Transcript Highlights:

• We will see instruction, academic support, and student services negatively impacted.
• So, I do think we need to identify where we can achieve savings.
• Chief Academic Officer at the CSU Chancellor's Office.
• State, we noticed certain patterns and trends during the academic year 2023-2024.
• I serve as the Deputy Vice Chancellor for Academic and Student Affairs and Chief Academic Officer at

Keywords: 988, house, all

Transcript Highlights:

• <00:09:01.040><c> a</c><00:09:01.200><c> winwinwin</c> achieved a winwinwin achieved a winwinwin uh<00
• </c> uh key elements include academic uh key elements include academic support.<00:09:31.680><c> This
• </c> academic support to the medical school. academic support to the medical school.
• </c> academic and our research missions. academic and our research missions.
• </c> 65th percentile to similar academic 65th percentile to similar academic institutions<00:34:30.320

Keywords: 1187, senate, all

Transcript Highlights:

• So the first thing is remember Early Achievers is Washington’s quality recognition system.
• And then they’re participating in Early Achievers.
• And then they're participating in early achievers. And so there are levels.
• These skills cannot be achieved by waiving PE for reasons such as work or additional academic courses
• Physical education is a standards-based academic subject.

Bills: SB5952, SB5961, SB5969, SB5841, SB5943

Keywords: physical education, school districts, student requirements, education policy, high school, early literacy, childhood literacy, book distribution, Imagination Library, Dolly Parton Imagination Library, preschool, pre-K, reading readiness, school readiness, birth to age five, young children, nonprofit contract, OSPI, Office of Superintendent of Public Instruction, DCYF

Summary: The committee began with a work session on Washington’s child care oversight and subsidy system, with senators and DCYF officials describing Working Connections Child Care, Early Achievers, licensing, attendance tracking, annual unannounced inspections, and audit processes. DCYF said more than 63,000 families were determined eligible in 2025, about 37,000 were on the caseload, and licensed providers total about 6,600. Officials emphasized that payments go directly to providers after eligibility and authorization are confirmed, and that random and focused audits, along with referrals to the Office of Fraud and Accountability, are used to address overpayments and suspected fraud. Child Care Aware and a Vancouver provider also testified about quality coaching, tiered reimbursement, and the practical realities of inspections and family care settings. The committee then heard Senate Bill 5952, which would standardize the process for waiving high school physical education requirements. Student testifiers supported the bill as a fairness measure that would create a uniform waiver process across districts and help students fit in AP, career, or other coursework within limited six-period schedules. Opponents, including PE teachers and school health advocates, argued that athletics are not equivalent to physical education and warned that a statewide waiver template could weaken PE instruction and student health. The State Board of Education supported the bill as a way to reduce inequity in local waiver practices, while school principals opposed it and said the issue is better addressed through broader graduation-requirement work. Next, the committee took testimony on Senate Bill 5961, which would move the Imagination Library of Washington from DCYF to OSPI. The sponsor and supporters said the change would better align the program with early literacy and the birth-to-grade-three continuum, while preserving a program that currently serves about 120,000 children in all 39 counties. OSPI, the program director, and local partners testified in support, saying the transfer would improve accountability and fit the program’s education mission. The committee then began hearing Senate Bill 5969, which would allow a student’s IEP transition plan to satisfy the high school and beyond plan requirement if the IEP team determines that is appropriate; the sponsor said the bill is intended to reduce barriers for students with disabilities and free up time and resources, but the testimony was only beginning when the transcript ended.

Transcript Highlights:

• He's dedicated countless hours to athletic achievement while achieving at the highest academic level,
• It is an honor to celebrate Ryan's academic and athletic achievements with my colleagues here in the
• It is an honor to celebrate Ryan's academic and athletic achievements with my colleagues here in the
• , but also So, uh, ...both academics and athletics not only represent the state's best and brightest,
• Beyond her academics, Mona is also first-chair bassoon soloist.

Keywords: 987, senate, all

Transcript Highlights:

• That academic coaching is really important.
• coaching provided by four academic coaches in addition to Dr.
• what they need to achieve?
• To academic advising and 360 advising and all of that.
• We're proud of our students and we're proud of their achievements. Thank you.

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• </c> some are called academic standards. some are called academic standards.
• </c><00:28:51.760><c> And</c><00:28:51.919><c> academic</c> term academic standards.
• And academic term academic standards.
• &gt;&gt; Academic<01:53:29.920><c> standards.</c> &gt;&gt; Academic standards.
• &gt;&gt; Academic standards. &gt;&gt; Academic<01:53:30.639><c> standards.

