandatory cost increases in 2026-27 and is pursuing shared services, procurement consolidation, campus administrative sharing, and program redesigns to reduce costs. CSU and the LAO emphasized the system’s large deferred maintenance backlog, estimated at $8.6 billion, and discussed whether CSU’s bond/debt capacity is sufficient to address it; CSU requested up to $1.1 billion for deferred maintenance, while the administration did not propose new funding. The committee also heard CSU’s annual Title IX and civil rights update: CSU said it has implemented 15 of 16 State Auditor recommendations, has dedicated Title IX coordinators at every campus, is using a systemwide case management dashboard, and is piloting centralized investigations at five campuses. Finally, on basic needs, the Governor maintained current funding levels for food assistance/basic needs, rapid rehousing, and mental health. CSU reported heavy use of food pantries, CalFresh support, emergency housing, and counseling services, while warning that federal changes to CalFresh and related funding could make it harder to serve students in need.

Transcript Highlights:

• Our goal is to give salary progressions Our goal is to give salary progressions to<00:25:30.960> our
• give some uh salary progression there. give some uh salary progression there.
• The next slide looks at MAP academic progress. You've seen this slide many times.
• progress.
• academic year. academic year.

Keywords: Appropriations - Room 216, 14 January, 2026; 1:00 PM, 925, all

Summary: The committee first heard a budget presentation from a charter-school authorizer agency. Witnesses explained that the agency no longer receives the federal CSP grant, that a one-time $499,000 equipment grant was not recurring, and that in FY25 they also had no general fund appropriation. They said their special-fund revenue has grown but is not enough to sustain operations alone, especially because the money arrives once a year and the agency needs a cash balance in advance. Their budget request sought a mix of general and special funds, but the legislative budget recommendation stayed near the FY26 appropriation level. Members asked about salary growth and contractual spending; the agency said higher salaries reflected doctorate-level staff and a planned sixth position, while contractual costs covered technical assistance, consultants, CPA reviews, and outside legal support. The agency also said a pending bill, identified as House Bill 2, could significantly affect its operations and revenue. Members asked about Republic, and the agency said a peer report had just been released, the school had made operational changes, and progress was being made though questions remained. The Library Commission then presented its budget request. The outgoing director announced retirement and introduced the incoming director, and praised the agency’s recent federal and state audits with no findings. The commission asked to restore two headcount reductions in the budget recommendation, saying the positions were hard to fill because they require specialized librarianship credentials and that losing them would cost about $130,000. It also asked to restore federal spending authority in case IMLS funding became uncertain, and requested about $173,000 for a 5% salary progression pool because turnover had reached 35% and many employees were near the start step. Senators asked about the open positions and turnover; the commission said one position had been open 10 months, another about eight months, and some turnover was due to retirements. Mississippi Public Broadcasting then presented its request for an $18.153 million appropriation. The agency said it wanted salary progressions to retain staff, four new vehicles for engineering and transmitter work, and $522,000 in reappropriated digitization funds to continue a project that has digitized more than half its library holdings for online access. The director also highlighted programming and outreach, including a new food-focused show, a music program, live coverage of the National Folk Festival, a Medgar Evers documentary now in national distribution, and expanded radio programming. He said MPB reaches nearly 1 million TV viewers annually, has strong radio and app usage, and continues to provide required weather, Silver Alert, and Amber Alert notifications. He also described a partnership with the Department of Education using e-glass technology to connect teachers to classrooms lacking instructors, saying the program is already serving multiple districts and drawing national interest.

Transcript Highlights:

• These are the fall numbers that started the academic year.
• Secondly, I'd like to highlight our Academic Excellence Scholarship.
• The Academic Excellence Scholarship is designed to both reward academic achievement and support student
• The Academic Excellence Scholarship is designed to both reward academic achievement and support student
• And I... ...without really impacting those academic services.

Keywords: 908, all

Transcript Highlights:

• High academic achievement and socio-cultural competence.
• It is a necessity for equity, transformation. and academic success.
• They are accountable not only for the academic progress of the students but they are accountable For
• performance, lower absenteeism, and greater rates of grade progression.
• But here, the district has made a lot of progress. It is rebuilding. It's stabilizing.

