Transcript Highlights:

• in graduate school for public policy. in graduate school for public policy.
• pathways and overcoming teacher pathway pathways and overcoming barriers<00:49:51.520> to<00:
• And their final pathway was a focus on undergraduate pathways and especially supporting a pathway from
• our graduates and our institutions. our graduates and our institutions.
• full cost of graduate education. full cost of graduate education.

Keywords: 1187, senate, all

Transcript Highlights:

• This is the Pathways to CPA Act.
• We're opening up the pathway to uh, to become a CPA quicker.
• Opening up the pathway to uh, to become a CPA quicker.
• That's all. >> Most will get it as soon as they graduate.
• So, that is the pathway CPA. that. So, that is the pathway CPA.

Bills: HB59, SB15, SB96, SB104, SB137

Keywords: public accountancy, CPA licensing, board regulations, educational prerequisites, electronic notifications, firm registration, assignment, creditors, insolvency, liquidation, assignee, secured transaction, bankruptcy, state law, voluntary process, distribution of assets, emergency rules, governor certification, state regulations, public safety

Transcript Highlights:

• It will create pathways for students to explore... ...businesses.
• It will create pathways for students to explore... ...curricula that are not only relevant, but also
• The New Mexico School Board Association supports funding for STEM, for career and technical pathways,
• The New Mexico School Board Association supports funding for STEM, for career and technical pathways,
• Right now, the differentiation for this network is the STEM career pathway.

Bills: HB40, HB100, HJR1, SB64, SB19, SB44, SB83

Keywords: educational retirement, annuity adjustments, cost of living, non-compounding payments, retirement benefits, STEM funding, education, innovation, public education, New Mexico, nominating committees, boards of regents, student representation, political party registration, New Mexico constitution, special education, office of special education, deputy secretary, public education department, IEP

Transcript Highlights:

• My passion for higher education is simple: I'm a graduate of higher education.
• I was the first person in my family to graduate from college.
• We have Edward Waters University, where I graduated with my bachelor's degree.
• We want students enrolled, retained, graduating, and placed, right?
• , our graduates...

Keywords: 999, senate, all

Transcript Highlights:

• So we believe that students should not, when they graduate, be saddled with tons of debt.
• They graduate at a higher rate, they graduate with lower debt, and they're on to a higher-paying job.
• They graduate with lower debt, and they're on to a higher-paying job.
• <00:32:29.720> a the class classro making that pathway a the class classro making that pathway
• <00:38:10.880> from everybody none of them graduated from everybody none of them graduated

Keywords: 958, all

Summary: Aaron Thompson, president of the Council on Postsecondary Education, and Travis Pal briefed the committee on Kentucky higher education performance, affordability, workforce alignment, and budget needs. Thompson said the state has made progress toward its 60x30 attainment goal, reporting 56.2% of adults with a credential of value and a 6.4% one-year increase in credentials. He highlighted gains in completion, enrollment recovery after COVID, lower student borrowing and debt, and faster degree completion, saying Kentucky is now back to an average of 4.1 years for four-year degrees. He also emphasized that postsecondary education has a strong return on investment for both students and the state. A major theme was student success and access. Thompson described efforts to reduce barriers through test-optional admissions, the elimination of zero-credit developmental education, expanded wraparound supports, and Bridge programming for students not fully prepared for college. He also promoted Futurity, a student-facing information website, and said CPE wants modest ongoing funding to maintain it. He argued that higher education must work in a P-20 system with K-12, and that the state should better communicate the value of certificates, trade programs, and other credentials, especially for adult learners and men, who he said are underrepresented in college-going. The presentation also focused on performance funding, capital needs, and workforce initiatives. Thompson and Pal said performance funding has pushed institutions toward more need-based aid and lower costs for low-income students, but they want more base funding, more performance funding dollars, and relief from about $38 million in mandated tuition waivers. They also said asset preservation and deferred maintenance remain major needs, estimating roughly $7 billion in campus need overall. On workforce, they cited healthcare pipeline work supported by state funding and private partners, and said HB 200 continues that effort into aviation, aerospace, and defense. No votes or formal committee actions were taken during the presentation, which ended with members indicating interest in further discussion.

Transcript Highlights:

• Um, some of the pathways we're offering right now is the LPN-ADN pathway.
• They will take an NCLEX prep course immediately upon graduation and be certified as a nurse on graduation
• Those are things that we're doing through our allied health pathway. upon graduation and be certified
• as a upon graduation and be certified as a nurse<00:41:25.280> on<00:41:25.599> graduation
• We also have right nurse on graduation.

