Transcript Highlights:

• I'm currently the co-director of clinical education for UAB's PA program.
• I'm currently the co-director of clinical education for UAB's PA program.
• I'm currently the co-director of clinical education for UAB's PA program.
• PA education is graduate-level education. You have to have a master's degree.
• PA education is graduate-level education. You have to have a master's degree.

Bills: HB31, HB31

Keywords: absentee voting, disabled, blind, voter assistance, voting rights, SNAP, public assistance, nutritional standards, waiver, food regulation, 1136, house, all

Transcript Highlights:

• Our training and education program does outreach into the state of New Mexico, and these are middle school
• Additionally, we have our regional health educators: our Northeast Health Educator, Northwest Health
• Partnerships, youth training, including the Evolvement Program, education and engagement, and real-time
• cessation programs.
• , especially for education.

Transcript Highlights:

• You have one billion dollars for an educational savings account. program, you have $4.8 billion as a
• Much smaller programs, given that it's just the size of everything that you consider for a bully education
• And then SHARS is, I generally think of SHARs as effectively a reimbursement program for special education
• special education in a general education classroom.
• Cost incurred to provide those students with individualized education programs.

Keywords: 1184, house, all

Transcript Highlights:

• Wilkes II, assistant professor of mathematics education at the School of Education at UC Davis.
• I am an assistant professor of math education in the School of Education at UC Davis, and I'm here to
• We're a nonprofit representing 2,500 publicly funded early care and education programs across California
• program flexibility.
• Same exact thing for the engineering program, a leading national program.

Keywords: 987, senate, all

Summary: The committee heard SB 1067, which would require annual math screening for students in kindergarten through second grade beginning in 2028-29 to identify early numeracy difficulties and connect students to evidence-based support. Senator Weber and supporters, including EdVoice and UC Davis researcher Dr. Charles Wilkes, argued that California’s math outcomes are too low and that early screening is a quick, developmentally appropriate tool that would not mandate curriculum or high-stakes testing. Opponents, including the California Mathematics Council, county superintendents, and CTA, said the bill adds a mandate without funding, could narrow instruction, and may lead to premature labeling or deficit-based thinking. Committee members discussed how the screeners would work and whether they would identify disabilities or simply flag students needing further assessment; the bill was left on call due to lack of quorum at the time of the hearing. SB 1110 was also presented as a child care subsidy administration measure that would stabilize funding for alternative payment programs and better distinguish administrative overhead from direct family services. Senator Becker and witnesses from the Child Care Resource Center and Every Child California said the bill would help providers manage enrollment, compliance, staffing, and payment timelines as the state transitions to enrollment-based funding. No opposition testimony was offered, and the bill received a favorable committee comment, but no vote was taken because quorum had not yet been established. The committee then heard SB 1374, which would allow public higher education institutions to seek temporary restraining orders on their own behalf when they face credible threats of violence not directed at a specific person. CSU and San Diego State University representatives described incidents where threats against a campus could not be addressed through current restraining-order law, and said the bill would close that gap and improve campus safety. There was no opposition testimony, and the bill was left on call pending quorum. Later, the committee discussed SB 1321, which would direct the State Auditor to review remedial education and student preparedness at selected UC and CSU campuses after a UC San Diego report showed a sharp decline in incoming students’ math preparation. Supporters, including the author and a community college union representative, said the audit would help identify the scope of basic-skills gaps and inform policy. Some members raised concerns about bypassing the usual audit-request process, but the bill was placed on hold for absent members. The committee also heard SB 1086 on microschools, which would direct model ordinances and statutory definitions for these small learning settings; after extensive questioning about definitions, oversight, and local land-use issues, the bill was moved on a do-pass motion to Senate Appropriations and placed on call. Finally, SB 1181 was presented as a limited pilot program to allow Central Valley schools to communicate with regional threat assessment centers about credible safety concerns, with the author and a victim’s mother describing it as a prevention tool after a student homicide; committee members expressed support for stronger coordination and guardrails, and the bill was discussed further as the hearing continued.

Transcript Highlights:

• Education Foundation appropriation funding<00:52:48.960> proart<00:52:49.520> programs
• through prart this is a of CTE education through prart this is a program<00:58:51.200> that<00
• 02:55.319> uh<01:02:55.480> program School um uh program School um uh program and<01:02
• That is available through programs such as our grant program or co-op program, which require input from
• <01:12:53.560> or programs such as our grant program or programs such as our grant program

Keywords: 1183, house

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• The way that nursing education program.
• c> be nursing education program that might be nursing education program that might be sufficient<
• The second path would education program.
• Yes, approved nursing education program.
• <01:21:11.840> from education program or its equivalent from education program or its equivalent