Keywords: 988, house, all

Transcript Highlights:

• with strategic growth in Big 10 academic with strategic growth in Big 10 academic medical<00:15:
• salaries, and supports the academic salaries, and supports the academic mission<00:26:26.480>
• These agreements support the academic These agreements support the academic mission<00:29:11.279
• sites for academic affiliation. sites for academic affiliation.
• academic academic portion<01:19:40.000> of<01:19:40.159> your<01:19:40.400> mission

Keywords: 1183, house

Transcript Highlights:

• We opted to create cohorts of 4 to 5 schools to ensure we could support and monitor schools' progress
• Number 4, differentiating the difference between a school counselor and an academic advisor to ensure
• So as a secondary symptom, we're looking at, um, academic deficits.
• The counselors and academic advisors often are seen as being the same, that those roles are very, very
• The legislation asks schools to expand on academic competencies.

Transcript Highlights:

• have a presentation on the SUS, and we will be hearing from Emily Sykes, the Vice Chancellor for Academic
• My name is Emily Sykes, and I'm Vice Chancellor for Academic and Student Affairs.
• I think next year we're going to see even better progress.
• We continue to make progress in our research metrics, and we're going to continue this into 2030.
• I am on slide 23 in the packet, which is tracking progress of SUS 30.

Summary: The Appropriations Committee on Higher Education heard a presentation on the State University System’s new strategic plan, SUS 30, and its legislative budget request. University officials described the plan’s five priorities: One SUS collaboration, elevating student success, operational excellence, world-class talent, and innovative research and economic development. They highlighted Florida’s continued status as the top higher education system in the nation, low tuition, strong graduation outcomes, rising median wages for graduates, and expanded use of the My Florida Future website to help students and families compare degree outcomes and earnings. Members asked for follow-up information on programs of strategic emphasis, mental health and social work workforce needs, wage data over time, and how the system supports innovation moving toward commercialization. The committee also discussed campus safety, prompted in part by recent events at FSU. System officials said universities and the Florida College System recently held a safety summit to share best practices on building security, threat assessment, and coordination with law enforcement, and they agreed to provide a report back to the committee after the Board of Governors reviews recommendations in November. Senators also raised questions about Pell student support, first-generation student success, and whether liberal arts graduates’ earnings catch up over time. Officials said Pell students are tracked through performance-based funding metrics and that the system’s accountability plans will continue to emphasize access and completion. A separate update covered line funding for nursing and health care partnerships. Officials said the $6 million appropriation was fully subscribed through 24 proposals from all 10 nursing programs, supporting scholarships, faculty recruitment, internships, simulation, and licensure preparation. They reported over 1,900 new nursing graduates, more than 200 new student slots, over 300 scholarships, and a 92% NCLEX pass rate. Senators asked about expanding eligibility for the program, and staff said that issue would be revisited this year. The Board of Governors’ legislative budget request totaled $634.5 million and included $295 million for performance-based funding institutional investment, a request to restore and increase the state investment portion to $400 million, $125 million for preeminence funding, $100 million for faculty recruitment and retention, $6.4 million for UF/IFAS extension workload, and $3.1 million for State Fire Marshal inspections. The chair noted that resources are limited and that difficult budget decisions lie ahead. No votes were taken, and the meeting adjourned after the presentations and questions.

Transcript Highlights:

• uh key elements include academic uh key elements include academic support.<00:09:31.680> This
• academic support to the medical school. academic support to the medical school.
• academic and our research missions. academic and our research missions.
• 65th percentile to similar academic 65th percentile to similar academic institutions<00:34:30.320
• Yes, university academic mission rests.

Keywords: 1187, senate, all

Transcript Highlights:

• Finally, we've been building on the university's academic and research excellence, including leading
• The proposed cut of approximately 8 percent, or $370 million, places this progress in jeopardy.
• You can stop it right now, but then you have to stop your progress.
• I'm a professor at Cal State Northridge, and I'm the vice chair of the Academic Senate of the CSU.
• Chair of the Academic Senate of the CSU. I'm here to ask you not to cut the CSU.