Bills: SB62, HB361, HB244, HB377, HB411, HB422, HB423, HB425, SB16, HB452, HB354

Keywords: SB62, Alabama, conservation and natural resources, hunting license, fishing license, wildlife heritage license, license identification, government-issued ID, residency determination, in-state residency, student residency, tuition classification, public higher education, domicile, resident status, Department of Conservation and Natural Resources, DCNR, Section 9-11-32, Section 9-11-33, Section 16-64-3

Transcript Highlights:

• That's a growing pathway.
• Amongst those That's a growing pathway.
• It's gone a establishing that pathway.
• So teacher pathways to meet demand.
• And the temporary eligibility pathway.

Keywords: 1187, senate, all

Transcript Highlights:

• It helps fund B Pathways and the Hive alumni program.
• They just graduated a couple of weeks ago, which was really exciting.
• They just graduated a couple of weeks ago, which was really exciting.
• <01:38:32.080> including emphasis to select Pathways including emphasis to select Pathways
• volunteer a coach and a college graduate volunteer a coach and a college graduate um<01:39:42.040

Keywords: 1187, senate, all

Transcript Highlights:

• And we have more than 425,000 graduates now across the country.
• to opportunity for working pathways to opportunity for working adult<00:15:04.560> learners.
• <00:15:41.839> nearly school of education graduated nearly school of education graduated nearly
• Um, and I would just teacher pathways.
• to tier three a bit uh, those pathways to tier three a bit more<00:25:02.480> easy.

Keywords: 1183, house

Summary: The committee took up House File 3635, the Interstate Teacher Mobility Compact, and House File 3638, which would make several changes to teacher licensing and related agency operations. Dr. Yolena Bailey walked through the compact, explaining that it would let teachers move more easily among member states while preserving Minnesota’s authority over licensing, data, discipline, and rulemaking. She emphasized that the compact must be adopted without changes to be effective and that it would still require eligible teachers to hold a qualifying license, pass a state background check, and meet any compensation-related documentation requirements. Testifiers from school administrator groups and Western Governors University supported both bills. They said Minnesota’s teacher shortages, especially in special education, make it difficult to fill classrooms and often force districts to rely on substitutes or leave positions vacant. Supporters said the compact would speed licensing for qualified out-of-state teachers without lowering standards, and that the Tier 2 change in HF 3638 would help candidates enrolled in out-of-state teacher prep programs, including working adults and rural students, access Minnesota licensure pathways. WGU said the Tier 2 barrier affects its students and partnerships, including special education pipeline efforts and Teach For America collaborations. For HF 3638, Bailey described operational changes that would move the voluntary pair professional credential to MDE, allow a data-sharing agreement with the Board of School Administrators, let the agency use forfeiture fees for IT needs, update mental health training language and rulemaking, expand Tier 2 eligibility to some out-of-state teacher prep students, and extend the timeline for an online licensing system project by two years. Members asked whether the compact would add requirements for Minnesota educators or reduce licensure quality; Bailey and Representative Hill said it would not add classroom requirements and would mainly reduce paperwork while maintaining standards. The bills were laid over for further consideration, with no vote taken in the excerpt.

Transcript Highlights:

• We have to give them multiple pathways to do that.
• How could we find out what those pathways are?
• If you’re launching a new pathway, getting the State Board of Education to actually approve that pathway
• How could we find out what those pathways are?
• we did was we pulled up the Florida DOE website, all 17 pathways.

Summary: The Careers and Workforce Subcommittee met for its first meeting of the year, took roll, and heard member introductions centered on the importance of workforce pathways beyond the traditional four-year college route. Members repeatedly emphasized manufacturing, trades, rural workforce needs, apprenticeships, and helping students and adults find multiple paths to good jobs. The chair outlined the subcommittee’s focus on policies that build a skilled workforce and announced the day’s theme would be manufacturing, with presentations from the Florida Department of Commerce, the Florida Semiconductor Institute, and Fleet Force CDL training. Secretary Alex Kelly presented Florida’s manufacturing report, saying manufacturing is a major economic driver and that Florida has become the 10th largest state in manufacturing employment. He highlighted strong job multipliers, rapid growth in manufacturing GDP and establishments, the importance of logistics and ports, and the state’s small-business-heavy manufacturing base. He also stressed the aging manufacturing workforce, the need for modern skills such as robotics, cybersecurity, and data analytics, and the role of public-private partnerships, apprenticeships, and workforce education investments in supporting reshoring and industry growth. Dr. David Arnold described Florida’s semiconductor sector and the Florida Semiconductor Institute’s mission to grow research, workforce, and ecosystem development. He said semiconductors are strategically important, Florida ranks fifth nationally in semiconductor workforce, and the main bottleneck is mid-level technician talent rather than engineers or entry-level workers. He pointed to NeoCity, Valencia College, and other regional partnerships as models, and said the state needs more proactive planning, better instructor capacity, and stronger pathways from K-12 through postsecondary. Evan Agiloff of Fleet Force discussed Florida’s CDL shortage, saying trucking is essential to the supply chain, Florida has about 18,000 open CDL positions, and Fleet Force’s college-based model can quickly move students into middle-class jobs. Members asked about apprenticeships, CTE pathways, semiconductor training, infrastructure needs, and how to expand and better fund workforce programs; no votes were taken.

