Transcript Highlights:

• really appreciate all the years that she's put into teaching, and for bringing the kids from my Spanish class
• Yes, with that amendment, it was moved to a class six, or yeah, class six felony as the penalty.

Keywords: 1182, all

Transcript Highlights:

• they would owe us, or do still owe us tuition and fees because we didn't kick them out until after classes
• So these were actually students that attended class at the campus? No, no, no. This is all online.
• So these were actually students that attended class at the campus. No, no, no. This is all online.

Summary: The House and Senate Legislative Audit committee met to approve prior minutes and review four higher education audit reports. Staff first presented the University of Arkansas System report, which included three findings that had been certified and referred to the Governmental Bonding Board, the attorney general, and the appropriate prosecuting attorney: unauthorized purchases at UAPB totaling about $37,000, a fraud scheme involving falsified FAFSA/transcript records at East Arkansas Community College with about $66,000 in losses, and unallowable charges in the Veterans Upward Bound program at UA Fayetteville totaling $8,500, of which $6,700 was recovered. Committee members praised the institutions’ internal audit and management teams for identifying the issues and asked detailed questions about how the fraud was detected, especially the online student identity-theft scheme at EACC and the safeguards now being used to verify student identity and prevent similar cases. EACC officials explained that the fraudulent admissions involved online applicants using falsified transcripts and identity-theft tactics, that 39 suspicious students were identified, and that seven slipped through far enough to receive federal aid, resulting in a $2,500 reimbursement obligation to the university. They said the college now uses a cross-departmental student validity team, extensive red-flag protocols, direct outreach to high schools, ID verification, and other checks, and that the issue has been shared across the UA system and with other campuses. UA Fayetteville also clarified that no veterans were harmed by the Veterans Upward Bound finding; the program was closed and students were redirected to other veteran support programs in the state. The committee then deferred the Northwest Arkansas Community College report. Staff next summarized two additional reports, from Southeast Arkansas College and Southern Arkansas University Tech, which contained only financial statement misstatements corrected during audit fieldwork; SAU Tech also had a finding involving unauthorized withdrawals that the college discovered and recovered. With no further questions, the committee voted without objection to file the reviewed reports and adjourned.

Transcript Highlights:

• And over that time, they offered a unique niche, if you will, of online classes.
• And more universities started offering online classes.
• It would be more efficient and extremely beneficial if we already had these classes being taught in software

Summary: The Senate Committee on K-16 met with 14 bills on the agenda and announced it would recess around 9:45 to attend the floor session, then resume afterward. The committee first took up Senate Bill 2361, which would transfer governance of the University of Houston-Victoria from the University of Houston System to the Texas A&M University System and rename it Texas A&M University-Victoria. Senator Cole explained that the committee substitute added transition language for employee health benefits and ERS contributions. Supporters, including Texas A&M System officials, Victoria’s mayor, regional economic development leaders, a Formosa Plastics representative, a Victoria College trustee, and a local business owner, said the move would better align the university with regional industry needs, especially engineering, agriculture, and workforce development, while helping retain local students and support economic growth. A Texas A&M official also noted accreditation, data-system, and other transition challenges, but said the change was manageable. Because there was no quorum, the committee could not adopt the substitute, and SB 2361 was left pending subject to the call of the chair after public testimony closed. The committee then heard Senate Bill 530 from Senator Sparks, which would update Texas higher education law to match federal rules allowing institutions to use any nationally recognized accreditor rather than only a regional accreditor. Sparks said the bill was a cleanup measure responding to a 2019 federal rule change and prior concerns had been addressed over the interim. Testimony in support came from a Texas Public Policy Foundation fellow, who said the bill would give universities flexibility, preserve quality standards, and simplify credit transfer and costs for students. With no opposition and no questions, public testimony closed and SB 530 was left pending. The committee then recessed subject to the call of the chair.

Transcript Highlights:

• And when we look at an AP class or the IB program, how those students...
• When we look at an AP class or the IB program, how those students are graded on a 5.0 GPA, what actually
• What drives the 5.0 weight scale, and are IB, ACE, and AP the only classes where we see that 5.0 GPA?

