Transcript Highlights:

• What he’s doing with workforce education, workforce development, the workforce development program, is
• That's similarly in our teaching program, our preschool teacher programs, degree programs, and early
• We recognize that we must be brilliant at the basics of education, educating the workforce.
• On top of that, we're in the process of opening up a maritime and diesel mechanic program, or educational
• But I'm in education.

Summary: The Appropriations Committee on Higher Education met to consider a slate of trustee confirmations for several Florida state colleges and universities. Chair Harrell outlined the process, including swearing in nominees, allowing brief presentations and questions, taking public comment after each nominee, and voting on the full slate at the end unless a member was pulled for separate consideration. One nominee, Edward Fleming, was not heard and was deferred to a future meeting. The committee also dealt with several technical issues for remote participants before proceeding through the agenda. Nominees and reappointees emphasized their personal ties to their institutions and focused their remarks on workforce development, affordability, and partnerships with local employers. Several highlighted nursing and allied health programs, with committee members repeatedly asking about NCLEX pass rates; reported figures included Polk State at 100%, Lake-Sumter at 97.5%, Northwest Florida State at 100%, Daytona State at 95%, Pasco-Hernando at 97% for associate degree and 100% for practical nursing, Pensacola State at 90% practical nursing and 85% RN, and Hillsborough College at 87.5%. Other priorities mentioned included construction technology, agriculture and ag technology, surveying/geodetic programs, maritime and diesel mechanics, aircraft maintenance, dual enrollment, AI, cybersecurity, and support for military and veteran transitions. After hearing from all nominees, the committee asked whether any names should be voted on separately; none were requested. Senator Bradley moved a block vote to recommend confirmation, the motion was approved by roll call, and all nominees heard that day were recommended for confirmation except Tab 10, Edward Fleming, who was postponed to a later meeting. The committee then adjourned.

Transcript Highlights:

• to fund the creation or expansion of career and technical education programs.
• The budget also provides $28.5 million in performance incentives for district workforce education programs
• So then I'm also wondering whether there was supposedly something about an education program to develop
• So then I'm also wondering there was supposedly something about an education program to develop anti-Gympathes
• . something about an education program to develop anti-communism curriculum materials for $725,000.

Keywords: 998, house, all

Transcript Highlights:

• It's an innovative college access program through the Office of Higher Education that uses student GPA
• According to the Office of Higher Education, in year one of the program, 77% of direct admissions complete
• programs.
• the Office of Higher Education for their incredible work in this program, and Representative Mueller
• Participation, because of all the benefits of this program, it's a wonderful, wonderful program.

Transcript Highlights:

• Working with the State Board of Higher Education, we've developed a low-producing program review process
• Public Health, I was introduced to and offered a position with the One Program, opioid and naloxone education
• We're not going to talk about educational programming, although that's a huge part of what Sanford and
• As higher education moves toward more machine reading in each of its programs, it puts more personal
• So if you have a program that is largely, I think, like a lot of the general education programs are just

