Transcript Highlights:

• So we took a look at the NOVA course manual and wanted to display for you graphically all of the courses
• In New Mexico, which of them are CTE courses and which of them are not considered CTE courses.
• that have many, many CTE-related courses associated with them.
• There are only four courses associated with education.
• You can see one example of a course sequence here.

Transcript Highlights:

• you know, gotten really great flavor for, you know, the West Coast, the East Coast, and then, of course
• you know, gotten really great flavor for, you know, the West Coast, the East Coast, and then, of course
• Um, but of course I'm also a husband and new father.
• Um<00:04:36.240> but<00:04:36.560> of<00:04:36.720> course<00:04:36.880> I'm<
• <00:07:43.919> of<00:07:44.080> course, up the the legacy of Melissa. of course, up

Keywords: 1183, house

Transcript Highlights:

• Our classes are delivered through either asynchronous or synchronous methods. courses, the didactic courses
• So, of course, SNAP.
• And, of course, how do we do that?
• And that would, of course, be recurring.
• Could, of course, have a major impact.

Transcript Highlights:

• Of course, our goal is to meet everyone's water needs.
• as we continue to spend these dollars down throughout the course of the biennium and the course of the
• And, of course, we are committed to doing so within constraints.
• Of course, the Ability to have improvement bonds.
• Of course, the Red River Water Supply Project.

Summary: The Water Topics Overview Committee met to receive interim status updates on several water-related studies and Department of Water Resources projects. The committee approved the March 26, 2026 minutes, observed a moment of silence for the late Representative Conmy, and then heard updates on the watershed management study and the stormwater/wastewater study. Staff reported that the committee had already received the testimony contemplated in the study plans, including input from state agencies, local governments, and out-of-state entities, and that any further action would be at the committee’s discretion. The Department of Water Resources then provided project and budget updates on NAWS and the Southwest Pipeline Project. Reese reported NAWS is expected to serve about 81,000 users, with a total projected cost of about $571 million and about $96 million remaining, while the Southwest Pipeline Project is estimated at $1.06 billion total with about $409 million remaining. Members asked about funding sources, capacity needs, and whether current and future construction is being designed for increased demand; department staff said current work is designed for ultimate capacity, but some future components may need redesign based on new requests. The committee also discussed local cost shares, Minot’s role in NAWS funding, and whether the system is adequate for peak demand. A major portion of the meeting focused on the department’s cash management, carryover, and long-term water funding outlook. The department said Resources Trust Fund revenues are tied to oil extraction taxes and are affected by stripper well exemptions and future oil price declines. Members expressed concern about large carryover balances and whether the state is obligating more money than can realistically be spent in a biennium. The department reported about $340.6 million in remaining carryover and said it is trying to reduce that through a two-tier pre-construction/construction process and closer project vetting. The department also summarized the Deloitte studies on regional governance and finance and on cost-share policy. Stakeholders generally favored keeping the current governance structures for NAWS and Southwest with improvements, while Red River stakeholders leaned toward a different option; the department said it will bring an implementation plan back in September. On cost share, Deloitte’s recommendations would reduce some percentages, prioritize projects differently, and use other measures to close a projected long-term funding gap. Members debated affordability, local burden, deferred maintenance, and whether statutory changes may be needed to allow the commission more flexibility in prioritizing and funding projects. No formal votes or final actions were taken beyond approving the minutes and receiving the updates.

Transcript Highlights:

• Next, I'll talk a little bit about our end-of-course results and our science results.
• Next, I'll talk a little bit about our end-of-course results and our science results.
• And we did see, of course, increased growth from PM1 to PM2.
• And we did see, of course, increased growth from PM1 to PM2.
• Of course not. So 53 is definitely not sufficient.

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• We had a faculty member who noticed significantly unusual and Roman patterns in their courses.
• We had a faculty member who noticed significantly unusual and Roman patterns in their courses.
• We had a faculty member who noticed significantly unusual and Roman patterns in their courses.
• If faculty are Roman patterns in their courses.
• IN ONLINE COURSES, ESPECIALLY.

Keywords: 1187, senate, all

Transcript Highlights:

• Those tutors take course one, of course, to us for our district partners who either are we're interested
• We have course to available for them and then courses. 3, 4, are advanced more comprehensive courses
• Of course, however, we want to be really strategic.
• I mean, they have AP course support.
• That course.

