Transcript Highlights:

• of such degrees awarded in our state, and 23,000 degrees in business and professional services, and 14,000
• degrees in humanities and social services. ...and 14,000 degrees in humanities and social services,
• 56% of those degrees in the state.
• a degree.
• I completely hear you with that.

Summary: The joint Assembly Higher Education and Budget Subcommittee hearing focused on the future of the California State University system, with opening remarks emphasizing CSU’s major role in California’s economy, workforce, and degree production. Chairs and members said the hearing was intended to inform 2026 budget decisions and to examine three main issues: declining enrollment at some campuses, cost controls and possible consolidation, and oversight of recent state investments at campuses such as Humboldt and Sonoma. The meeting was briefly delayed by microphone and sound problems before reconvening. The first panel featured CSU Academic Senate Chair Dr. Elizabeth Boyd and Cal State Student Association Vice President Katie Karam. Boyd urged the Legislature to protect academic freedom, strengthen faculty governance, provide stable ongoing funding, end unfunded mandates, support student food and housing security, fund flexible course schedules, improve transfer systems such as ASSIST, avoid over-centralizing academic programs, protect immigrant students, and expand intersegmental collaboration. Karam said students are feeling the effects of budget shortfalls through fewer course sections, reduced advising and services, longer time to degree, and tuition pressure, and she called for transparency, meaningful student involvement in budget decisions, and sustained state investment rather than cuts that harm the student experience. The second panel covered enrollment management and included CSU Chancellor’s Office and campus administrators from Chico State, Cal State L.A., and San Diego State. Dr. Delcy Perez said CSU Forward and the new systemwide enrollment plan are aimed at expanding access, aligning programs with workforce needs, and increasing resident enrollment; she reported systemwide enrollment gains and strong application numbers, including a direct-admissions pilot that expanded from Riverside to more campuses. Campus representatives described local recruitment and retention strategies, including early outreach to high school students, community college partnerships, guaranteed admission programs, and expanded advising and student support. San Diego State highlighted record enrollment and high demand, while Cal State L.A. described efforts to recover from impaction and rebuild enrollment. Members pressed CSU officials on the accuracy of enrollment data, the gap between funded targets and actual enrollment, and the system’s reallocation formula. CSU staff explained that campuses below target will see a 5% ongoing reallocation beginning in 2026-27, with one-time reserve funding also being directed to campuses that can grow, and that fiscal health reviews have been completed for 21 of 22 campuses. Legislators also asked about turnaround plans required by the budget act; CSU said those plans are being developed and will be shared in the spring after campus consultation. No formal votes were taken.

Transcript Highlights:

• and completion of degrees. and completion of degrees.
• <01:23:37.520> This<01:23:37.840> bill complete their degrees.
• This bill complete their degrees.
• <01:33:51.920> completion<01:33:52.440> for truly leads to a degree completion for
• truly leads to a degree completion for Minnesota<01:33:53.040> students.

Keywords: 1187, senate, all

Transcript Highlights:

• You mean if they completed their program of study and things of that nature, or they completed the training
• What Ken described earlier as the ROI of degrees, higher ed degrees, that came out of this process.
• Seventy percent of students must complete the program within 150% of the completion time.
• We have many students who have bachelor's degrees or graduate degrees deciding they need to upskill or
• But for Workforce Challenge, it doesn't matter if you have no degree, if you have a bachelor's degree

Keywords: 1204, all

Transcript Highlights:

• Uh so up not have an associates degree.
• associate degree program. associate degree program.
• you got to have associate degree you got to have associate degree whatever<00:42:59.359> you<00
• So it would not fall associates degree.
• So the it moved them towards completion.

Keywords: The livestream event for this meeting failed before the meeting was finished. This copy was pulled from backups and is reposted in it's entirety., 958, all