Summary: The Higher Education Institutions Committee met at NDSU and heard an extensive presentation from President David Cook/President Stewart and NDSU leadership on the university’s priorities, including enrollment, student success, research growth, and use of New Horizons funding. Leaders emphasized NDSU’s land-grant mission, its role in workforce development, and its goal of becoming more distinctive through strategic planning, recruitment and retention, commercialization, and partnerships. They highlighted that NDSU awarded 2,370 degrees in 2025, produces a large share of the state’s engineering, nursing, and agriculture graduates, and reported strong outcomes for graduates staying and working in North Dakota. They also noted enrollment headwinds, competition from other institutions, and the need to manage tuition waivers more carefully through a scholarship optimization effort. Provost Sherry Vale outlined academic stewardship efforts, including review or consolidation of low-producing programs, strategic hiring tied to institutional priorities, faculty workload policy changes, and expanded online and regional offerings. She said the university is using New Horizons dollars to strengthen advising, student support, and programs in engineering, agriculture, and health. NDSU leaders also described new or expanded academic offerings such as robotics and automation, artificial intelligence, material science and engineering, nuclear engineering certificates, accelerated nursing, nurse practitioner certificates, a Master of Health Administration, and a clinical research master’s program with Sanford Health. They stressed that these investments are intended to improve student completion, meet workforce needs, and increase return on public investment. The committee also heard testimony from students and recent graduates who described the value of NDSU’s education, mentorship, internships, research opportunities, and support services. Alyssa Hodges spoke about pharmacy education, public health work, and campus support as a parent and student; Ethan Blessy described engineering coursework, internships with Marvin, and career preparation; and Aiden Freolic discussed neuroscience research, federally funded projects, and plans for graduate study. Their testimony was followed by presentations on partnerships with Gateway to Science for K-12 STEM outreach and with Sanford Research on biomedical research, clinical trials, obesity research, and a joint biostatistics hire. NDSU also highlighted systemwide shared services, Governor’s School programming, and research growth, including a reported 8% increase in research expenditures from $199 million to $215 million. No bill votes were taken; the meeting was informational and featured presentations, testimony, and discussion of future planning and partnerships.

Transcript Highlights:

• program, aptly called the FARM program.
• For education, the bill directs more than $25 million of new funding to our rural education consortia
• programs.
• scholarship programs.
• Education is a big deal. It's not easy.

Summary: The Senate convened with prayer, the Pledge of Allegiance, and several introductions, including recognition of Alpha Kappa Alpha Sorority’s Founders’ Day and a visiting debate student. The chamber then received and adopted, by a 39-0 vote, a committee report confirming 52 gubernatorial executive appointments to various state, regional, and local boards and commissions. The first major bill was SB 250 on rural communities, described as a broad “Rural Renaissance” package. Sponsor Senator Simon outlined provisions creating an Office of Rural Prosperity, a Renaissance Grant Program for counties facing population loss, housing and transportation investments, additional funding for rural education, and rural health care support. Two amendments were adopted to remove overlapping grant language tied to new federal rural health funding and to update hospital funding estimates. Senators from both parties generally supported the bill, though some raised questions about eligibility for certain rural areas and how funds would be accessed. The bill passed 39-0. The Senate then took up CS/SB 318 on educational scholarship programs. Senator Gates said the bill responds to Auditor General findings by separating scholarship funding from public school funding, requiring student identification and enrollment verification, reducing administrative fees for scholarship funding organizations, requiring annual audits, and directing the Department of Education to develop a competitive selection and performance-based business plan for those organizations. Three amendments were adopted, including changes to the stabilization fund and documentation requirements. Senators from both parties debated transparency, accountability, and implementation concerns, with some also urging future attention to declining-enrollment school districts and the quality of scholarship providers. The bill passed 38-0. At the end of the session, the Senate waived rules to immediately certify SB 250 and CS/SB 318 to the House, welcomed Palm Beach County visitors in the gallery, and adjourned until the next scheduled meeting.

Transcript Highlights:

• Community-based child care programs, family child care homes, centers, and other early educators continue
• These programs are the before- and after-school program at schools and the state preschool program, which
• through the Expanded Learning Opportunities Program, which effectively provides after-school programming
• programs across the state.
• I'm the director... ...of the Early Education Division at the California Department of Education, and