Transcript Highlights:

• These courses enable students to start on career pathways tied to regional and local job demand.
• And we have the assurance that those courses are going to transfer.
• OK, this is the course that the student takes, uh, with their local ISD.
• Um Of course, I'm looking at the combined numbers, she had a A a jump, if you will.
• Everything from the UHN 4 program to course redesign programs where we're looking at courses where students

Transcript Highlights:

• >> Yeah,<00:48:01.119> of<00:48:01.359> course. >> Yeah, of course.
• provide hunter ed courses in some cases. provide hunter ed courses in some cases.
• is fundamentally a safety course.
• take the course? Absolutely not. take the course? Absolutely not.
• and the hours of the course.

Keywords: 1189, house, all

Transcript Highlights:

• Alzheimer's, of course, is the leading cause of dementia.
• Of course, we received the BOLD grants in 2022.
• And then, of course, the family caregiver support piece.
• And, of course, I'm not as young as I once used to. I'm seeing.
• And of course, Ms. Hallam, you know, is it going to be coming down? Medically, and of course, Ms.

Summary: The Arkansas Alzheimer’s Disease and Dementia Advisory Council met to introduce members, adopt its rules and procedures, approve prior minutes, and authorize the co-chairs to approve special expenses. The main discussion focused on updating the Arkansas State Plan for Alzheimer’s disease and dementia, with David Cook of the Alzheimer’s Association outlining major changes in prevalence, caregiving burden, diagnostics, and treatment since the prior plan. He noted rising disease and caregiver numbers in Arkansas, the expansion of amyloid PET access, the growing use of blood-based biomarkers, and the availability of FDA-approved treatments such as Leqembi and Kisunla, while emphasizing that access, insurance coverage, and provider education remain major barriers. Members and presenters also discussed the need to better reach rural primary care providers, who may not be aware of new diagnostics and therapies, and the bottlenecks caused by limited specialists and infusion capacity. There was concern about overreliance on blood tests without confirmatory evaluation, and several members stressed the importance of collaboration, public education, and promoting brain health through exercise and diet. The council also heard about existing programs such as the dementia services coordinator, the BOLD grant, caregiver respite grants, workforce training, and a pilot dementia resource center with UAMS Centers on Aging. The council approved a new four-part outline for the next state plan: advancing risk reduction and brain health/early detection, strengthening family caregiver support, improving access to diagnostics and treatment, and supporting access and quality of care, including workforce and crisis response. Members also agreed to consider future agenda items on new treatments, brain health and lifestyle prevention, workforce training, and possible legislative changes to the enabling statute. The meeting ended with discussion of scheduling the next meeting, tentatively set for August 12 in Hot Springs, and adjournment.

Transcript Highlights:

• Of course, this was based on a population study we did in 2020 after the census.
• Alzheimer’s, of course, is the leading cause of dementia.
• Of course, we received the BOLD grants in 2022.
• And then, of course, the family caregiver support piece.
• And, of course, Ms. Hallam... ...medically. And, of course, Ms.

Summary: The Arkansas Alzheimer’s Disease and Dementia Advisory Council met with legislative members and agency, advocacy, and provider representatives present. The council adopted its rules and procedures, approved the prior meeting minutes, and authorized the co-chairs to approve special expenses. Members then heard an extensive update on the state Alzheimer’s plan and current developments in diagnosis, treatment, research, caregiving, and workforce issues. David Cook of the Alzheimer’s Association described major changes since the first state plan, including the growth of blood-based biomarkers, broader access to amyloid PET scans, and the availability of disease-slowing treatments such as Leqembi and Kisunla. He emphasized that Arkansas still faces major barriers in rural areas, including limited provider awareness, insurance coverage concerns, shortages of specialists, and long wait times for memory care and infusion services. He also highlighted caregiver burden, the need for better education and care navigation, and new efforts such as a dementia resource center pilot with UAMS, respite grants, and workforce training. Members discussed the importance of public education on brain health, diet, exercise, and risk reduction, as well as the need to collaborate with chronic disease partners and improve outreach to primary care providers. The council approved four proposed focus areas for the next state plan: advancing risk reduction, brain health, early detection and diagnosis; strengthening family caregiver support; improving access to diagnostics and treatment; and supporting access and quality of care, including workforce training and crisis response. Members also discussed possible legislative or statutory changes to keep the council active and engaged, and they agreed to pursue a future meeting in August, tentatively August 12 in Hot Springs, with additional meetings under consideration for later in the month. The meeting adjourned after no further business.