Summary: The committee met to review KHEAA’s student aid programs ahead of the upcoming biennial budget. KHEAA officials outlined the agency’s role administering state grants and scholarships, emphasizing that net lottery proceeds are statutorily dedicated to student financial aid after a literacy appropriation. They focused on the College Access Program (CAP), Kentucky Tuition Grant (KTG), and KEES, and explained that the FAFSA simplification changes significantly expanded eligibility for Pell and CAP recipients. KHEAA said the General Assembly’s additional funding this biennium allowed CAP to be fully funded, and that FY25 spending for CAP reached about $232 million for roughly 72,000 students, up from about 55,000 recipients the prior year. Officials said they are watching current-year application trends closely and expect a clearer funding picture by late fall as awards are actually disbursed and enrollment data comes in. Members asked about how CAP eligibility works, the difference between applicants and recipients, and whether KTG is tied to Pell eligibility. KHEAA explained that CAP is essentially aligned with Pell eligibility, while KTG uses a different need formula and is limited to private colleges in Kentucky. They also noted that schools verify final eligibility after KHEAA’s initial review of application data. Questions about the FAFSA simplification act and federal changes led KHEAA to say they do not expect major effects on state grant and scholarship programs, though federal student loan changes may affect students, especially at the graduate level. The committee also discussed KEES, which KHEAA said has been fully funded since its creation, and dual credit/work-ready scholarships. KHEAA reported that dual credit participation continues to grow and that FY25 spending for dual credit and Work Ready Kentucky totaled about $26.4 million, compared with a $13.1 million appropriation, with transfers from Work Ready used to keep dual credit fully funded. Officials said they will seek growth funding for dual credit in the next budget because the program has expanded and now includes the work-ready component under one statute. Members asked about transferability of dual credit courses and whether students actually use the credits toward degrees; KHEAA said it does not have hard data on every credit’s transfer, but it is seeing positive trends in bachelor’s completion and more high school graduates earning associate degrees. No votes or formal actions were taken beyond approving the July 15, 2025 meeting minutes.

Transcript Highlights:

• Those students can complete a pathway to earn a living wage.
• Members, all of these professionals require at least a master's degree.
• And a lot of our guys don't have Level, you have to have a degree.
• hours, but they don't have a full degree.
• So if someone wanted to promote to the chief level, they have to have a degree.

Summary: The Senate Education K-16 Committee heard Senate Bill 1961, which would expand reporting on post-secondary outcomes and workforce data, including employment, earnings, regional labor demand, and credentials of value. Senator Bettencourt said the bill is intended to close data gaps and improve alignment between education programs and workforce needs. Witnesses from Opportunity Austin, Texas 2036, Samsung Austin Semiconductor, and the Fort Worth workforce community testified in support, saying better data would help students, parents, schools, employers, and regional economic development efforts. After questions from members about regional workforce pipelines and semiconductor talent needs, public testimony closed and SB 1961 was left pending. The committee then took up several pending bills and reported them favorably, including SB 1325, SB 604, SB 1832, SB 747, SB 2185, and SB 2395, with committee substitutes adopted where needed. SB 1325 was amended to remove the DSHS commissioner’s authority to issue standing orders for respiratory distress medication in schools. SB 1832, relating to school transfer or private-school funding options for students victimized by a public school employee, and SB 747, relating to intimate visual material policies, were both advanced on recorded votes. SB 2185, on the bilingual education allotment, was initially moved to a local calendar but was later backed up and reported to the full Senate after a fiscal note was noted. SB 2395, on school district general obligation bonds, was also reported favorably and then moved to the local and uncontested calendar. The committee also heard SB 646, which would expand the Mental Health Professional Loan Repayment Program to additional professions, increase award amounts, and add stipends for rural and bilingual service. Senator West said the bill responds to mental health workforce shortages and inflation. The Texas Counseling Association supported the measure, and a Hogg Foundation representative said participation has grown sharply since prior changes. SB 646 was left pending. The committee also heard SB 2647, which would create a Texas state accrediting agency and interim oversight system for higher education accreditors; supporters from the Texas Public Policy Foundation and a massage school owner argued it would improve accountability and reduce accreditor overreach, while Senator Menendez raised concerns about effects on law and medical school accreditation and student opportunities. SB 2647 was left pending. Finally, the committee heard SB 2786, which would exempt first responders from the Texas Success Initiative entrance exam, and SB 2615, which would standardize remote-work policies across public higher education institutions. The Texas State Association of Firefighters supported SB 2786, saying it would remove an extra step for career advancement; the bill was left pending because the committee substitute had not yet been adopted. SB 2615 was presented as a way to ensure more consistent in-person staffing expectations while preserving exceptions for illness, disability, and some non-teaching roles; it too was left pending. The committee then recessed subject to the call of the chair.

Transcript Highlights:

• And lengthening time to degree.
• We know that at least old data show that the difference between a high school degree and a college degree
• without state support and the second project completed that we hope to complete with state support,
• and if you blend those portfolios together... ...completed that we hope to complete with state support
• their degrees.