Transcript Highlights:

• You know, I think about... ...and, you know, 65% of our students graduate with no debt.
• And eight out of ten of our graduates tell us they stay in the region.
• And for every software engineering graduate, we graduate, there's four jobs waiting.
• For every electrical engineering graduate, there's three.
• These pathways include high-demand programs. South County region.

Summary: The Assembly Committee on Economic Development, Growth, and Household Impact held an informational hearing in San Diego focused on “Making Sense of California’s Economy: Real Cost Pressures and Household Impacts Facing San Diego.” Chair Salas and Assemblymember Darshana Patel opened by emphasizing affordability, housing, and the importance of bringing state policy discussions into the community. The first panel featured leaders from Cal State San Marcos and the San Diego Regional Economic Development Corporation, who described the region’s innovation ecosystem, the university’s role in social mobility and workforce development, and the importance of partnerships with K-12 schools, community colleges, military installations, and industry. They also highlighted regional strengths in life sciences, aerospace and defense, advanced manufacturing, clean energy, and venture-backed innovation, while warning that housing costs, federal research cuts, permitting delays, and small-business fragility threaten growth and talent retention. Committee members asked about collaboration among higher education institutions and what state policy changes could help. Panelists said the region’s universities are complementary rather than competitive and stressed the value of public-private partnerships, social innovation, and aligning academic programs with employer needs. On policy, they urged faster permitting, possible regulatory sandboxes, stronger research investment, support for cross-border trade and manufacturing, and more housing affordability to keep workers in the region. The second panel centered on small business and entrepreneurship, with testimony from Hydrostasis founder Dr. Debbie Chen, Amai co-founder Sven Davison, and Asian Business Association San Diego CEO Jason Pagal. Chen described building a hydration-monitoring wearable, the barriers women founders face in accessing capital, and the importance of SBDC, Stella Foundation, and university internship support. Davison described Amai’s edible cup business and how tariffs, supply-chain costs, and financing constraints forced the company to pivot manufacturing plans. Pagal presented survey data showing high relocation intent, difficulty hiring, and low confidence among businesses, and recommended expanded technical assistance, regional cost-of-living adjustments, and small-business affordability zones. During questioning, members discussed targeted procurement and local incentive models, the role of SBDC and other support networks, and how to better tailor state programs to local conditions. Public comment came from the California Southern Small Business Development Corporation, which stressed that access to affordable capital remains a major challenge and noted the volume of loan guarantee requests coming from San Diego. No formal votes were taken; the hearing concluded with closing remarks from both members underscoring the need to use local testimony to shape future state policy and support California’s economy, families, and small businesses.

Transcript Highlights:

• Arkansas needs multiple pathways to adult high school completion, and one of the most promising, proven
• More than 50% of our graduates To fifth-grade reading level.
• I'd like to close by telling y'all about a recent Excel Center graduate named Caitlin.
• Excel Center graduates are 12% more likely to be employed. Graduates have higher earnings.
• Graduates have more career opportunities.

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:

• they have the opportunity to graduate they have the opportunity to graduate and<00:31:40.960>
• and they are on the cusp of graduating and they are on the cusp of graduating despite<00:32:34.639
• <01:40:23.080> program Heritage language pathway program Heritage language pathway program
• education pathway.
• family the Heritage language pathway family the Heritage language pathway licensure<01:48:50.159

Keywords: 1187, senate, all

Transcript Highlights:

• um some of them have multiple graduate um some of them have multiple graduate degrees<00:58:51.920
• also correct that um our local graduates also correct that um our local graduates who<01:14:50.760
• We appreciate it. neural Pathways in their brains are neural Pathways in their brains are amazing<01:
• I come to you as a proud public school graduate.
• I come to you as a proud public school graduate.