Transcript Highlights:

• Florida advanced courses, you would have a 5.0.
• It includes a course that is in conflict with paragraph 3(c).
• That is a course... ...where we already have this provision in for gen ed classes, courses at the universities
• Gant, this just adds the Florida advanced courses. This, Rep.
• Gant, just adds the Florida advanced courses to the weighting of AP, IB, and ACE courses.

Summary: The committee first took up PCS for HB 1503, which would require general education courses that use technology to provide students opportunities to build digital literacy, including instruction on applications of artificial intelligence and related topics such as software engineering, computer networks, database systems, and cybersecurity as applicable to the course. It would also require high school computer science courses offered by school districts to include instruction on AI. There was no public testimony or debate, and the bill was reported favorably on a unanimous roll call vote. The committee then considered PCS for HB 1279, an education bill that the sponsor said was intended to improve consistency, oversight, and transparency while putting Florida students first. The bill drew extensive questioning and opposition over provisions affecting university admissions and funding, including a 95% Florida-resident first-time-in-college enrollment target tied to preeminent funding, a cap on nonresident students from any one country, standardized GPA weighting, limits on institution-wide graduation requirements, and changes related to accreditation references and other education programs. The sponsor argued these changes would open more seats for Florida students, preserve academic rigor, and align statutes with existing regulations and court action, while opponents said the bill would harm university competitiveness, research, revenue, faculty recruitment, and access for international and nontraditional students. Public testimony on HB 1279 was largely opposed. Speakers included a student advocate, a dental hygiene representative concerned about dual regulation of expanded-function dental programs, and faculty representatives from FSU and FAMU who warned the bill would politicize admissions and curriculum, reduce competitiveness, and create negative fiscal impacts. During debate, supporters emphasized taxpayer investment in Florida students and the need to prioritize in-state applicants, while opponents argued the bill would weaken the state university system and undermine its national standing. The committee reported PCS for HB 1279 favorably by a 12-5 vote.

Transcript Highlights:

• Op, Aaron Salah, and, of course, missing is Tyler Gomes and Chair Muy Hanaman.
• I'd like to give special attention, of course, to HTA, to HBCB, to CNH, Kilohana.
• I'd like to give special attention, of course, to HTA, to HBCB, to CNH, Kilohana.
• I'd like to give special attention, of course, to HTA, to HBCB, to CNH, Kilohana.
• To give special attention, of course, to HTA, to HBCB, to CNH, Kilohana.

Keywords: 912, senate, all

Summary: The Senate convened, called the roll, and approved the previous day’s journal. Members then made several introductions recognizing visitors in the gallery, including staff and guests connected to tourism, a group from the Luso-American Development Foundation from Portugal, and students and administrators from Kahakai Elementary School. Senator Kim also introduced four University of Hawaiʻi Shidler College of Business Travel Industry Management students and their academic advisor and professor. Senator DeCoite spoke about Tourism Day at the Capitol, thanking HTA, HBCB, CNH, and Kilohana for their participation and youth-focused tourism programs, and later introduced the FLAD visitors from Lisbon, Portugal. The clerk reported Governor’s Message Nos. 713 to 717 transmitting nominations to boards and commissions, and Governor’s Message No. 718 withdrawing a nomination to the Hawaii Hurricane Relief Fund board. The Senate also received Senate Concurrent Resolutions 51 to 67 and Senate Resolutions 33 to 51 for referral to committee, which were ordered referred. The Chair announced that the deadline to file Senate Concurrent Resolutions and Senate Resolutions with the Clerk’s Office was 4:30 p.m. that day. At the close of business, Senator Wai moved that the Senate stand in recess, leaving the journal open until 4:30 p.m. for receipt of resolutions and reconvene at 11:30 a.m. on Monday, March 10. Senator Dort seconded the motion, and the Senate recessed without objection.

Transcript Highlights:

• They could come in and offer that course for those credits.
• that was trained by the college board to teach that course and of course at the end there's a test and
• So whether they take an AP course or a dual credit course, because... Transferability.
• So whether they take an AP course or a dual credit course, it is a little more on the guidance side on
• But they could sure take their statistics courses. They could take their math courses.

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:

• Uh, every school's different, of course.
• I would like to see a whole course.
• the classroom room in in history courses the classroom room in in history courses social<00:30:30.039
• :30:31.720> being social studies courses or perhaps being social studies courses or perhaps being
• rather than a half-credit course.