Summary: The Assembly Budget Subcommittee on Education Finance held an extended hearing focused primarily on University of California budget issues, enrollment, housing, and Title IX. Chair David Alvarez opened by noting the governor’s proposed 8% ongoing General Fund reduction to UC, the deferral of compact funding, and the College of the Law budget item, while emphasizing that no votes would be taken that day. Public commenters, including UC Davis employees and lecturers, urged restoration of UC funding and opposed the hiring freeze, saying cuts would worsen staffing shortages, reduce research capacity, and harm students and patients. On UC core operations, the Department of Finance said the governor’s budget maintains the compact but defers $240.8 million in ongoing support and continues a planned 7.95% reduction, while the LAO recommended rejecting the deferrals and instead making any changes in the budget year. UC San Diego’s chancellor and UC Office of the President argued the cuts and deferrals would create major campus shortfalls, force hiring freezes, larger class sizes, fewer course offerings, delayed projects, and possible layoffs. Committee members questioned whether cuts could be shifted away from students and toward administration, discussed UCOP reserves and bond debt, and noted that UC’s budget structure makes the campus-level impact larger than the headline reduction. The committee also reviewed enrollment trends and nonresident replacement. The LAO said UC resident enrollment has grown and recommended revisiting 2026-27 targets and pausing the nonresident replacement plan if state funding does not improve. UC said it has exceeded California undergraduate enrollment and nonresident replacement goals, but warned that continued growth without funding would force enrollment reductions and harm quality. Members discussed the role of nonresident and international students, tuition rates, and the value of UC as a pathway for California students and a source of talent for the state. A separate housing item covered the state’s Higher Education Student Housing Grant Program. UC reported that recent bond savings could support additional affordable beds at UC Davis and UC Santa Barbara, but the LAO and Finance noted the Legislature would need to decide how to use the $6.2 million in savings from the original projects. The committee also heard a Title IX update from UC’s systemwide civil rights office, which described campus Title IX structures, training, and policy enforcement, and said the system has been working to improve confidentiality guidance and streamline complaint processes after survey feedback showed confusion and lengthy procedures.

Transcript Highlights:

• , what would be the opportunity for outcomes of that degree, where's the best deal to get that degree
• <00:04:47.199> what borrow for a particular degree what borrow for a particular degree what
• <00:04:54.240> to get that degree what best institution to get that degree what best institution
• we took 5% from course course completion we took 5% from course completion<00:18:09.760> and<
• I would love to see if we had master's degrees that were required to do more of that, more master's degrees

Keywords: 958, all

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

Transcript Highlights:

• What percentage of our students need to stay for six years in order to complete their degree programs
• What percentage of our students need to stay for six years in order to complete their degree programs
• as not being professional degrees.
• those degrees.
• A third of UC's bachelor's degree recipients started at a community college.

Summary: The Assembly Budget Subcommittee on Education Finance, chaired by Assemblymember Alvarez, held a hearing focused on University of California budget issues. The committee reviewed UC core operations funding, enrollment trends, federal funding threats, Title IX implementation, and basic needs support. Major themes included the end of the Governor’s multi-year UC compact, the state’s fiscal outlook, UC’s enrollment growth, and the potential impacts of federal policy changes on research, health care, and student aid. On core funding, the Department of Finance described the Governor’s proposal to continue compact-related support, defer some payments, and authorize a cash-flow loan. The LAO recommended a smaller or no base increase, earmarking some funds for capital renewal, retiring deferrals when possible, avoiding new compact commitments, and funding UC annually rather than through compacts. UC argued that the compact has supported enrollment growth, student services, and operating costs, but said campuses face rising expenses, structural deficits, and limited reserves. Members questioned the effects of deferrals on students and discussed the need to prioritize less harmful reductions if cuts become necessary. The enrollment panel focused on UC’s growth in California resident enrollment and the nonresident replacement plan at Berkeley, UCLA, and UC San Diego. The LAO recommended maintaining the current enrollment target, funding enrollment separately from base increases, pausing the nonresident replacement plan, and holding enrollment flat in 2027-28. UC said it has already met compact enrollment goals, grown California undergraduate enrollment by about 18,800 students, and that further growth depends on ongoing state support. The committee also discussed the cost of enrollment growth, possible differential nonresident tuition, and a reporting request for UC to analyze the nonresident replacement approach; the motion to adopt supplemental reporting language passed. The hearing also covered federal funding risks, with the LAO and UC warning that federal changes could affect research grants, medical center reimbursement, and student financial aid. UC said research cancellations and suspensions are disrupting labs and graduate student support, while federal health policy changes could increase uncompensated care at UC hospitals. In the Title IX update, UC described its systemwide civil rights structure, annual student training, and campus support offices, and members praised the work while asking about ongoing concerns and intersegmental collaboration. The final basic-needs item began with Finance stating the Governor’s budget does not change ongoing support, but the transcript cuts off before further discussion or action.