Keywords: 988, house, all

Transcript Highlights:

• We have academic counselors, they're exceptional.
• progress.
• . academically.
• is that kids, they progress.
• At its core, the bill strengthens progress.

Bills: HB6, HB27, HB 123, HB210, HB213, HB222, HB610, HB 1085, HB1481, HB6, HB27, HB123, HB210, HB213, HB222

Keywords: mental health, telehealth, public schools, discipline management, behavioral interventions, financial literacy, high school education, curriculum requirements, economics, personal finance, HB 123, kindergarten readiness, early literacy, early numeracy, reading screening, math screening, foundational literacy, foundational numeracy, dyslexia screening, reading intervention

Transcript Highlights:

• Recent Excel Center reporting shows high retention at 86%, strong academic credit completion with nearly
• The Excel Center offers a full academic environment with licensed teachers, including special education
• teachers, Academic environment with licensed teachers, including special education teachers and ESL,
• And again, I think we've made huge progress in that. So I'm a little—I don't know what I am.
• This is used to improve instruction and increase academic achievement of students who qualify for the

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:

• I'm the chief academic officer for Williston Schools.
• I'm the chief academic officer for Williston Schools.
• We have academic performance.
• There's many meaningful discussions and academic engagement.
• So we now use what we call the North Dakota Academic Progression of Learning and Understanding of Students

Keywords: 908, all

Transcript Highlights:

• They'll have to attend weekly counseling and academic support.
• But I also see, as the day progresses, because it is... a long test.
• We apply a business rule called full academic year.
• So we apply something called full academic year.
• Try becoming a certified academic language therapist.

Transcript Highlights:

• This bill directs the department to revise the academic standards.
• > currently<00:11:45.760> used So the academic standards currently used So the academic
• future academic opportunities. future academic opportunities.
• struggle academically. struggle academically.
• Um, is the statewide academic standards.

Keywords: 1189, house, all

Transcript Highlights:

• And then lastly, academic excellence: our students will be well prepared with great academic excellence
• And then lastly, academic excellence: our students will be well prepared with great academic excellence
• Thank you, Josh Lee. university has and then lastly academic university has and then lastly academic
• graduation rates uh quality of academic graduation rates uh quality of academic experience<00:52
• our medical school and our academic our medical school and our academic medical<01:05:20.480>

Keywords: 1187, senate, all

Summary: The forum focused on the University of Minnesota system’s future, with candidates largely agreeing that the five campuses should remain distinct while working more closely together. Speakers emphasized the land-grant mission, the importance of serving Greater Minnesota, and the need for each campus to have a clear value proposition tied to local communities. Several suggested stronger cross-campus partnerships, more use of technology, and more seamless student pathways between campuses, while also noting enrollment declines and the need to preserve campus identities. A second major topic was public trust in higher education and the perceived value of a college degree. Candidates pointed to rising tuition, student debt, and concerns about post-graduation job prospects as key challenges. Proposed responses included better storytelling about university outcomes, stronger partnerships with schools, legislators, and communities, more targeted fundraising and commercialization of research, and clearer evidence of return on investment for students and families. The discussion then turned to athletics, where most candidates described sports as the university’s “front door” but said academics must remain the priority. They raised NIL, revenue sharing, and the need to keep athletics funding separate from core university funding, while also recognizing athletics’ role in campus culture and student recruitment. In later questions, candidates discussed why they sought regent service and how to support diversity, equity, and inclusion, with responses stressing access, belonging, open debate, and meeting students where they are. No formal votes or actions were taken in the transcript.

Transcript Highlights:

• Over what we would consider a typical academic class that we might be looking at.
• I'm the chief academic officer for Williston Schools.
• We have academic performance.
• , reflection—there's many meaningful discussions and academic engagement.
• So we now use what we call the North Dakota Academic Progression of Learning and Understanding of Students

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