Summary: The Pre-K through 12 Budget Subcommittee met for its first meeting of the 2025 session and received an overview of add-on weights in the Florida Education Finance Program (FEFP), followed by a Department of Education presentation on a legislatively required study of add-on weight funding and expenditures. The chair explained that add-on weights apply to acceleration and career programs such as AP, IB, ACE, CAPE, dual enrollment, early graduation, and certain small-district needs, and noted that add-on funding has grown substantially as the base student allocation increased. The chair also raised concerns that the department’s report did not clearly show whether districts’ reported costs included the full costs required by the proviso, and asked for more specificity on any recommended adjustment to the weights. Deputy Commissioner Suzanne Pridgen said the department surveyed districts on how they spent add-on revenue for fiscal years 2021-22 through 2023-24, with categories including teacher compensation, materials, equipment, professional development, exam fees, counseling, apprenticeship costs, and other expenditures. She said most add-on funds were spent on teacher bonuses and compensation, with AP, ACE, CAPE, and dual enrollment showing the largest increases in spending in 2023-24 due to higher FEFP funding; IB and early graduation were relatively flat. The department reported that add-on revenue covered between 41.8% and 79.2% of total program expenditures in 2023-24 and recommended adjusting add-on weights to better align with pre-2023-24 funding relationships, though no specific percentage was given during the meeting. Members asked about how “other” expenditures were categorized, whether teacher compensation included only statutory bonuses, how dual enrollment tuition and fees were counted, the small district factor, and whether the weights incentivize districts to offer advanced programs. The department clarified that teacher compensation in the study referred only to bonuses, that some “other” costs included charter school payments and dual enrollment tuition/fees, and that the small district factor is 1.0277, increasing base funding by 2.77% for fiscally constrained counties. No votes were taken, and the meeting adjourned after the presentation and questions.

Transcript Highlights:

• Are those Class A IOUs? I believe Class A and B are eligible. OK.
• And in that Class A, um, when they raise rates, uh, you have the ability to, to kind of, um, Is there

Transcript Highlights:

• When are we going to have time for math, science, and reading if we keep adding all these mandatory classes
• envisioned—giving them the discretion of creating it as an alternative or rolling it into some already existing class
• but yet you've got the Department of Education also included, even if they're doing just a random class

Bills: HB235, HB276, HB285

Keywords: social media, age verification, minors, under 16, children online safety, online privacy, platform regulation, deceptive trade practice, Attorney General, civil penalties, punitive damages, consumer protection, account creation, algorithmic feeds, internet safety, youth social media, minor safety, child online safety, teen accounts, parental controls

Transcript Highlights:

• <00:44:15.440> Wallet<00:44:15.880> account deposited into the class Wallet account
• deposited into the class Wallet account however<00:44:17.520> the<00:44:17.720> person
• lift tickets gymnastics classes lift tickets gymnastics classes horseback<00:46:11.839> riding
• > well horseback riding ballet classes as well horseback riding ballet classes as well as<00:46:14.599
• be teaching in their classes um and I be teaching in their classes um and I just<05:16:34.040> it<

Keywords: 928, house, all

Summary: The Education Policy Committee opened a hearing on HB 748, which would establish a local education freedom account (EFA) program. The prime sponsor, Rep. Kevin Verville, described the bill as enabling legislation that would let local voters decide whether to create a local EFA program by petition and ballot vote, with a 60% threshold to approve or repeal it. He argued that public education is about funding rather than a specific school building, said the proposal would expand parental choice, and cited Deerfield’s move from a single high school option to multiple tuitioned options as an example of local flexibility. Verville said the local EFA would be funded at twice the state adequacy amount, with the district matching the state portion, while other aid categories such as free and reduced meals, English language learner, and special education aid would not be doubled. He said students using a local EFA would still count in average daily membership, that unspent EFA funds would revert to the district, and that the bill would prohibit double-dipping with other scholarship or EFA programs. He also said special education services would remain under district discretion and that local EFA participants would still take statewide assessments for accountability. Committee members pressed him on several issues, especially special education, transportation, and fairness. Rep. Woodcock and Rep. Murray asked whether districts would still have to provide special education and transportation services if a student used a local EFA; Verville responded that special education would remain in the local district at district discretion, while transportation would generally become the family’s responsibility unless already required in an IEP. Rep. Cornell raised an equity concern about no income eligibility cap, asking whether higher-income families should receive the same public support; Verville replied that New Hampshire does not means-test public education and that the local EFA is a public funding mechanism, not a tuition subsidy that would cover full private-school costs. No vote or committee action was taken in the portion provided.