Summary: The Assembly Select Committee on Child Care Costs held its third hearing, focused on how transitional kindergarten (TK) fits into California’s mixed-delivery early learning system, with an emphasis on the Central Valley. Opening remarks stressed that TK and child care should complement each other, not compete, and that families need both part-day school-based options and full-day, year-round care. Committee members outlined hearing goals around aligning TK with existing programs, understanding family needs, and examining the economic impact of early learning on workforce participation and local economies. Panelists from the Legislative Analyst’s Office, Every Child California, Early Edge, Children Now, and others described TK’s rapid expansion to all four-year-olds, the growth in enrollment, and related changes to state preschool and after-school programs. Witnesses generally supported TK but warned that its expansion has shifted enrollment away from community-based providers, especially centers and family child care homes, creating financial strain, vacant classrooms, and staffing challenges. They urged stronger partnerships between school districts and community providers, more flexible licensing and facilities support, higher and more uniform reimbursement rates, permanent authority for state preschool to serve two-year-olds, and better compensation and training for educators across settings. Parents and providers testified about the importance of trusted, culturally and linguistically responsive care, the need for infant-toddler and home-based options, and the difficulty of affording child care when TK is not full-day or does not fit family schedules. Several speakers emphasized that many families still face long waits for subsidies and that reimbursement and payment delays threaten provider stability. Public comment echoed these concerns, with providers calling for true cost-of-care rates, more vouchers, support for transportation and nontraditional hours, and protection from insurance and facility costs that can force programs to close. State education officials said California’s UPK system works best when TK, state preschool, Head Start, and community-based providers are treated as a shared system, and noted that planning and implementation grants and local coordination efforts have helped build mixed-delivery partnerships. The hearing ended without formal votes or actions, but committee members indicated they would continue gathering input to inform future policy and budget decisions.

Transcript Highlights:

• Members, thank you for being here today. discussions on institutions of higher education.
• Funding for financial aid programs and Texas grants.
• called education a most important door to open for America's youth.
• We have been able to. expand our allied health programs including our nursing and new EMT programs.
• A $750,000 per year investment for technical program support.

Keywords: 1184, house, all

Transcript Highlights:

• It requires the Department of Education to collaborate with teacher training programs to ensure prospective
• program if this does get off the ground and rolling, but not all educational assistants want to become
• So we have done a pilot program in the last few years in the Y9 Nula area, where it is an educational
• Well, the apprenticeship program, you know, they would start out in Educational Assistant 1, Educational
• They would also have to go through a state-approved teacher education, um, student teaching program when

Keywords: 912, senate, all

Summary: The joint Committee on Education and Committee on Public Safety and Military Affairs heard Senate Bill 422, which would authorize the Department of Education to award a high school diploma to qualified people whose schooling was interrupted by military service or wartime practices during World War II, the Korean War, or the Vietnam War. The Department of Education testified in support, noting a prior law that created the Kono diploma program before it sunset in 2020. Several members of the public also testified in support. Both committees later recommended passage of SB 422 without amendments, and the recommendation was adopted by voice votes. The committees then heard Senate Bill 530 on Braille literacy. The bill would establish Braille literacy as state policy, require Braille-related literacy assessments for eligible blind and low-vision students, authorize DOE rulemaking, create a Braille Literacy Resource Center, and appropriate funds. DOE and the Department of Human Services supported the measure, as did the National Federation of the Blind, Hawaii Disability Rights Center, and a blind testifier who described the importance of early Braille instruction. The Attorney General’s office raised concerns about statutory language requiring yearly assessments and suggested revisions so annual decisions remain with IEP teams. The committees voted to pass SB 530 with amendments, including the Attorney General’s suggested changes, and adopted the recommendation. The next measure was Senate Bill 532, which would allow school staff and agents trained by a licensed clinician to volunteer to administer medication to students in public schools under certain conditions and clarify who may prescribe such medication. DOE and Department of Health testimony supported the bill. The Attorney General recommended replacing the term “licensed clinician” with the defined term “health care professional.” The Hawaii Academy of Physician Assistants supported the bill but asked that physician assistants be included among providers who may prescribe medications for school administration. After questions about current school health aide duties and field-trip medication procedures, the committees voted to pass SB 532 with amendments, including the Attorney General’s terminology change, and adopted the recommendation.