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• Our achievements would not be possible without state support.
• For such a young medical school, this is an impressive achievement.
• Congratulations on your achievements at Dell. Thank you.
• , the average total academic cost that students pay.
• Our enrollment in academic programs at UT Tyler continues to grow.

Keywords: 1184, house, all

Transcript Highlights:

• Choice is not just about academics.
• achievement.
• Finally, AB 1851 diverts time and resources away from academics.
• Be their best student selves to be able to achieve as they will around academic achievement outcomes
• These long and strenuous nights take a measurable toll on both athletic performance and academic achievement

Keywords: 988, house, all

Transcript Highlights:

• Student achievement should not be restricted by poor allocation of funding. Thank you.
• Student achievement should not be restricted by poor allocation of funding.
• In our district, the LCAP is on a different budget cycle than the academic year.
• achievement over student wellness and essential life skills.
• . included under academic integrity, give schools a clear, flexible framework.

Keywords: 988, house, all

Summary: The joint Senate and Assembly Education Committee hearing featured student proposals from the California Association of Student Councils and SABLE, with opening remarks from legislators emphasizing student voice and the value of hearing youth ideas. Members noted the hearing was being reviewed by absent legislators due to fog-related travel issues, and the chair set ground rules for the student presentations. The first panel proposed an annual civic engagement day for middle and high school students, with tiered activities by grade level to build civic literacy and participation; members asked about costs, flexibility for schools, voter registration opportunities, and how to evaluate impact. The panel said the day would be low-cost and adaptable, and legislators encouraged them to consider curriculum tradeoffs and connections to existing standards and activities like ranked-choice voting or America’s 250th anniversary. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added motion rights and training on budgeting and LCAP issues. Legislators supported student representation but raised concerns about whether the proposal should require one or two student members on odd-numbered boards, the timing of student terms relative to budget cycles, the current petition-based process, and the fiscal impact of making the position mandatory statewide. The panel argued that student representation should be standard, not optional, and that the cost would be modest. The third panel proposed introducing middle school financial literacy by embedding a unit into existing classes, with CDE curriculum development, teacher credentialing updates, and long-term implementation over a 10-year period. Members supported financial literacy but questioned adding another curriculum requirement before the new high school personal finance course is fully implemented, and suggested waiting to align middle school content with that course or piloting the idea first. The fourth panel focused on restorative justice, proposing a CDE task force and training for staff with PPS credentials to use restorative practices in discipline decisions, including greater student board member involvement in expulsion-related processes. Legislators discussed prior restorative justice legislation, confidentiality concerns in closed-session hearings, and the need to balance student input with procedural protections; one member described peer court and other restorative models as examples. The fifth panel proposed short, twice-semester mental health colloquium sessions for grades 7-12 to teach coping, time management, and related life skills. Members with clinical and education backgrounds questioned whether brief classroom sessions could meaningfully address mental health needs, suggested that wellness centers and student-led awareness efforts may be more effective, and raised concerns about teacher/counselor capacity and whether the proposal would duplicate or oversimplify existing services. No votes were taken; the hearing was informational, and members generally praised the students’ work while offering technical and policy feedback for refinement.

Transcript Highlights:

• Student achievement should not be restricted by poor allocation of funding. Thank you.
• Student achievement should not be restricted by poor allocation of funding. Thank you.
• Student achievement should not be restricted by poor allocation of funding.
• In our district, the LCAP is on a different budget cycle than the academic year.
• achievement over student wellness and essential life skills.

Keywords: 987, senate, all

Summary: The joint Senate and Assembly Education Committees held their annual hearing with the California Association of Student Councils and SABLE, featuring student-led policy proposals. Opening remarks from legislators emphasized the importance of student voice and noted that student ideas have previously become law. Committee members also explained hearing procedures and framed the students as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for schools, with flexible activities by grade level to build civic literacy, discussion skills, and participation in voting and local government. Members asked about cost, flexibility for sixth grade, possible voter registration components, and how to measure effectiveness. The second panel proposed requiring at least one student board member in every unified and high school district, with added training and motioning rights. Legislators raised concerns about whether districts would need additional board seats, the fiscal impact of making the requirement statewide, and how to define student motioning authority. The third panel proposed expanding financial literacy into middle school, potentially by embedding it into existing classes such as math, with teacher training and curriculum updates over a 10-year timeline. Members questioned how the content would fit into existing courses and whether the state should wait for the new high school financial literacy course to be fully implemented before designing middle school instruction. The fourth panel proposed strengthening restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials and participate in discipline processes; Senator Cortese discussed prior legislation, confidentiality concerns, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12. Members, including a licensed therapist and other legislators, questioned whether brief classroom lessons could effectively address mental health needs, suggested wellness centers and student-led awareness efforts as alternatives, and expressed skepticism that the proposal would achieve its intended outcomes as a state mandate.