Transcript Highlights:

• Western is known for its personalized, student-centered approach, offering small class sizes and close
• Western is known for its personalized, student-centered approach, offering small class sizes and close
• <02:33:26.240> that pricing on these protected classes that pricing on these protected classes
• Uh, we think members protected classes.
• <02:35:38.479> deserve of traditional protected classes deserve of traditional protected classes

Keywords: 981, all

Transcript Highlights:

• necessary for a world-class education. necessary for a world-class education.
• That tells me that's probably first class. $7,000 for a trip to Australia, that's probably first class
• tells me that's probably first class. tells me that's probably first class. $7,000<01:42:08.400>
• that's probably first class. that's probably first class.
• Um, first, I've never flown first class on the district's dime ever.

Keywords: Call to Order and Roll Call - 0:25 Approval of Minutes – 3-50 2025 RS SB 253 – 4:25 Computer Science and AI Literacy – 27:36 Fayette County School District Budget Update – 51:46 Adjournment – 2:09:46, 958, all

Summary: The committee first handled routine business, including roll call, introductions, and approval of the previous meeting minutes by voice vote. It then heard a presentation on SB 253, focused on expanding support for teacher apprenticeship and teaching-and-learning pathways. Senator Hickman and staff from the Kentucky Department of Education and Nelson County Schools described how the program uses dual credit, work-based learning, and registered apprenticeship to help students earn an associate degree in high school and continue toward a teaching degree. They said the goal is to address the teacher shortage by creating a sustainable pipeline into the profession. Witnesses emphasized that the main barrier is cost. Mary Taylor said Kentucky’s youth apprenticeship model has been successful in other fields and that education should be added as an in-demand sector, but an associate degree alone will not solve the teacher shortage because teachers still need a bachelor’s degree and certification. Laura Arnold of Nelson County Schools described the district’s Lead Nelson program, saying the district has invested more than $800,000 since 2021, currently has 37 students in the pathway and seven committed apprentices, and spends about $85,000 per apprentice from freshman year through certification. She said district staffing, planning, and university partnerships are also significant hurdles. Members asked about job guarantees, tenure, and retirement; Arnold said employment is performance-based and retirement issues are being considered. Senator Hickman said the bill would use lottery funds to help cover tuition and dual credit costs so more districts can participate, noting that a prior version died because of a high fiscal note. Representative Payne and Representative Tipton praised the program but stressed the need for funding and noted inconsistencies between statute and budget language on Work Ready Kentucky and dual credit support. Representative Tipton also cautioned that lottery revenue may not keep pace with demand and said the General Assembly may need to make broader funding decisions. After the apprenticeship discussion, the chair moved the committee to the next agenda item on computer science and AI literacy, where Code.org began a presentation on the importance of computer science for all students.

Transcript Highlights:

• They're working-class people.
• They're working-class people.
• They're working-class people.
• They're working-class people.
• They're working-class people.

Keywords: 1189, house, all

Transcript Highlights:

• the class and that's great. On the other the class and that's great.
• I know for a fact KCTCS serves classes on AI. Um, and I noticed the same things.
• Um and I noticed serves classes on AI.
• in Kentucky in Johnson science uh class in Kentucky in Johnson County,<00:58:48.280> Kentucky.
• As a class, former search engines.

Keywords: 958, all

Summary: The Artificial Intelligence Task Force met and adopted the prior minutes before turning to AI in education. Jeff Gagne of the Southern Regional Education Board described SREB’s Commission on AI in Education, which has organized its work into committees on policy, K-12 instruction, postsecondary instruction, and skills development. He highlighted eight commission recommendations covering statewide AI networks, targeted guidance for different user groups, professional development, standards and curricula, local capacity assessments, risk management, procurement, and AI-ready workforce skills. He also emphasized that states need more specific guidance for students, teachers, faculty, administrators, and parents, and that training is essential because many educators have not been prepared to use AI in instruction. Gagne also summarized two recent SREB reports: one on AI-ready workforce skills and one on AI use in K-12 classrooms. The workforce report recommends embedding AI across standards, strengthening computer science and digital learning standards, collaborating with industry and workforce agencies, building AI competencies into training and upskilling, providing educator professional development, and monitoring readiness. He said the report identifies three skill areas: success skills, industry baseline skills, and technical skills. The classroom guidance report promotes responsible AI adoption, with four pillars focused on increasing cognitive demand, streamlining teaching and administrative work, supporting personalized learning, and developing ethical AI users. He also noted that the report includes an AI procurement tool for school districts. Members thanked Gagne for providing outside examples and resources. One member noted JCPS has an introductory AI professional development offering for educators. Gagne said Kentucky’s David Couch serves on the SREB commission and that the commission’s member list and reports are available on SREB’s website. The committee then heard from Travis Powell of the Council on Postsecondary Education, who said CPE had surveyed campuses and found that Kentucky institutions have broadly embraced AI in teaching, research, student services, and administrative operations. He said all institutions have AI-focused degrees, minors, or courses, and many are integrating AI into general education and across disciplines. Powell also said CPE is considering an AI consortium and that campuses are using AI in research partnerships and applied work, while continuing to focus on ethical and effective use.