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• The Graduate PLUS Loan program, relied on by more than 7,000 UC graduate students, is being phased out
• Cultural and identity graduations, such as Black, Raza, or undocumented graduations, have been renamed
• the UC graduate and professional student council to represent the 65,000 UC system graduate student
• going to be a graduate student.
• Yeah, as a former graduate student, I can certainly attest that part of what you're doing in graduate

Summary: The Assembly Higher Education Committee held an oversight hearing on how federal actions are affecting California higher education, with opening remarks from the chair and members emphasizing the importance of state-federal shared governance and the need to protect access, affordability, and campus diversity. The first panel included leaders from the CSU, University of the Pacific, California Community Colleges, and UC, who described broad impacts from federal grant terminations, changes to student aid, loan limits, visa and immigration policy, and proposed reductions to research support. Testimony focused on the elimination of Grad PLUS loans, caps on Parent PLUS and Pell-related changes, the loss or suspension of hundreds of grants, and the resulting harm to student support services, research, workforce pipelines, food assistance, and health care training. UC and CSU representatives warned of major losses in research funding, indirect cost reimbursement, and student opportunities, while community college leaders highlighted uncertainty around federal grants and the need to maintain services for low-income, first-generation, undocumented, and other vulnerable students. Committee members asked how the state could respond, including through intersegmental partnerships, dual enrollment, transfer pathways, and support for basic needs and nutrition programs. Witnesses said California could help by sustaining financial aid, protecting minority-serving institution programs, and investing in research, housing, and workforce development. Several speakers stressed that federal changes were creating instability for students and campuses, and that the effects would likely be long-lasting, especially in health care, teaching, STEM, and social work pipelines. A second panel then focused on equitable access. The California Student Aid Commission described state efforts such as the $3.9 billion investment in aid programs, the Cal Grant system, the Dream Act, and possible reforms to better serve adult learners, foster youth, undocumented students, and students with dependents. The Los Angeles Community College District reported that federal cuts and policy shifts are discouraging students from applying for aid, threatening TRIO and MSI/HSI-funded services, and reducing support for basic needs, counseling, and workforce programs. The Association of Independent California Colleges and Universities and the CSU Academic Senate echoed concerns about FAFSA confusion, international student restrictions, grant losses, and the erosion of equity-focused programs. No formal votes or legislative actions were taken during the hearing; the committee primarily received testimony and discussed possible state responses.

Transcript Highlights:

• first is it's kind of important to understand that here in Florida we have approximately 17 CTE pathways
• We've been looking at their employment post-graduation or their continuing education.
• We're continuing to utilize the Pathways to Career Opportunity Grant, PECOG, that is really designed
• We're continuing to utilize the Pathways to Career Opportunity Grant, Peacog, that is really designed
• And I see on your technical education pathways there's no pathway for space. Can you address that?

Summary: The Education Postsecondary Committee met to hear an overview of Florida career and technical education (CTE) from Chancellor Kevin O’Farrell and presentations from Big Bend Technical College and Santa Fe College. O’Farrell described Florida’s CTE structure, including career clusters, postsecondary program types, enrollment and completion growth, apprenticeship expansion, and the state’s credentials review process. He said postsecondary CTE enrollment is near 480,000 students and completions reached a record 76,806, with strong growth in nursing, law enforcement, EMT, and other public-safety credentials. He also discussed the CTE audit, which uses retention/success, employment or continued education, and labor-market demand metrics; programs not meeting thresholds would eventually require phase-out plans beginning in 2026. He highlighted the workforce development capitalization grant as a major driver of program expansion and facility renovation, and answered questions about business outreach, construction trades, apprenticeships, and space-industry training. Shelby McCall of Big Bend Technical College described how the college responded to hurricanes, mill closures, and regional economic disruption by expanding rural workforce training. She highlighted aluminum welding, millwright, welding technology, health sciences, and a new advanced manufacturing facility funded by state grants and local partnerships, along with a new LPN-to-RN bridge program. She said the college has strong placement and certification results and is working with employers such as Lippert, NAMO, and others to align training with local demand. Senator Simon praised the college’s role in Taylor County’s recovery and workforce development. Dr. Paul Brody of Santa Fe College said state workforce grants have helped the college expand nursing, skilled trades, apprenticeship, automotive, diesel, and manufacturing programs, including partnerships with Bradford County Technical College, UF Health, Habitat for Humanity, and local employers. He reported growth in CTE enrollment, nursing credentials, apprenticeship enrollment, and job placement rates, and described new efforts in semiconductor training, CDL training, and a charter school model that combines high school, an AS degree, and industry credentials. The committee took no formal action beyond hearing the presentations and adjourned after Senator Berman moved to adjourn.