Transcript Highlights:

• to complete their BA in a credential program.
• Which is to hold a baccalaureate degree.
• experience, and then these things blend into completing both the degree and your teaching credential
• At that point, you've completed the program.
• one year since they may have completed...

Keywords: 988, house, all

Transcript Highlights:

• And they're not following a degree. They're not trying to get a degree necessarily.
• Of course, we support people getting degrees, but not everybody. Necessarily.
• Of course, we support people getting degrees, but not everybody needs or wants a degree, but they might
• Following completion of their respective deck or engine U.S.
• Following completion of their respective deck or engine U.S.

Summary: The Committee on Education Postsecondary heard a presentation on Florida’s maritime and ocean economy from Florida Atlantic University, the College of the Florida Keys, and Star Center. Speakers emphasized the importance of maritime industries such as aquaculture, marine engineering, shipbuilding, transportation, coastal resilience, and offshore renewable energy, and described workforce programs, certifications, and partnerships designed to train students and workers for these fields. They also highlighted federal and state initiatives supporting ocean economy research and commercialization, including tech hubs and innovation programs. The committee then considered SB 312 relating to the Florida Institute of Human and Machine Cognition. Senator Gates explained that the bill would allow IHMC to create a subsidiary to commercialize research, similar to Moffitt Cancer Center. Senator Fine offered and the committee adopted a friendly amendment addressing board membership concerns tied to a University of West Florida trustee. However, after questions arose about whether the bill and analysis aligned on whether subsidiaries would be for-profit or not-for-profit, the bill was tabled. Finally, the committee took up SB 270 on the Bright Futures Scholarship Program. The bill would extend eligibility for students in certain military/public-service family situations, giving families more time to establish Florida residency after returning to the state. Senator Fine’s amendment was adopted to add AP Capstone Diploma students to the automatic Bright Futures eligibility provisions, alongside IB and Cambridge AICE students. The committee then reported the bill favorably as amended by a vote of 7-0, and adjourned.

Transcript Highlights:

• So to become a licensed social worker, you would need a master's degree.
• Table 5 on the social work degree program highlights the four post-secondary programs.
• Or could you just go through it with that master's degree?
• So here she has a master's degree and she's looking for a residency.
• And we have changed a complete cohort of three years. Of three years.

Keywords: 996, all

Transcript Highlights:

• We used to have just one ag degree and then there were sub-degrees. We've changed that.
• We now have specific degrees.
• Degrees like the degrees that we have as a company are extremely important, not only to us, but to other
• They're not full degrees.
• They're taking coursework that applies toward their degree.

Keywords: 908, all

Transcript Highlights:

• We used to have just one ag degree and then there were sub-degrees. We've changed that.
• We now have specific degrees.
• Degrees like the degrees that we have as a company are extremely important, not only to us, but to other
• They're not full degrees.
• She came in here with an associate's degree already.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• And of those, 8,248 were AA degrees, 4,766 were associate of applied science degrees, and 7,61 career
• And of those, 8,248 were AA degrees, 4,766 were associate of applied science degrees, and 7,61 career
• , and 7,61 career and technical degrees, and 7,61 career and technical degrees,<00:28:34.000> excuse
• And last but not least, 4,450 of our former community college students completed a bachelor's degree
• in<00:38:59.680> our completed a bachelor's degree in our completed a bachelor's degree in