Transcript Highlights:

• How does OHE make sure that they're taking the right classes?
• their class in their major study and when did it change?
• How does OHE make sure that they're taking the right classes?
• their class in their major study and when did it change?
• thousands of kids and see what classes thousands of kids and see what classes they're<00:31:18.399

Bills: HF2634, HF2241, HF2649, HF2520, HF2610

Keywords: North Star Promise, scholarship, higher education, Minnesota Office of Higher Education, in-demand jobs, workforce development, career training, job market, high-demand occupations, high-demand industries, college aid, state financial aid, FAFSA, student eligibility, program of study, degree program, certificate program, community college, university, labor market data

Transcript Highlights:

• Um, and some of those are even just summer school classes. Um, not not just summer school classes.
• /c><00:23:54.240> Um,<00:23:54.440> not<00:23:54.840> not just summer school classes
• Um, not not just summer school classes.
• who is able to the only one in his class who is able to do<00:56:56.000> that<00:56:56.280>
• And it's nice for the parents classes.

Bills: HF1660, HF1824, HF1926, HF1002, HF994, HF1915, HF1336

Keywords: children, youth programming, needs assessment, community engagement, state funding, education, funding, school districts, state budget, rural schools, food support, Greater Minneapolis Council of Churches, food shelves, grant funding, Minnesota FoodShare, early childhood, Head Start, education funding, developmental programs, literacy

Transcript Highlights:

• wallet program that charges 3% class wallet program that charges 3% they're<01:49:04.719> retaining
• A fourth-party vendor that gets interest, that makes interest on state money that sits in this Class
• And additionally, they are giving away, you know, the money that goes into the Class Wallet, that group
• The vendor that gets interest—that makes interest on state money that sits in this Class Wallet program
• The money that goes into the Class Wallet, that group gets to collect interest on it.

Keywords: 1191, senate, all

Transcript Highlights:

• Wendy gave a broad overview of last year's cohort, the 2023-2024 direct admissions class.
• Wendy gave a broad overview of last year's cohort, the 2023-2024 direct admissions class.
• That's exciting because, roughly speaking, we added about 30% to the overall student class for direct
• but for 24 25 um so you can see class but for 24 25 um so you can see that<00:32:57.399> the<
• for direct admissions this year class for direct admissions this year compared<00:33:10.320> to

Keywords: 1187, senate, all

Summary: The committee received an informational presentation from the Office of Higher Education on college access efforts, with a focus on FAFSA outreach, the Get Ready program, and Direct Admissions Minnesota. Wendy Robinson said OHE’s role is to provide nonpartisan information, partner with K-12, colleges, and community groups, and use statewide programs to expand awareness of higher education options and financial aid. She highlighted outreach through brochures, virtual sessions, conferences, the State Fair, and events serving specific populations, as well as the Lumina-funded Connect College grant and the federally funded Get Ready program, which serves about 7,500 low-income students across 14 capacity-building schools and 28 additional schools with tutoring, college visits, application help, and financial aid support. A member asked for demographic data on Get Ready students, and staff said they would provide it later. Robinson also reviewed FAFSA outreach, noting that last year was especially difficult for students because of federal FAFSA problems. OHE’s Ready Set FAFSA sessions drew 1,300 unique registrations in October and 939 in January, and the agency continued training K-12 and college staff on state aid programs, FAFSA simplification, and implementation of North Star Promise. OHE said it also held FAFSA completion events with partners, including at the State Fair, and planned another financial aid event in Duluth. The bulk of the presentation covered Direct Admissions Minnesota. Robinson said the program is now in its fourth year, with 55 participating colleges and universities and 182 participating high schools in the third cohort, serving just over 32,000 students. She described the program as a broad, collaborative model that sends students letters listing colleges that would admit them based on junior-year performance, while preserving student choice and waiving application fees for participating schools. She said the program is intended to reduce anxiety about admissions, encourage FAFSA completion, and keep more Minnesota students in-state. Robinson previewed second-year data showing continued positive outcomes, including higher FAFSA completion, increased college enrollment, and more students staying in Minnesota. Participation increased among students eligible for free and reduced lunch, rising from 21% in the first year to 40% in the second year. She noted a continuing concern about American Indian and Alaska Native students, whose FAFSA completion declined and whose participation numbers were lower in the newest cohort, and said the agency would continue to study that data. She also said some of the increase in free-and-reduced-lunch participation may reflect the impact of North Star Promise and related financial aid messaging. No votes or formal actions were taken.