Transcript Highlights:

• graduation, that sort of thing. graduation, that sort of thing.
• workforce needs, but also the pathways. workforce needs, but also the pathways.
• graduation rates. graduation rates. >> Mhm. >> Mhm. >> Mhm.
• <00:45:56.320> I pathways. We we can always do better. I pathways.
• of public high school graduates. of public high school graduates.

Keywords: 958, all

Summary: The Budget Review Subcommittee on Education met for an overview of the Council on Postsecondary Education (CPE). After approving the prior meeting minutes, staff from CPE explained that the council was reconstituted in 1997 and serves as Kentucky’s statewide coordinating body for higher education, with responsibilities including advising the General Assembly and governor, coordinating the postsecondary system, supporting budget and performance funding work, and using data to track outcomes. They described Kentucky’s governance structure, including the KCTCS governing board, independent boards at public universities, and CPE’s role in licensing private institutions and overseeing transfer, closed-school records, and tuition approval. CPE staff emphasized statewide strategic planning and the “60 by 30” goal of having 60% of working-age Kentuckians hold a meaningful credential by 2030. They said the agency uses dashboards, KPIs, and peer comparisons to set targets for institutions and monitor enrollment, retention, and graduation. They also highlighted the Kentucky Graduate Profile, a voluntary effort to embed 10 essential workforce skills into general education and major programs, and noted ongoing work on academic program approval, performance funding, and a biennial budget request. The presentation also focused on student support and workforce alignment initiatives. Staff described the Kentucky Advising Academy, the Commonwealth Education Continuum, and the Kentucky Student Success Collaborative, which work with K-12 partners and campuses to improve advising, transfer, wraparound supports, and career planning. They also discussed GEAR UP, the Futurity career-planning platform, and efforts to connect education pathways to workforce needs, including healthcare, veterans, and other adult learners. CPE reported that student debt at graduation has fallen to $10,168 at public institutions and that six in ten Kentucky undergraduates graduate debt free.

Transcript Highlights:

• <00:34:46.079> Grant either the sustaining or Pathways Grant either the sustaining or Pathways
• or have graduated from the University of Minnesota College of Veterinary Medicine.
• or have graduated from the University of Minnesota College of Veterinary Medicine.
• both undergraduate as well as graduate both undergraduate as well as graduate students<01:04:09.240
• per year for their Bor and graduate per year for their Bor and graduate programs<01:19:41.560>

Keywords: 1183, house

Transcript Highlights:

• to ensure graduates entering the workforce<00:05:02.479> are<00:05:02.680> ready<00:05
• And 86% of those graduates find jobs in their field or a related field of study.
• <00:38:25.440> child<00:38:25.839> development pathway child development pathway child
• <00:42:20.960> earned and 23 over 1,800 graduates earned and 23 over 1,800 graduates earned
• rates more importantly 80% of graduates rates more importantly 80% of graduates secured<00:42:32.480

Keywords: 919, house, all

Summary: Minnesota State Colleges and Universities presented an overview of the system and several budget riders. Board Chair George Soul described the system’s structure, noting 26 colleges and seven universities governed by a 15-member board, and emphasized that Minnesota State serves about 270,000 students annually, including many students of color, adult learners, Pell-eligible students, first-generation students, and veterans. He highlighted the system’s workforce role, saying it offers more than 4,000 programs, extensive employer partnerships, and that 86% of graduates find jobs in their field or a related field. He then turned the presentation over to system staff to discuss specific funding requests. Associate Vice Chancellor Kim Lynch focused on the Z-degree textbook program, which supports zero-textbook-cost courses and degrees. She said prior legislative support has produced about $3.1 million in savings in academic year 2024 and more than $12.6 million in aggregate savings, with 10 colleges now offering Z degrees and 12 more on track or exploring implementation. She described the program’s use of open educational resources, instructional design support, and library resources to fill gaps where free materials are not available, and said students save roughly $7 to $10 for every $1 invested. Members praised the program and asked about its expansion. Associate Vice Chancellor Paul Shepard discussed student support funding, including a centralized basic needs resource hub, the Mantra Health mental health platform, and the emergency grant program. He said student surveys showed significant food, housing, and homelessness insecurity, and that the basic needs hub has served over 2,400 students with a 97% positive response rate. He said Mantra provides telecounseling, peer support, self-paced courses, and crisis support, and clarified in response to questions that it is not AI-driven and does not sell student data; general usage data is collected, and follow-up with campus counselors occurs only at the student’s request. He also said the emergency grant program has distributed over $3 million to more than 4,800 students, with grants averaging just under $700, and that campuses use application review and recordkeeping to manage repeat requests. Members asked about counselor staffing, data privacy, and grant safeguards. The final item addressed sexual assault reporting and prevention funding. System staff said the appropriation supports technology infrastructure for statutory reporting, case management for investigations, campus prevention training, and professional development for Title IX coordinators and related staff. They noted that the statutory student training requirement is funded by individual colleges and universities, not by this appropriation. No formal votes were taken in the portion of the meeting provided.