Transcript Highlights:

• goals for the different disciplines and academic units.
• us as a state, which is achieving a bachelor's degree.
• I know that ICAS and our academic senate continue to work on that. And I think, you know,...
• There's the ICAS group, which is the Academic Senate group, that meets also regularly.
• Strategies on behalf of the Academic Senate for California Community Colleges.

Summary: The Joint Legislative Audit Committee held an oversight hearing on a state audit of California’s community college transfer process, with members and witnesses broadly agreeing that transfer pathways remain too complex and inconsistent. Opening remarks emphasized that community colleges serve a large, diverse, often first-generation and low-income student population, but only about one in five transfer-intending students move to a UC, CSU, or other university within four years. Members highlighted disparities by race, region, campus, and major, and pointed to the Associate Degree for Transfer, TAG, and Cal-GETC as helpful but incomplete tools because requirements still vary across campuses and systems. State Auditor’s Office staff said the audit found that while UC and CSU overall enroll substantial numbers of transfer students, individual campuses and high-demand programs often do not, especially in STEM fields. They described barriers including missing prerequisite courses, unclear information, limited counseling, and inconsistent articulation between campuses. The audit used a computer science example to show how different UC and CSU campuses require different courses for the same major. The audit issued 22 recommendations, with 10 fully implemented and four partially implemented; remaining work centers on articulation, counseling, data sharing, and better use of ASSIST. UC, CSU, and the Community Colleges each said they support transfer and are taking steps to improve it. UC cited a new public dashboard, data-sharing agreements, new transfer pathways, and an ADT pilot at UCLA, while saying campus capacity and program differences limit systemwide mandates. CSU pointed to its strategic plan goals, the Transfer Success Pathway program, direct admissions outreach, and efforts to expand ADT alignment and credit applicability, while acknowledging that many students never reach the application stage. Community Colleges emphasized that transfer reform is central to equity and baccalaureate access, and called for stronger common course numbering, broader ADT acceptance, and more student-centered articulation. Members pressed the systems on why more uniform requirements and better coordination have not been achieved, and on how to reduce barriers for placebound and working students.

Transcript Highlights:

• And so, his directives were not student friendly, were not academic focused.
• This tool ranks districts by academic achievement, which is your raw scores, academic performance, which
• We'll start with academic trends. I know you've, many of you have seen this.
• that and looked at the amount of change that HISD was able to achieve.
• We're capable of looking at the academic side, but we don't.

Bills: HB1540, HB3837, HB5571, SB370, SB2425

Keywords: government review, Texas Sunset Act, regulatory oversight, agencies, sunset provisions, autonomous vehicles, regulation, safety, criminal offense, Autonomous Vehicle Commission, registration, regulations, Level 4 automation, Level 5 automation, self-driving technology, traffic laws, permit system, collision reporting, safety standards, Automated Vehicle Commission

Transcript Highlights:

• Student achievement should not be restricted by poor allocation of funding. Thank you.
• Student achievement should not be restricted by poor allocation of funding.
• In our district, the LCAP is on a different budget cycle than the academic year.
• achievement over student wellness and essential life skills.
• . included under academic integrity, give schools a clear, flexible framework.

Summary: The Senate and Assembly Education Committees held their annual joint hearing with the California Association of Student Councils and SABLE, where student delegates presented policy ideas developed over two days. Committee members repeatedly praised student voice and noted that several past student proposals had become law. The hearing began with opening remarks from legislators and student organizers, who emphasized the importance of civic participation and the value of hearing directly from students. The chair also reviewed hearing rules and explained that the panels would be treated as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for grades 7-12, with flexible activities such as mock elections, civic fairs, Socratic seminars, and public comment practice. Members asked about costs, grade-level flexibility, voter registration, and how the proposal would fit within existing curriculum time. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with expanded training and motion rights. Legislators supported the concept but raised technical concerns about fiscal impact, the need for odd-numbered boards, the scope of motioning authority, and whether districts would need reimbursement if the mandate became statewide. A third panel proposed adding middle school financial literacy instruction by embedding it into existing classes, with curriculum and teacher training developed over time by state agencies. Members questioned how it would fit into adopted materials and whether the state should wait until the new high school financial literacy course is fully implemented before designing middle school instruction. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials in discipline processes. Senators discussed prior legislation, confidentiality concerns in closed-session hearings, and the fiscal cost of a state task force, while expressing support for stronger restorative practices. The final panel proposed more active mental health education through short, twice-semester classroom sessions for grades 7-12 focused on coping skills, time management, and awareness of resources. Assemblymember Castillo and Senator Cortese questioned whether teachers and counselors could effectively deliver the program, whether it would duplicate or overburden existing efforts, and whether wellness centers or student-led awareness efforts might be more effective. Committee members generally agreed the topic was important but were skeptical that another curriculum mandate was the best solution, and no votes or formal actions were taken during the hearing.