Transcript Highlights:

• million from a single class line for behavioral health services.
• Information Services out of our class Information Services out of our class 27. 27. 27.
• funding in that class funding in that class line.<02:26:22.399> Um<02:26:22.720> you
• <03:23:32.680> 213<03:23:33.680> of class 213 of class 213 of $200,000<03:23:35.520>
• the House and it's it's yes it's class the House and it's it's yes it's class line<03:24:46.239>

Keywords: 1191, senate, all

Transcript Highlights:

• <04:04:31.120> at are allowed to take nonCTE classes at are allowed to take nonCTE classes
• Is this referring to a one-time event or a classroom that's a continuing class? It doesn't say.
• <06:02:54.080> It classroom that's a continuing class?
• It classroom that's a continuing class? It doesn't<06:02:54.638> say.
• If a class is 50 minutes long, when exactly do they have time to focus?

Keywords: 1189, house, all

Transcript Highlights:

• to this area in Kapolei where they can embrace our ʻōlelo Hawaiʻi through immersion programs and classes
• Mahalo nui. ...ʻolelo Hawaiʻi through immersion programs and classes to learn about their areas that
• health classes in middle or high school. health classes in middle or high school.
• She relied on my sixth<01:11:36.520> grade<01:11:36.680> class<01:11:36.880> in<
• grade to sixth grade class in fifth grade to teach<01:11:37.520> me,<01:11:38.000> but

Keywords: 910, house, all

Summary: The committee heard testimony on several education resolutions, beginning with HCR 11 and HR 14, which ask the Board of Education and the State Public Charter School Commission to report on improving access to stable, suitable, and affordable facilities for public charter schools. The Charter School Commission supported the measure, and OHA also supported it while noting long-standing facility challenges, the lack of a dedicated facilities appropriation, and the strain on charter schools that have had to use operating funds for buildings and temporary structures. Kealakehe Academy, Hawaii Technology Academy, and several individuals also testified in support. The committee then took up HCR 181 and HR 171, which seek a shared decision-making committee to develop an action plan for a K-12 Ka Waihona School in Kapolei. The Department of Education said it has already developed a strategic plan for Kaipuni education, has expanded immersion programs over the past decade, and is addressing growth through interim guidance and a new priority placement process. Community witnesses, including representatives of Ke Alo Ever, strongly supported the resolutions, emphasizing the need for a K-12 pathway, the importance of Hawaiian language and culture, and the role of community voice in planning. They argued that teacher shortages, especially for licensed Hawaiian immersion teachers, remain a major barrier and proposed a kumu recruitment and retention program tied to community, UH, and DOE partnerships. The committee also heard HCR 187 and HR 177, which urge the Department of Education to begin initiatives to address teacher retention statewide. DOE and the University of Hawaiʻi College of Education said teacher retention is already being addressed through the Teacher Education Coordinating Committee, a five-year plan focused on building capacity, improving satisfaction, and compensation, and a new DOE human resources plan. In response to questions, DOE said it is seeking better school-level data on why teachers leave, is preparing for contract negotiations, and is working with the standards board and DLIR on an apprenticeship-related grant. TECC representatives said the group has been working since the pandemic era, may narrow its focus to retention as the most actionable area, and expects to provide more concrete recommendations in its annual report. The transcript ends as the committee moves on to the next item, HCR 47 and HR 43, without showing any votes or final actions on the measures heard.

Transcript Highlights:

• There are a couple of changes with some federal funds and allocation between class lines.
• <01:10:44.159> Um<01:10:44.560> on funded between class 10 and 59.
• Um on funded between class 10 and 59.
• New Hampshire Veterans Home had a small change to expanded transfer authority between class lines.
• And then Department of class lines.