Transcript Highlights:

• Today I'll be going over a program evaluation report on higher education workforce endowments.
• Teaching, teacher education, and social work programs.
• To use the endowment earnings to hire faculty, such as UNM's teacher education program, ENMU's social
• to support faculty: UNM's education program, social work programs at ENMU, NMSU, and Highlands. and
• Although there have been strides in enrollment across all higher education programs in the state, the

Transcript Highlights:

• > or<00:15:56.360> vice grant program to other programs or vice grant program to other programs
• > we this program receiving the program we this program receiving the program we have have have
• Promise program.
• scholarships, other grants, other scholarships, and other Office of Higher Education programs to help
• scholarships, other grants, other scholarships, and other Office of Higher Education programs to help

Keywords: 1187, senate, all

Summary: The committee received an informational presentation from the Minnesota Office of Higher Education on the State Grant program and governor-recommended changes, with some discussion of North Star Promise. Staff explained that State Grant is the state’s largest financial aid program, intended to promote college access and choice for students with the highest financial need, and that it works alongside Pell Grants. They reviewed program eligibility, award calculation, and participation rules, and noted that the program serves a large share of low- and middle-income students, including many dependent students, student parents, BIPOC students, and adult learners. They also described how awards and spending are distributed across public and private institutions and how the agency projects spending using enrollment, tuition, and FAFSA data. A major focus was the current fiscal-year deficit in State Grant. Staff said the program is experiencing a shortfall driven by higher-than-expected enrollment, more students with greater financial need, and major FAFSA formula changes that increased the number of applicants with zero or negative student aid index values. They said the office has already rationed awards where allowed and imposed a FAFSA deadline for spring awards, and does not expect to fund some awards. Officials explained that if the program projects a surplus, they typically adjust the living and miscellaneous expense allowance to spend down funds; if it projects a deficit, they can increase student and family responsibility to reduce award sizes, but the program must stay within its appropriation. Senator Duckworth asked several questions about whether unused funds could be transferred between State Grant and North Star Promise, and how the two programs are treated. Staff said State Grant funds revert to the general fund at the end of the biennium, while North Star Promise uses a special revenue account, and that transfers may be possible but would need clarification under current authority. They referenced a prior legislative transfer from North Star Promise funds to cover a shortfall in the Fostering Independence Grant and said they would follow up on the exact transfer authority. No votes or formal actions were taken during the presentation and discussion.

Transcript Highlights:

• our educational programs is Ingram State Technical College.
• Stan Robinson is our director of education programs re-entry.
• <00:09:03.839> programs particular on our educational programs particular on our educational
• So going uh education programs re-entry.
• be it education, uh regular programming be it education, be<00:21:33.280> it<00:21:34.320>

Keywords: 924, joint, all

Transcript Highlights:

• We are well prepared to put dental therapists into an educational program.
• We are well prepared to put dental therapists into an educational program and out in the community.
• Paul Belvedere was wonderful in terms of seeing that the education exists, that that program is so credible
• program.
• It is untrue that they are high school graduates that go on to a dental therapy educational program.

Summary: The Health Professions and Programs Subcommittee heard and advanced three bills. HB 21 would create a new licensed profession of dental therapy under the Department of Health and Board of Dentistry, allowing trained dental therapists to provide a limited scope of care under a supervising Florida-licensed dentist through a collaborative management agreement. Sponsor Rep. Cheney argued the bill would help address severe dental shortages and improve access in underserved areas; opponents from the Florida Dental Association and oral surgery groups warned that the bill would allow irreversible procedures by less-educated providers and could compromise patient safety. Supporters, including dentists, hygienists, and community health center leaders, said dental therapists would expand access and free dentists to handle more complex care. An amendment was adopted to require proof of local anesthesia training, adverse-incident reporting, and updated background screening language. The bill was reported favorably as amended by a 14-1 vote. The committee then considered HB 27, which creates the Social Work Licensure Interstate Compact to allow licensed social workers to practice across member states, including through telehealth, and to help military families and address workforce shortages. Supporters from the National Association of Social Workers and other advocates said the compact would improve mobility, reduce administrative burdens, and expand access to mental health services, especially in underserved and rural areas. A technical amendment restoring model language and setting an effective date of July 1, 2025 was adopted, and the bill was reported favorably as amended on a 15-0 vote. Finally, the committee heard HB 29, the public-records companion to the social work compact, which creates exemptions needed for compact compliance and allows the compact commission or its committees to meet in closed session when discussing information exempt under law. After a technical amendment authorizing closed meetings for exempt matters was adopted, the bill was reported favorably as amended on a 15-0 vote. The meeting then adjourned.