Keywords: 928, house, all

Summary: The committee opened a hearing on Senate Bill 185, which would add timelines to Office of Professional Licensure and Certification (OPLC) investigations. Senator Howard Pearl said the bill was prompted by concerns from the New Hampshire Association of Realtors about delays at the Real Estate Commission, and he explained that the proposal would require OPLC staff to make an initial determination within 30 days and, if misconduct is found, complete an investigation within 60 days. He said the goal is to improve transparency and give consumers and licensees more timely information, while preserving the board’s adjudicatory role. He also noted that the bill had been amended to delay implementation to give OPLC time to work through its backlog. Committee members questioned how the bill would work when an investigation is incomplete and whether the board could send a case back to OPLC without a firm deadline. Pearl said the board would have discretion to continue the investigation or make a final determination, and that the bill was intended to streamline OPLC’s process rather than impose a hard cap on complex cases. OPLC Executive Director Deanna Durus and General Counsel Nicholas Fry then testified that the agency has already changed its procedures under prior legislation, including a facial review of complaints and monthly board review of dismissal memos. They said the bill would substantially alter the current structure, could conflict with existing limitation periods and board duties, and would be difficult to implement without additional staff and funding. Durus said the agency’s backlog is large, that new complaints are being triaged and prioritized, and that some urgent matters are moved ahead based on risk and statutory deadlines. She said OPLC had completed a review of about 500 backlog cases that would now be dismissed under current screening standards, and that those cases are being turned into memos for board review. Board of Medicine public member Nina Gardner testified in favor of the bill but said the backlog is significant and that the agency needs more resources to make the process work effectively. She said the board is seeing progress, but not fast enough, and suggested the bill may not go far enough without additional staffing and funding. No vote was taken during the hearing.

Transcript Highlights:

• MONITOR THEIR PROGRAMS SO THEY DON'T NEED THE VPK PROGRAMS TO COME IN AND MONITOR OUR SCHOOL DISTRICTS
• THAT NOW WILL FALL ON VPK PROGRAMS TO MONITOR THEIR OWN PROGRAMS NOT THE EARLY LEARNING COALITION AS
• MUST MAKE FUNDS FROM TITLE I, TITLE II AND TITLE III PROGRAMS AVAILABLE TO LOCAL EDUCATION AGENCIES
• NOW ON EDUCATIONAL EFFICIENCY.
• ARE WE REALLY EDUCATING, ARE WE EDUCATING OUR KIDS AND GIVING THEM ALL OR A WELL-ROUNDED EDUCATION?

Keywords: 999, senate, all

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• We created an Ignite program, which is a 2+2 transfer program to help more students from our college
• The areas of education and education reform, which is what the university is, or what the governor appointed
• Higher education is different. It's different from public and private education.
• Education was a turning point for him.
• Education was a turning point for him.

Summary: The committee first heard CS/SB 1458 on apprenticeship and pre-apprenticeship programs. The bill sponsor said it would add consistency and transparency by requiring local education agencies and training providers to define their roles and funding shares in contracts, cap an LEA’s share at 10% when it serves only an administrative role, and require public meetings and published work papers for the district workforce education funding steering committee. Several industry and business groups appeared in support, and the bill was reported favorably without debate. The committee then took up CS/CS/SB 1726 on higher education, which was substantially revised by a delete-all amendment. The amended bill addressed presidential searches, trustee eligibility, interim presidents, polling by universities, mission reviews, and other governance issues. Members asked about the requirement that final presidential candidate groups include at least three applicants, the qualifications for interim presidents, trustee residency/alumni requirements, and limits on candidate polling. Senators Leek and Smith offered contrasting views, with Leek warning about candidate withdrawals and Smith supporting the bill as a way to depoliticize higher education governance. The bill, as amended, was reported favorably. The remainder of the meeting was devoted to confirmation hearings for university and college boards of trustees. Several appointees and reappointees from FAMU, UNF, Pensacola State College, UF, and UWF described their ties to their institutions and goals such as student success, workforce alignment, military support, research, and regional access. The UWF nominees drew the most scrutiny over their votes for former board chair Scott Yenor, whose public comments about women and other groups were criticized by senators and public commenters. Some nominees said they were unaware of the full scope of those remarks and would not have voted for him with that knowledge; others defended their votes as based on his education-reform views. Public testimony also raised concerns about UWF board members’ lack of higher-education experience and local ties. The committee confirmed the non-UWF nominees in a block vote and then began individual votes on the UWF nominees, with debate centered on Yenor-related concerns.