Keywords: Appropriations - Room 210; 14 January, 2026: 3:30 PM, 925, all

Summary: MDES presented its FY27 budget request, describing the agency as a special fund workforce agency focused on helping Mississippians get jobs through employment services, labor market information, and unemployment insurance. Executive Director Bill Ashley said the revised request seeks level spending authority similar to FY26, with line-item changes driven mainly by higher salaries and fringe benefits and lower contractual services. He said MDES currently has 406 employees, 28 active recruitments, and six additional planned positions, for a requested total of 440 positions, down from 453 authorized last year. The request also includes $1.4 million for the State Longitudinal Data System and $400,000 for Accelerate Mississippi fiscal support. Committee members asked about the SLDS pass-through funding, whether it is recurring, and the staffing/pin changes; MDES explained the SLDS is a recurring annual pass-through and that the staffing request reflects turnover and recruitment needs rather than a net expansion. Accelerate Mississippi then outlined its FY27 request and program updates. Officials said the office is requesting level funding overall, with some salary adjustments tied to benefits and two new positions, including one for Talent Solutions and one systems administrator. They described workforce initiatives such as Encore, a recruiter/instructor program; Facet, a partnership with Northwest Mississippi Community College to strengthen instructor preparation; Power Path, a K-12 advanced manufacturing credential model; and expanded career coach activity, reporting 204 coaches serving 209 schools and more than 22,000 unique student interactions. They also reviewed funding streams for workforce enhancement training, Mississippi Works, Equip Mississippi, and ARPA, saying ARPA funds are on track to be fully spent by the September 30 reimbursement deadline and that monthly check-ins are being used to ensure funds are drawn down. Members asked about the budget changes, the use of contractual services, and the career coach program; the office said it was shifting some audit and monitoring costs to the funds being monitored and was not requesting an increase for career coach funding. The Mississippi community college presidents and the Community College Board also presented their budget priorities. They reported that Mississippi community colleges served 88,600 students in academic year 2023 and said the system’s graduation rate is about 42 percent, with a goal of reaching 55 percent. Their FY27 request includes a 6 percent salary increase for employees, increased basic operations funding, and continued support for CTE Advantage programs, totaling $61.5 million in general support. On facilities, they requested $150 million after receiving no facilities funding last year, citing roughly $413 million in identified needs across capital improvements, repairs and renovations, and pre-planning. The Community College Board requested restoration of $310,000 in general fund cuts and a new $2 million appropriation for adult education, noting that an estimated 300,000 to 330,000 Mississippians lack a high school diploma. No votes were taken during the presentations.

Transcript Highlights:

• rates and allowing for a faster time to degree.
• their degree and entering the workforce.
• their degree and entering the workforce.
• leading to a baccalaureate degree.
• leading to a baccalaureate degree.

Summary: The Assembly Budget Subcommittee on Education Finance held a hearing focused on California Community College budget proposals. Chair Alvarez opened by emphasizing the system’s role in access, transfer, workforce training, and serving more than 2 million students, while also noting persistent challenges in enrollment, persistence, transfer, and graduation. Public commenters and system representatives broadly supported COLA, enrollment growth funding, deferred maintenance, student support block grants, and additional flexibility for districts facing uncertainty. The first major panel covered the student-centered funding formula, COLA, and enrollment growth. The Department of Finance said the Governor proposes a 2.43% COLA ($230.4 million) and 0.5% enrollment growth funding ($30.4 million). The LAO said the COLA was reasonable and recommended funding at least the proposed growth amount, citing uneven enrollment recovery and regional differences. The Chancellor’s Office supported both proposals and asked for additional changes, including using the greater of current-year or three-year average for apportionments and lifting the 10% local enrollment cap, arguing these would better fund growing districts. Members questioned how the formula works, whether SCFF is improving outcomes, and how much additional funding would be needed under different growth scenarios. The committee then reviewed categorical program COLAs, Rising Scholars, career education proposals, IT proposals, and student housing. The Governor proposed a 2.43% COLA for selected categorical programs ($31.9 million). For Rising Scholars, the Governor proposed $30 million ongoing and removal of the cap on participating colleges; the LAO urged waiting for outcome data before doubling funding, while the Chancellor’s Office said the program is serving more students and supports equity for justice-impacted students. On career education, the Governor proposed $50 million for credit for prior learning and $50 million for a career passport; the LAO supported more reporting on credit for prior learning but recommended rejecting the career passport as too undefined, while the Chancellor’s Office supported both. On technology, the Governor proposed $162.5 million for a common cloud data platform and $168 million for a common ERP system; the LAO said both were premature or lacked sufficient planning and recommended rejection, while the Chancellor’s Office argued they would improve real-time data, security, and systemwide efficiency. The committee also heard an update on student housing: the administration said the 2024 shift to a lease-revenue bond model remains in progress for 13 approved projects, with 11 still active, and members asked about withdrawn projects and possible use of any returned funds. No votes were taken, and several items were held open for further discussion and May Revision updates.