Keywords: 928, house, all

Summary: The committee heard testimony on House Bill 749, which would require high schools to provide at least one hour of instruction on the nature and history of communism. The prime sponsor said the bill was prompted by concerns that students lack basic historical knowledge about communism and its effects, and argued that a short, flexible requirement could be embedded in an existing course without creating a new full class. He described communism as a totalitarian ideology and cited historical examples including the Soviet Union, Cambodia, Vietnam, the Cold War, and current events involving Russia, Ukraine, and Taiwan as reasons students should understand the topic. Members asked whether the subject is already covered in current social studies standards, whether one hour is enough, and whether the bill would apply to public, private, parochial, and charter schools. The sponsor said he did not believe communism is specifically required in current standards, that he would prefer a full course but was proposing a minimal requirement, and that he intended the bill to apply broadly to schools under the Department of Education’s umbrella, though he acknowledged the wording may need clarification for charter schools. He also said the proposal was both reactive and proactive, based on anecdotal concerns and his teaching experience. A second supporter testified that he was born in the Soviet Union and favored the bill, but suggested the instruction should emphasize critical thinking and explain both why communism can appeal to some people and why it can have harmful consequences. No vote or final committee action was taken during the portion of the meeting provided.

Transcript Highlights:

• That they were serving are really better equipped to teach advanced courses.
• Our science of reading course is an online course that we're able to provide to teachers and leaders
• Our science of reading course is an online course that we're able to provide to teachers and leaders
• and coaches across the state. course is an online course that we're able to provide to teachers and leaders
• Courses.

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and first heard a Department of Education program review on three district support programs: assistance to low-performing schools, the Florida Partnership program, and regional literacy teams (RAISE). Dr. Paul Burns described how the Bureau of School Improvement supports schools with D/F grades through regional teams, classroom observations, professional learning, and targeted funding, noting that 104 of 168 low-performing schools improved after 2022-23 and that the share of failing schools fell from 6% to 4%. He also outlined the Florida Partnership’s $4 million annual appropriation for advanced-course teacher training and student access, and the RAISE literacy program’s $5 million funding, universal/targeted/intensive supports, and progress monitoring results. Senators asked about rural participation, post-COVID reading data, parent support, and how long schools remain under monitoring after improving; Burns said rural districts can participate statewide, parents can access school and department support, and schools continue to receive monitoring after exiting low-performing status to prevent recidivism. The committee then received a presentation on the school district education foundation matching grants program from Suzanne Pridgen, who explained that the Consortium of the Florida Education Foundations administers the grants, which require private matching funds and support tutoring, literacy, STEM, career education, professional learning, books, and supplies. She said the program leverages about $1.44 in private support for every state dollar. The committee then moved to the regional education consortia, where representatives from PAEC, NEFEC, and Heartland, along with several rural superintendents, described the consortia as member-led organizations that provide economies of scale, professional learning, HR, risk management, purchasing, legal and operational support, crisis assistance, and leadership development for small and fiscally constrained districts. Superintendents from Lafayette, Holmes, Calhoun, Union, DeSoto, and Hendry counties testified that the consortia are essential because rural districts often have very small staffs, multiple-duty administrators, and limited in-house expertise. They cited support with insurance and hurricane recovery, training for new finance and HR staff, instructional coaching, CTE and leadership programs, and help with turnaround schools. Members emphasized that these districts can be high-performing despite limited resources, and several senators praised the consortia’s value. Senator Gaetz asked about additional back-office collaboration, possible regulatory relief, and FEFP issues tied to scholarship-related enrollment swings; rural superintendents responded that more local control would help. The meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• It is an online course. It was initially a two-hour course.
• You mentioned the voluntary course was a two-hour course.
• That, of course, is a travesty.
• <01:00:04.920> I taken your course the uh course that I taken your course the uh course that
• Of course not.