Transcript Highlights:

• Department of Education. Department of Education.
• We they fit his program or her program.
• , we urge the committee to trust the local educators and the robust embedded programs that are already
• , we urge the committee to trust the local educators and the robust embedded programs that are already
• that show that um GT School of Education that show that um GT programs<02:07:15.760> often<02

Keywords: 1189, house, all

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• programming.
• So, the nutrition educators and the administrators over that program will have very similar, if not identical
• Representative Dow, what's critical is that we continue those educational programs for the youth that
• in education, career technical education, reentry, cognitive programming, community behavioral health
• The Early Childhood Education and Care Department provides a variety of home visiting programs that connect

Keywords: 996, all

Transcript Highlights:

• If we teach them with this SNAP education, a proven program, they will eat for a lifetime.
• This is a sensible nutrition program. This is an education program that the federal government cut.
• program<00:16:43.519> that<00:16:43.839> the This is an education program that the
• This is a proven educational program that the state, this great state, has put out.
• So I would appreciate a vote on this. educational program that the state, this educational program that

Keywords: 916, all

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• through virtual emergency support programs.
• This is for online education programs for youth in the DYS facilities.
• This is for online education programs to youth in the DYS facilities.
• Number 30, with the Department of Education and ACT Education Corp.
• Number 32, Department of Education with Education Hall.

Keywords: 1204, all

Transcript Highlights:

• and colleges to fund the creation or expansion of career and technical education programs.
• Schools and colleges to fund the creation or expansion of career and technical education programs. $28.5
• million in performance incentives for district workforce education programs. $90 million in performance
• So then I'm also wondering there was supposedly something about an education program to develop anti-Gympathes
• Something about an education program to develop anti-communism curriculum materials for $725,000.

Keywords: 999, senate, all

Transcript Highlights:

• I was in a number of gifted and talented education programs, and at the age of 13, the treatment toward
• the educators.
• Now educating the educator—that needs to happen because... ...the educator, that needs to happen because
• Educate us. Help educate our tribal leaders.
• Educate us. Help educate our tribal leaders. seats. Educate us.

Summary: The Select Committee on Native American Affairs held a historic hearing at Table Mountain Rancheria focused on tribal education, culture, resilience, leadership, and trust. The opening prayer and remarks emphasized the significance of holding the first committee hearing on tribal land. Members said the hearing was intended both to hear testimony about ongoing problems in schools and to identify next steps for legislation and policy, especially as the session neared its end. The committee also referenced recent efforts supporting Native students’ right to wear regalia at graduation and broader concerns about representation in education and state institutions. The first panel centered on Native students’ experiences in public schools. Bella Garcia described a two-year fight with Clovis Unified over wearing tribal regalia at graduation, including a restrictive approval form and administrators who she said denied Native identity and made her feel invisible. Morningstar Ghali connected those experiences to the legacy of boarding schools, racial profiling, suspensions, and the “boarding school to prison pipeline,” and called for culturally responsive education, Native educators, counselors, Native studies, and restorative justice. Janet K. Bill, from the Attorney General’s Office of Native American Affairs, described her own path from tribal Head Start to Stanford, law school, tribal council, and state service, and said education, justice, and sovereignty are linked. Members asked about restorative justice, representation, and how to build pipelines into leadership and education roles. The second panel focused on solutions. Chairwoman Michelle Heredia Cordova urged a reimagined education system that is more personalized, experiential, culturally grounded, and balanced with land-based learning, while also recruiting Native teachers and creating stronger tribal partnerships. Chairman Leo Sisku said schools should educate educators, stop tokenizing Native students, and create accountability and consequences for discriminatory behavior; he also supported stronger tribal-school partnerships and more positive outreach. Chairman Fred Bean emphasized consistent engagement from tribal leaders at every level of schooling, stronger transitions from elementary to college, and programs that prepare Native youth for leadership, trades, and higher education. Chairman Shaineto of Tule River argued that schools and administrators should face consequences for violating Native students’ rights, and that Native people should not have to keep educating institutions about basic cultural respect. Committee members responded by discussing possible statewide solutions, including regional tribal boards, better enforcement of existing laws, stronger pipelines into teaching and leadership, and improved representation on boards and in state agencies. Several members raised the need to implement existing laws, fill vacant Native appointments, and consider broader protections for Native regalia and cultural expression. No formal vote was taken in the transcript, but the hearing concluded with a clear call for continued collaboration, accountability, and legislation driven by Native voices.

Transcript Highlights:

• WITH THAT, WE HAVE WONDERFUL PAGES COMING IN, WELCOME TO THE EDUCATION, HIGHER EDUCATION APPROPRIATIONS
• PROGRAM BUT IT WAS STRESSFUL BECAUSE AT THAT TIME THERE WAS ONLY TWO RESIDENCY PROGRAMS IN MIAMI AND
• WITHIN THE GRADUATION ALTERNATIVE TO TRADITIONAL EDUCATION GATE PROGRAM OFFERS A UNIQUE OPPORTUNITY FOR
• AND HIGHER EDUCATION BILL.
• OR COLLEGE PREVENTION PROGRAMS OR THE FLORIDA EDUCATION EQUALITY ACT, IN EVERY PLACE UNDERREPRESENTED

Keywords: 999, senate, all

Transcript Highlights:

• We have so many federal programs. We all know that. We have so many federal programs.
• program?
• How many referrals for education or training do community colleges receive from DHS programs or workforce
• programs.
• that provide education?