Transcript Highlights:

• Additionally, a master's degree is only pursued after earning a bachelor's degree, then a doctor's degree
• Additionally, a master's degree is only pursued after earning a bachelor's degree, then a doctor's degree
• degree then a doctor's<00:41:03.319> degree<00:41:03.599> can<00:41:03.720> be<
• there determining if they have completed there determining if they have completed a<00:57:55.520
• <00:58:13.440> or it is equivalent um to a US degree or it is equivalent um to a US degree

Keywords: 910, house, all

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

Transcript Highlights:

• Once eligible, I enrolled in graduate midwifery school and completed my degree this year.
• Once eligible, I enrolled in graduate midwifery school and completed my degree this year.
• Once eligible, I enrolled in graduate midwifery school and completed my degree this year.
• Before that, of course, someone must have an undergraduate degree.
• <00:18:54.240> in with another undergraduate degree in with another undergraduate degree in

Keywords: 1183, house

Transcript Highlights:

• support the programs, and teacher apprenticeship may also shorten the length of time it takes to complete
• complete complete certification<00:03:01.400> um<00:03:01.800> and<00:03:02.040> because
• You get closer to your degree. There's some built-in incentives, and it's working.
• Apprentices in these programs earn special education licenses upon completion.
• of that apprentices when they completion of that apprentices when they complete<00:30:32.200> their

Keywords: 1183, house

Transcript Highlights:

• Greater flexibility and structure of core curricula for bachelor's degree programs in Texas.
• I especially appreciate your mention of in-demand jobs and also degrees of value.
• Senate Bill 25 was established the Texas Direct degree program.
• Okay, members, not only do we have a quorum, but we've completed our agenda for the morning.
• Okay, members, not only do we have a quorum, but we've completed our agenda for the morning.

Summary: The Senate Committee on Education K-16 heard two bills. SB 2847, by Senator Hagenbuch, would give Texas public four-year universities the same option community colleges already have to seek approval from the Higher Education Coordinating Board for core curricula of fewer than 42 semester credit hours. Hagenbuch said the bill is intended to add flexibility, support career-focused programs, and help students finish degrees faster. There was no public testimony, and the bill was left pending. The committee then heard SB 3039, by Senator West, which addresses transferability and credit loss for students moving from community colleges to four-year institutions. West said the bill responds to ongoing problems with rejected transfer credits and seeks better data, study, and recommendations from the Coordinating Board. Deputy Commissioner Sarah Keaton testified that transfer remains a major policy issue, that reporting requirements from SB 25 have improved data collection, and that the main reasons credits do not transfer are grades and degree applicability. She also described the Texas Direct degree program and field-of-study curricula designed to transfer as blocks. Members discussed the cost of lost credits, the need for better communication to students, and concerns that some institutions still reject credits or require duplicate coursework. No public witnesses signed up on SB 3039, and it was left pending subject to the call of the chair. A quorum was later established, the agenda was completed, and the committee recessed subject to the call of the chair.

Transcript Highlights:

• Registered nurses receive associate degrees or bachelor's degrees, and there are currently 49,000 registered
• Advanced practice registered nurses receive a master's degree or a doctorate degree, and we currently
• I was told it takes up to two years sometimes to get these cases completed.
• So what kind of degrees would people get to come into this?
• So you think about the geology degrees, biology degrees, and then you have to have, I think, 15 hours

Summary: The Occupational Licensing Review Subcommittee met to review two occupational licensing reports: the Arkansas State Board of Nursing and the State Board of Registration for Professional Soil Classifiers. For nursing, board officials described the board’s history, scope, and licensure categories, noting it regulates about 72,000 nurses and oversees RNs, LPNs, advanced practice nurses, medication assistants, and a new dialysis patient care technician registry. Members asked about workforce shortages, complaint types, and the board’s finances; the board said Arkansas has enough licensed nurses overall but has vacancy issues in some areas, complaints commonly involve criminal backgrounds, fraud, misrepresentation, drug abuse, and misappropriation, and the average case length is 191 days though some cases remain open much longer while awaiting criminal adjudication. Officials also said they are working on efficiency improvements and have added help positions with Department of Health support. The report was accepted without objection. The committee then reviewed the soil classifier program, now housed under the Natural Resources Commission after the former board was abolished in 2023. Agriculture Department officials explained that soil classifiers are a small, specialized profession requiring a four-year degree with coursework in biological, earth, and soil sciences, and that the state currently has 29 registered soil classifiers. Members asked whether that number is sufficient, what the work involves, and how the program’s finances are used. Officials said the profession is mainly used for septic system design, wetland determinations, nutrient management, and other soil-related work, and that current staffing appears adequate. They also noted the program has about $20,000 in reserves, above the statutory three-year balance, and discussed possible uses such as training, curriculum upgrades, and expanded administrative funding. The report was also accepted without objection, and the meeting adjourned with the next meeting scheduled for February 19 at 1:30 p.m.