Keywords: 1191, senate, all

Summary: The Legislative Budget Assistant staff presented an overview of the Senate changes to the House-passed budget, focusing on revenue estimates, appropriations, and ending balances across the general fund and education trust fund. The presentation emphasized that the Senate’s budget reflected higher revenue assumptions than the House, driven in part by updated April revenue figures, changes to business, tobacco, and real estate transfer tax splits, and different assumptions about video lottery terminal revenue. The Senate also adjusted lapse estimates upward, especially for HHS, after receiving updated information that lapses could be much larger than originally assumed. The presenter walked through the major differences in the surplus statements for fiscal years 2025 through 2027. Compared with the House, the Senate budget generally showed higher revenues, lower or different appropriations in some areas, and larger balances carried forward, including a larger education trust fund balance and a different rainy day fund transfer. The Senate’s approach also changed several policy assumptions, such as maintaining liquor revenue dedication, removing the House’s meals-and-rooms distribution cap, changing the treatment of unique revenue, and altering the process for meeting a targeted revenue amount by giving the governor more flexibility. On the appropriations side, the Senate removed or modified several House reductions and added funding or adjustments in areas including the judicial branch, corrections, HHS, the Human Rights Commission, and certain settlement costs. The presenter also highlighted Senate changes in House Bill 2 and related budget provisions, including a new arts tax credit, a nursing home bed fee, changes to Medicaid premium assumptions, and differences in how motor vehicle inspection repeal and BLT-related revenue are handled. No votes were taken in the portion shown; the discussion was informational and comparative, aimed at explaining the Senate budget changes before conference committee negotiations.

Transcript Highlights:

• is the 50% increase in the G.E.T. in Hawaii, which we know burdens lower-income families, working-class
• is the 50% increase in the G.E.T. in Hawaii, which we know burdens lower-income families, working-class
• Many of them are the blue-collar working class, hardworking people that lives in Hawaii.
• Many of them are the blue-collar working class, hardworking people that lives in Hawaii.
• Many of them are the blue-collar working class, hardworking people that lives in Hawaii.

Keywords: 910, house, all

Summary: The committee on Economic Development and Technology met on February 7, 2025, to hear testimony on several bills and later take up amendments and votes. HB 1405, HB 1406, and HB 1407 drew broad support from business, housing, utility, and development groups, with no opposition noted on those measures. Testifiers generally said the bills would streamline permitting, improve coordination, and expand support for chambers of commerce and small businesses. After recess, the chair recommended amendments to each bill, including changes to broaden eligibility, add reporting requirements, and include funding and staffing notes. HB 1405 was amended to allow certain projects with one state and one county permit to qualify, require annual DBEDT reports to the Legislature, and note one full-time position and $125,000 in funding; the committee voted to pass it with amendments. HB 1406 was amended to move the intergovernmental task force from DBEDT to the House Legislature, add a Speaker-appointed chair, and include a $125,000 appropriation note; it also passed with amendments. HB 1407 was amended to convert the chamber support from a grant process to an RFP process and require a 1-to-5 match on a $100,000 award; it too passed with amendments. In each case, the chair’s recommendation was adopted, with Representative Tam excused. The committee also heard HB 796, a tax-credit review bill, which drew no support and 12 opposition testimonies with three comments. Opponents, including SAG-AFTRA Hawaii, Hawaii Children’s Action Network, Catholic Charities Hawaii, and the Tax Foundation of Hawaii, argued that automatic sunset provisions or broad tax-credit cuts would burden working families and that existing review mechanisms already exist under state law. The Department of Taxation and DBEDT offered technical comments, and the Tax Foundation suggested the bill’s goals might be better addressed by cleaning up the existing review process. Later, the committee heard HB 303, which had 17 supporters and no opposition. Testifiers from the Department of Health, University of Hawaii, Hawaii State Center for Nursing, Queen’s Health System, and the Hawaii State Chiropractors Association supported the measure, with the chiropractors asking to be included in eligibility. The Hawaii State Center for Nursing said the program had been successful for five years and had room to expand. HB 577 also drew support, with the Department of Taxation offering comments and the Tax Foundation noting technical issues. HB 949 generated mixed testimony: Hawaii Housing Finance and Development Corporation and the Chamber of Commerce supported it, while Hawaii Children’s Action Network raised concerns about the bill’s effects and the lack of fiscal analysis; Sugar Creek Capital also supported the measure and clarified that the credit would not offset the GET. Finally, HB 933 and HB 959 were heard, with HB 933 receiving six support testimonies and comments focused on grocery tax relief and food insecurity, and HB 959 drawing strong support from labor and advocacy groups for its broad tax relief package, while the Tax Foundation and Hawaii Appleseed urged caution about the proposed 50% GET increase and asked for clearer fiscal analysis.