Transcript Highlights:

• Those pieces of education are provided by tuition and provided by incentive programs that were already
• Education.
• The National Guard Education Assistance Program offers life-changing opportunities for...
• It is a, and once again, Oklahoma's Promise is kind of like a higher education voucher program.
• program.

Keywords: 914, all

Transcript Highlights:

• , and the Chair of the State Board of Education.
• In collaboration with the Department of Education, with our outstanding education staff, and also our
• Fewer college graduates are choosing education.
• Well, educators and staff are on the front lines.
• budget so that school readiness program providers who meet minimum program assessment composite scores

Summary: The Appropriations Committee on Pre-K-12 Education met and considered a wide range of education-related bills, with most measures receiving favorable reports. Early in the meeting, the committee approved CS/SB 754 on International Baccalaureate bonus funding, CS/SB 1122 on Florida Virtual School updates, and CS/SB 430 requiring public schools to adopt cardiac emergency response plans, train students and staff in CPR/AED use, and maintain accessible AEDs. Testimony on the cardiac bill came from the American Heart Association and the Florida chapter of the American College of Cardiology in support, and the chair noted a survey suggesting many districts already have AEDs in schools. The committee also approved CS/SB 1528 on educational opportunities for military children, which expands coordination and training under the interstate compact, and CS/SB 364, which would move the Council on the Social Status of Black Men and Boys from the Department of Legal Affairs to Florida Memorial University for research and administrative support. The committee then adopted amendments and favorably reported CS/SB 1590 on educator preparation, which modernizes teacher standards and certification pathways, including updates to FEAPs, a revised teacher exam, and an alternative certification program. The SPLC testified in opposition to part of the bill, arguing that language on historical instruction and systemic racism was contradictory and could limit accurate teaching of history. The committee also approved CS/SB 1702 on education, incorporating a wireless-device-in-schools pilot and other education provisions, with support from the Florida Charter School Alliance and others. CS/SB 444 on human trafficking awareness was amended to require no-cost training for school employees and charter schools; FSU law students testified in support, emphasizing the need for school personnel to recognize trafficking indicators. The committee also approved CS/SB 650 on hazardous walking conditions, expanding transportation eligibility for students walking near limited-access facilities, though members noted the bill carried an indeterminate fiscal impact and no dedicated funding. Later, the committee favorably reported CS/SB 1102 on school readiness, which expands how disabilities can be identified for early learning services and ties additional funding to training on early identification of delays. It also approved SB 1382 on access to school readiness programs for economically disadvantaged households, revising eligibility and priority tiers to use state median income rather than federal poverty level and refining the waitlist and forecasting process. Several members recorded votes on bills they had missed during the meeting, and the committee adjourned after reporting all of the above measures favorably.

Transcript Highlights:

• <00:03:17.879> funding those of you on the education funding those of you on the education
• Actually, it's not unusual to end a program or start a new program based on need.
• to end a program or start a new program to end a program or start a new program based<00:39:22.040
• We've been able to build some new programs, expand some new programs.
• of Grant programs to support early<01:25:35.639> childhood<01:25:36.159> education<01:

Keywords: 928, house, all

Summary: The committee received an orientation from University System of New Hampshire Chancellor Katherine Preventure and Senior Director of Government Relations Lauren Banker on the system’s enrollment, finances, workforce role, and academic programs. They described the system as consisting of UNH, Keene State, and Plymouth State, with about 23,000 students, $928 million in FY24 operating expenses, a $3.7 billion economic impact, and UNH’s R1 research status. They emphasized the system’s role in graduating students into the New Hampshire workforce, its statewide Cooperative Extension and regional campus presence, and its alignment of degree offerings with top occupations identified by New Hampshire Employment Security. The presentation also highlighted partnerships with businesses, internships, and collaboration with the community college system, including 100 transfer pathways and a direct-admit program. A substantial portion of the discussion focused on tuition, state support, and student costs. The chancellor said the state invested $95 million in FY25, with about $81 million used to reduce resident tuition and about $14 million for statutory programs such as Cooperative Extension and the Agricultural Experiment Station. She said the state subsidy is about $7,300 per New Hampshire student, and that resident net tuition averages about $7,000, while nonresident net tuition averages about $16,600. She provided published tuition figures for UNH, Plymouth State, and Keene State, and explained that resident tuition has been held flat for five years while financial aid has increased, reducing average net tuition and fees for New Hampshire students from about $10,500 in 2020 to $9,800. Members asked for clarification on how residency and workforce-retention percentages were calculated, and the chancellor said she would follow up. Members also asked about comparisons with peer institutions, housing and meal costs, research funding, and the reasons for declining enrollment and staffing reductions. The chancellor said peer comparisons were based on flagship universities for UNH and smaller regional publics for Plymouth and Keene, and noted that out-of-state tuition has risen about 2.5% annually. She said housing for a UNH double room is $8,536 and a meal plan is $5,100, and offered to provide a consolidated cost document. On research, she said the system’s direct research spending includes federal funding and that indirect costs were about $34 million last year, with a follow-up promised on the federal/state and direct/indirect split. She attributed enrollment declines largely to demographics and said the system is responding by reducing costs, selling buildings, exiting leases, moving the system office to NHTI, and implementing Workday. She also noted that Plymouth received approval for five three-year bachelor’s degree programs and that members praised the shorter, workforce-focused pathways, especially for manufacturing and other in-demand fields.

Transcript Highlights:

• We think another thing that we could do is mandating that early childhood education programs are required
• Grant Programs, and L.A.
• This experience made painfully clear that early care and education programs are missing from our disaster
• this program.
• and home-based programs by leading to program disruptions and closures.

Summary: The hearing focused first on how wildfires and other disasters affect child care providers, families, and early education infrastructure. State officials from the Department of Social Services and Department of Education described disaster response and preparedness efforts, including shelter coordination, licensing outreach, emergency waivers, distribution of supplies, and the statewide child care disaster plan. Testimony from providers and advocates emphasized major gaps in recovery funding, insurance coverage, rebuilding support, mental health services, and coordination with local rebuild plans. Several witnesses urged more dedicated disaster-recovery funding for child care facilities and suggested statutory changes, including allowing greater flexibility for rebuilding costs and requiring early childhood programs to be included in local disaster planning. The second panel addressed immigration enforcement and its impact on child care. Advocates from the Children's Partnership, Every Child California, and CHIRLA said enforcement activity is causing families to keep children home, disrupting continuity of care, reducing enrollment, and creating fear and trauma for children and providers. They argued that immigrant and mixed-status families need clearer protections, privacy safeguards, legal support, trauma-informed guidance, and safe-haven policies for child care settings. Speakers also stressed that the child care workforce is heavily immigrant and that recent state laws such as AB 49 and AB 495 will require funding, training, and technical assistance to implement effectively. Public commenters, including child care providers, described personal experiences with fire damage, displacement, permit delays, lost income, and the emotional toll of serving families during crises. Others described how immigration enforcement has made parents afraid to attend events, drop off children, or remain connected to providers. Committee members repeatedly noted that child care is often overlooked in emergencies and asked state officials how child care systems are being integrated into disaster planning and how local and state agencies can better coordinate. No formal votes were taken during the hearing.

Transcript Highlights:

• PROVIDED EDUCATION.
• THE STATE BOARD OF EDUCATION.
• WE HAVE PEOPLE ASKING QUESTIONS ABOUT OUR EDUCATION PROGRAMS.
• THAT ARE EARNED AND ACHIEVED WHILE IN THE PROGRAMS.
• THIS WRAPS UP THE EDUCATION PIECE.