Transcript Highlights:

• And then Kayla O'Toole overseeing the academic affairs. Anything academic.
• So this year, this academic year is kind of wrapping up for us.
• So board policy 605.1, academic appointments, existed.
• We often talk about the need for tenure to protect academic freedom.
• All faculty have academic freedom. In fact, all faculty, staff, and students have academic freedom.

Summary: The committee met at Dakota College at Bottineau, approved the January 15, 2026 minutes, and heard an extensive campus update from Dean Corey Gorder and other DCB leaders. Gorder described the college’s affiliation with Minot State and its growing use of shared services, including business office functions, HR, institutional research, Title IX, printing, financial aid support through UND, and payroll support through NDSU. He said the arrangement lets DCB focus on its core mission while relying on system partners for specialized administrative work, and noted that accreditation concerns were not believed to limit those shared-service arrangements. He also highlighted DCB’s mission, enrollment growth, dual-credit reach across rural schools, and the college’s emphasis on nursing, dental, paramedic, farm management, and other workforce-oriented programs. Committee members asked detailed questions about dual credit, program delivery, and whether DCB’s partnerships were exclusive. Gorder said the relationships are generally collaborative rather than exclusive, that schools can choose other providers, and that many partnerships began through personal outreach and ongoing relationships with rural schools. Lisa Johnson of the university system added that transfer complaints are rare and that dual credit generally transfers well within North Dakota, though highly selective out-of-state institutions may treat credits differently. Members also asked about stipends for high school instructors, the share of K-12 versus DCB instructors, and the capacity limits in dental hygiene and other programs. Gorder said dental hygiene is capped by space and staffing, that there were more applicants than seats, and that expansion is being considered; he also said he would provide follow-up information on the paramedic program and instructor breakdowns. Gorder closed by identifying long-term challenges, including aging residence halls, recruiting faculty and staff, and the need to review low-enrollment programs. He said DCB should consider expanding into more high-demand trades such as welding, HVAC, and electrical work, and should streamline dual credit and strengthen its Minot programming. The committee then heard from the North Dakota Student Association, whose leaders outlined student priorities from the last session and the interim. Their main concerns included campus housing quality and affordability, food insecurity and food pantries, mental and physical health resources, student-led research funding, academic and career readiness, internships, and campus collaboration. They also discussed dual credit, saying it is valuable but uneven across the state, and raised questions about how to better retain students in North Dakota through the system. Members asked follow-up questions about housing, transferability of dual credit, and whether incentives could be used to encourage students to stay in-state for higher education.

Transcript Highlights:

• As background, in 2025 the Washington Student Achievement Council, or WASAC, released a research brief
• I'd like to welcome Julie Garver, Director of Policy and Academic Affairs.
• I'm the Director of Policy and Academic Affairs with the Council of Presidents.
• Academic preparation is critical to this discussion.
• It's always just been academic, and that's just not the case.