Keywords: 928, house, all

Summary: The Children and Family Law Committee opened its March 4 meeting with procedural announcements, including a deadline for any Minority Report, notice that the committee would not meet the following Tuesday because of town meeting day, and a preview of its March 18 agenda. The chair said that meeting would include hearings and executive sessions on HB 518, requiring DHHS to provide a detailed annual report of DCF costs, and HB 775, directing DHHS to seek proposals for supervised visitation centers; HB 553 was also slated for executive session. The committee also heard an update on Representative Grossman’s son, who remained in the PICU at Mass General. The main hearing was on HB 493, which would require child abuse and neglect education for physicians, nurse practitioners, and physician assistants as a condition of licensure. Representative Alicia Gregg presented the bill and an amendment reducing the required training from two hours to one hour, saying the goal was to improve recognition of abuse and prevent both missed cases and false accusations. Cassandra Sanchez, the state Child Advocate, strongly supported the bill, describing a 2020 review of nine cases of non-ambulatory infants with serious injuries and later system mapping that identified gaps in medical recognition; she said the training should be part of existing continuing education hours and that voluntary uptake had been limited. Dr. Michael Matos of Wolfeboro Pediatrics also testified in support. Ben Bradley of the New Hampshire Hospital Association opposed legislating the requirement, saying hospitals already train staff and that the legislature should not single out one topic for statutory mandate when other reporting obligations are handled differently. In questioning, committee members asked whether the hour would be part of existing continuing education, whether hospitals already provide similar training, and whether the bill should be placed in the continuing medical education statute instead of child protection law. Bradley said hospital members already provide annual training and collaborate with proponents, but did not support putting the requirement in statute. Sanchez said the bill was intended to use one of the hours already required for training, though members noted that the bill text did not clearly say so. The committee also heard broader testimony about the Family Division of Circuit Court, including a proposal to create a subcommittee to study more difficult issues such as pre-trial counseling, evidentiary practices, and domestic violence-related cases, with the Speaker appointing members to that subcommittee.

Transcript Highlights:

• of an entry-level college course.
• And if you look at dual credit courses or early college courses, no course requires an A or B to pass
• Early college courses: no course requires an A or B to pass.
• Of course.
• And, of course, it helps.

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its first hearing and heard testimony on a wide range of bills, including hunger-free campuses, FAFSA completion, early college/college-in-high-school programs, banning legacy preferences, AP credit consistency, and tuition equity for the Stockbridge School of Agriculture. Committee leaders opened by outlining the hearing process and noting the three-minute testimony limit. Legislators and advocates generally framed the bills as equity and access measures aimed at improving college affordability, student success, and workforce development. Representative Vargas testified for H. 1466 and H. 1467, arguing that hunger-free campus should be codified because many public college and community college students face food insecurity, and that FAFSA completion should be improved through individualized outreach and an opt-out or completion requirement. Senator Lovely, the Greater Boston Food Bank, and other advocates supported the hunger-free campus bill, citing data that 44% of public university and community college students experienced food insecurity in 2023 and that food insecurity harms graduation rates. Femi Stoltz and Shanti Lopez Toro backed the FAFSA bill, saying many students miss out on Pell grants and need direct support; they pointed to state examples such as Louisiana and to recent state action requiring FAFSA awareness. Committee members asked about the federal FAFSA rollout, regional equity in food access, and the need for long-term funding and data collection. A large panel supported H. 1455 on college and high school/early college, including former Chair Roy, the Massachusetts Alliance for Early College, a student graduate, MBAE, and Tripp Jones. They described early college as a proven model that helps low-income and first-generation students, improves degree attainment, and supports workforce needs; witnesses said the goal is to scale from about 9,000 students and 55 partnerships toward 22,000 to 25,000 students by 2030, with possible future growth beyond that. Members raised questions about funding, public-private partnerships, parental involvement, faculty development, and whether the bill should include data review and more standardized policies across institutions. Representative Garcia also testified for H. 1432 on AP credit, saying students should receive consistent credit for AP scores of 3, 4, or 5. Senator Edwards and James Murphy testified for the legacy preference ban, arguing it is unfair and rooted in exclusionary history; they said some states have already banned legacy preferences in public and private institutions. Finally, UMass Dean Michael Fox, alumnus Dan Mayer, and student Jake Rasmussen supported S. 920 to include Stockbridge associate degree programs in MassEducate, saying tuition equity would help enrollment and support Massachusetts agriculture and green-industry jobs.

Transcript Highlights:

• Of course, our goal is to meet everyone's water needs.
• as we continue to spend these dollars down throughout the course of the biennium and the course of the
• Of course, the Red River Water Supply Project.
• Then, of course, we’ve got WAPA.
• Part of this is adjacent to the Mandan golf course.

Keywords: 908, all

Transcript Highlights:

• They could come in and offer that course for those credits.
• that was trained by the College Board to teach that course.
• that was trained by the college board to teach that course and of course at the end there's a test and
• So whether they take an AP course or a dual credit course... ...it is a little more on the guidance side
• But they could sure take their statistics courses. They could take their math courses.

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.