Keywords: 999, senate, all

Transcript Highlights:

• I talk about a lot in higher education committee and in other committees is how we rethink higher education
• For first-gen students, early academic outreach programs and educational opportunity programs are critical
• And how do these programs support our rural communities?
• I'm the policy and program manager for Milpa.
• And as you guys had mentioned also here with youth programs, I am 100% behind youth programs: get to

Keywords: 988, house, all

Transcript Highlights:

• Department of Education.
• Department of Education.
• Department of Education.
• are part of K-12 education.
• It allows deported students to continue their education through online community college programs and

Summary: The committee hearing covered several higher education bills, with extensive testimony on student aid, affordability, and institutional debt. AB 587 would add veteran representation to the California Student Aid Commission; the author said the change would bring lived experience from the veteran community to student aid policy, and members raised a concern about keeping the commission’s membership odd-numbered, which the author said would be addressed by amendment. AB 791 would standardize cost-of-attendance housing calculations using objective data and improve notice of the adjustment process; supporters said current budgets often underestimate students’ real living costs, while UC, CSU, and independent colleges opposed or had concerns about the bill’s prescribed methodology, fiscal impact, and a 14-day turnaround for adjustments. AB 850 would create a one-term grace period for students with institutional debt to re-enroll while arranging repayment, bar reporting that debt to credit agencies, and require more transparency; proponents described students being blocked from continuing school over debts, while CSU, UC, and private-college representatives said they already use holds and payment plans and worried about added liabilities and budget pressures. AB 537 would extend the California College Promise Program to part-time community college students; supporters said most community college students attend part-time and should not be excluded from fee waivers, while the committee noted fiscal concerns but ultimately advanced the bill. AB 7 would allow universities to consider whether an applicant is a descendant of American chattel slavery in admissions as a reparative measure; supporters framed it as lineage-based reparative justice, while opponents argued it would function as a racial proxy and conflict with Proposition 209 and equal-protection principles. The committee took roll-call votes on the measures, advancing AB 587, AB 791, AB 850, and AB 537 to Appropriations, with AB 850 and AB 537 receiving fewer votes and the roll left open for additional members.

Transcript Highlights:

• <00:01:44.920> if postsecondary education if postsecondary education if representative<00:
• DEI programs?
• DEI programs?
• for higher education performance.
• The Council on Postsecondary Education is our leading metric for higher education performance.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education met to consider House Bill 4, relating to postsecondary education. Before taking up the bill, the committee adopted a committee substitute. The substitute removed language creating a private right of action and immunity provisions, added a definition of “indoctrinate,” revised language tied to the Attorney General, and added a new section directing the Auditor of Public Accounts to review compliance every four years. If an institution is found out of compliance, it would have 180 days to cure the issue or become ineligible for formula funding increases in the following fiscal year, with an opportunity to petition the Attorney General. The substitute also added language barring licensing authorities from requiring diversity, equity, and inclusion training as a condition of initial or renewal licensure. Representative Decker presented the bill as an effort to end what she described as unconstitutional DEI practices in Kentucky’s postsecondary system and to refocus colleges on academic instruction, equal opportunity, and affordability. She argued that DEI offices and initiatives have cost taxpayers heavily and have not improved enrollment outcomes for low-income and underrepresented students. Michael Frasier, testifying in support, framed the bill as an equal-protection measure rather than simply an anti-DEI bill, saying it targets preferential treatment and discrimination while exempting traditional civil-rights compliance offices such as Title IX, disability, and other anti-discrimination functions. He also argued that the bill aligns with recent U.S. Supreme Court precedent and that Kentucky should shift toward socioeconomic-based approaches. Several members raised concerns about the bill’s assumptions and effects. Representative Willner questioned the claim that DEI initiatives caused enrollment declines and asked why the state would not make such programs more inclusive instead of eliminating them. Representative Stalker argued that the bill ignored decades of exclusion in higher education and asked what would replace DEI efforts aimed at closing achievement gaps and preventing brain drain. Supporters responded that the bill addresses unconstitutional preferences and that the state should move toward equal treatment and socioeconomic factors rather than race-based criteria. After discussion, the committee substitute was adopted, and the committee continued consideration of House Bill 4.