Summary: The committee began with a work session on dual credit, hearing first from the Council of Presidents and the State Board for Community and Technical Colleges, then from the Education Research and Data Center. The dual credit overview described Washington’s six dual credit programs, high participation rates, transferability, and recent efforts to improve transparency, pathways, and equity. Testimony emphasized both benefits and challenges, including access, funding, advising, and the need for clearer statewide coordination. ERDC outlined its annual report, dashboard, research briefs, and future work on school-level factors and possible causal effects of dual credit participation. No votes were taken during the work session. The committee then held public hearings on several bills. SB 6227 would direct WSAC to work with public higher education institutions to create formal data collection protocols for parenting students and convene a work group to recommend how to identify and support them. Senator Wilson and multiple student and advocacy witnesses supported the bill, citing the lack of consistent statewide data and the barriers parenting students face; WSAC testified that its research found significant food, housing, and child care insecurity among these students. SB 6235 would prohibit public colleges with athletics programs from entering certain private equity or sovereign wealth fund agreements involving athletics revenues or control. Senator Holy said the bill was intended to prevent loss of institutional control, while UW and WSU testified in opposition, warning it could limit flexibility and create competitive disadvantages. The committee also heard SB 6217, which would expand Washington College Grant eligibility to students in eligible non-degree credential programs beginning in 2027-28. Supporters from the community and technical college system, a community college president, and workforce representatives said the bill would help students access short-term training for family-wage jobs and address workforce shortages, especially in construction trades. Finally, SB 6209 would restore Washington College Grant and College Bound Scholarship eligibility for certain private four-year and career/vocational schools if they meet a gainful-employment standard. DigiPen, Evergreen Beauty College, Seattle Film Institute, and related students and administrators testified in support, arguing the bill would preserve access for low-income and nontraditional students in career-focused programs; some witnesses on the bill’s earlier panel also urged that certificate and two-year programs be included. The hearings were managed with shortened testimony times because of the large number of sign-ins, and no final committee action or votes were recorded in the transcript.

Transcript Highlights:

• I speak to this, both on the operational and the academic side.
• But then we're also going to do that academic, you know, we talk it's focusing on academics because that
• They may not be achievable within this current session.
• We urge the state to set goals around achievement gaps and closing achievement gaps as a way to support
• We urge the state to set goals around achievement gaps and closing achievement gaps as a way to support

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• </c> language services and academic language services and academic interventions<00:59:30.319><c> as<
• achievement, stronger attendance rates, and graduation rates.
• standards had higher academic standards, and they're authorizing.
• A few authorizers set the bar high for academic achievement, and I have a feeling one of those is sitting
• A few authorizers set the bar high for academic achievement, and I have a feeling one of those is sitting

Keywords: 1187, senate, all

Transcript Highlights:

• And whereas the program emphasizes the importance of academic excellence alongside athletic achievement
• But through dedication, focus, and a commitment to both personal and academic growth.
• achievement, and student development and commend the students, coaches, educators, and families whose
• achievement, leadership, creativity, civic engagement, and commitment to service, demonstrating that
• Whereas Black History Month is celebrated every February for the many achievements and contributions

Summary: The Senate opened with prayer and the Pledge of Allegiance, recorded attendance, and approved the prior journal. Members then recognized several guests and honored the Maryvale High School basketball program and Maryvale Gifted and Talented Micro School with legislative proclamations, including a designation of February 12, 2026 as the Day of the Gifted Child and Student of Arizona. Senators also marked Arizona’s statehood anniversary and held a moment of silence for Emily Pike, with remarks calling for continued attention to missing and murdered Indigenous people and for changes to the turquoise alert law. The chamber then moved into Committee of the Whole and third reading votes. Senate Bill 1107, relating to peace officer certification pathways, was amended and passed 27-2. Senate Bill 1032, appropriating money to the Corrections Oversight Fund, passed 29-0 after supportive explanations from senators. Senate Bill 1029 on campaign contributions and expenses passed 29-0, SB 1083 on condominiums and planned communities passed 29-0, SB 1252 on assignment for benefit of creditors passed 29-0, and SB 1259 on campaigns passed 29-0. SB 1198, relating to the Arizona Beef Council, drew debate over industry promotion and use of checkoff dollars and passed 23-6. Senate Bill 1020, relating to special plates, was reconsidered after a motion by Senator Bolick and then passed again on reconsideration 25-4. The Senate also adopted the Committee of the Whole report, transmitted passed bills to the House, and agreed to a House request to return SBs 1333 and 1368 for reconsideration. Committee meeting announcements were made for the following Monday, and the Senate adjourned until February 16, 2026.

Transcript Highlights:

• As part of that effort, 29 academic programs were identified for closure or consolidation. 29 academic
• Because we care about more than just achieving academic excellence, which is incredibly important.
• We care about more than just achieving academic excellence, which is incredibly important.
• Academic and bring it into a hands-on approach.
• We want to achieve excellence.

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:

• Additionally, to minimize the impacts on core academic programs, the governor's budget does authorize
• So we can achieve those outcomes of serving more Californians. I think Dr.
• Our medical centers are six academic health centers.
• Federal funding changes will also impact the University of California academic health centers.
• So what's the thought that's been given at the UC on how to achieve this?

Keywords: 988, house, all