Transcript Highlights:

• , and then find a career after they graduate.
• So the focus of the First Star Academy... ...college, graduate, and then find a career after they graduate
• And then we question and we wonder why they're not graduating in a timely manner and why we're having
• nine months out of graduation.
• So we provide these services... ...graduation, so we provide these services.

Keywords: 987, senate, all

Summary: The Senate Budget Subcommittee on Education heard May Revision proposals covering higher education, including the Bureau for Private Postsecondary Education, the University of California, California Community Colleges, the California Student Aid Commission, UC College of the Law, San Francisco, and trailer bill reporting changes. For the Bureau for Private Postsecondary Education, the administration proposed a one-time $10 million General Fund backfill to repay a special fund loan taken to cover litigation costs, plus provisional language to adjust for a pending legal expense and to repay the loan without interest. The LAO opposed shifting costs to the General Fund and raised legal concerns about an interest-free loan under Proposition 26. Senators asked about whether the $10 million would cover the litigation and about the estimated $245,000 in interest savings. For UC, the May Revision maintained the Governor’s ongoing support and included budget language requiring campuses to grow by 2,968 California undergraduates in 2026-27. UC also sought $1.5 million in one-time General Fund support for the First Star foster youth program. UC described strong outcomes for the UCLA program, while the LAO recommended rejecting the new spending because UC already has overlapping outreach programs, including the Early Academic Outreach Program, and because the need for new state funding was not clear. Senators debated whether the proposal duplicated existing services and discussed the program’s reported college-going and completion rates. The committee also heard a request for $1 million ongoing General Fund for UC College of the Law, San Francisco, to maintain campus safety services; the college described its shared-campus model and public-interest mission, while the LAO noted the college was also raising tuition and that the proposal would maintain, rather than expand, current security spending. The committee then reviewed community college proposals. Finance outlined a larger May Revision package centered on a 4.31% SCFF COLA, enrollment growth funding, categorical COLAs, a one-time Adult Learner Demonstration Project allocation, deferred maintenance, and other ongoing and one-time items. The Chancellor’s Office supported the package but asked for more enrollment growth funding, a higher growth rate, and additional policy changes. The LAO recommended at least funding the statutory 2.87% COLA, then considering whether to redirect remaining funds to enrollment growth, categorical COLAs, or one-time priorities; it recommended rejecting the Adult Learner Demonstration Project. Senators questioned the use of the discretionary COLA to cover paid pregnancy disability leave, the impact on hold harmless and basic aid districts, and whether the state should instead create a separate categorical. The Chancellor’s Office and Finance said the COLA approach was intended to provide flexibility, though Finance said it was open to further discussion about districts that would not receive direct funding. For student aid, Finance described May Revision changes to Cal Grant and the Middle Class Scholarship, including a one-time reduction tied to lower estimated costs and a later true-up, as well as proposals for the Golden State Teacher Grant Program and implementation of the federal Workforce Pell program. CSAC supported the financial aid investments but urged more time and clearer implementation planning for Workforce Pell, noting the need for state approval processes, data linkages, and likely ongoing administrative workload. The LAO recommended rejecting additional Golden State Teacher Grant funding and cautioned that the Workforce Pell trailer bill and one-time funding were premature given the new federal rules and unclear workload. Senators also raised concerns about the Middle Class Scholarship reduction, the need to support students facing higher living costs, and the decline in CADA/DREAM Act applications, with CSAC saying the drop did not reflect reduced need and that outreach should be strengthened. The final item was a set of technical trailer bill changes to shift some UC, CSU, and community college reporting from annual to biennial and consolidate reports; Finance said there were no programmatic changes.