Summary: The meeting focused on Arkansas’s workforce development reorganization and a set of federal waiver requests intended to consolidate and streamline the state’s WIOA system. Commerce officials said the department has already centralized shared services, split the old workforce agency into reemployment and Arkansas Workforce Connections, and submitted a combined WIOA/Perkins state plan. They described nine waiver requests, including replacing local workforce boards with a single statewide board, creating one planning and accountability structure, allowing more flexible movement of funds across regions, easing the “last-dollar” requirement for training and supportive services, reducing required youth program elements, and allowing affiliate sites instead of mandatory comprehensive centers. Officials said the goal is to reduce administrative costs and redirect more money to training, supportive services, and employer-driven programs. Legislators raised concerns about rural representation, local employer relationships, and whether local offices would close. Commerce officials said local offices would remain open, some current staff could be rehired, and regional business councils would preserve local employer input. They said the current system is fragmented and expensive, with roughly $14 million in federal workforce funds flowing through local boards but only about $1.9 million spent on training and supportive services last year; they argued the reorganization could raise training spending to about $6 million to $7 million annually. Questions also addressed board composition, performance accountability, and how funds could be shifted between regions when needs change. The State Board of Workforce Development had approved the waiver package 11-3 before it was submitted to the U.S. Department of Labor. Members also discussed workforce access for people with disabilities, child care and transportation supports, and the role of Arkansas Launch, apprenticeships, and career and technical education. Officials said vocational rehabilitation now has better access to the state job board and that referrals and data-sharing with DHS and other partners still need improvement. Several legislators emphasized the need for training to align more closely with employer demand, especially in manufacturing, technology, health care, and rural areas. The committee also heard a brief overview of Workforce Pell, with staff explaining that the new federal short-term Pell option has narrow eligibility rules and may not fit many existing programs, including some CDL and CNA programs.

Transcript Highlights:

• I'm bringing for you my annual bill of alternate drivers education program.
• Right now, we have a mandate in law that says that they must take this commercial drivers education program
• Their team identified several suggested changes to New Hampshire's driver education program to make it
• of New Hampshire's driver education of New Hampshire's driver education program<00:37:24.760>
• it driver education program to make it driver education program to make it better<00:37:30.480>

Keywords: 1191, senate, all

Transcript Highlights:

• That's basically a one-time transfer back into the education budget from the distressed... ...the education
• budget from the distressed higher education loan program that you eliminated and transferred the money
• The federal program ran out, and now they can't support the program.
• I know Superintendent... ...program.
• higher education.

Keywords: 924, joint, all

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• This budget includes all major career technical education program applications.
• . program.
• , focusing on programs that leverage the incredible resources we have in our higher education program
• Is it the creation of new programs? Is it the growth of existing programs?
• For some people, an investment in healthcare, public education, and even our human services programs

Keywords: 988, house, all

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• make our public higher education make our public higher education institutions<00:24:33.039>
• ,<00:33:31.279> the Council on Post-Secary Education, the Council on Post-Secary Education
• , and maybe what you're mentioning is that one-off program you're mentioning is that one-off program
• their program, even though their program their program, even though their program is<00:48:03.839
• for a degree program.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education opened its first meeting with roll call, member introductions, and introductions of numerous interns from Kentucky colleges and universities. The chair reviewed committee rules for the 2026 session, including witness oaths, sign-up procedures, limits on testimony, and the deadline for submitting committee substitutes and amendments. The committee then took up House Bill 96, sponsored by Chair Tipton, which would revise the membership and timing of the performance-based funding work group. Tipton said the bill would expand legislative participation from one House and one Senate member to five from each chamber, keep university and KCTCS presidents on the group, make the CPE president a nonvoting chair, and change the work group’s schedule from a fiscal year to a calendar year. He argued the changes would build institutional knowledge, allow university leaders to meet without creating quorum/open-meeting issues, and help the group develop recommendations for the next General Assembly. Members raised concerns about politicization and the even-numbered membership, while Tipton said he wanted consensus rather than a tied vote. The committee approved HB 96 on a roll call vote, with most members voting yes and Representative Willner voting no but saying she might change her vote later on the House floor. The committee also heard House Bill 94 for discussion only, so no vote was taken. Representative Vanessa Gracel and CPE counsel Travis Pal described the bill as a transfer-pathways measure aimed at making two-year-to-four-year and four-year-to-four-year transfers more seamless in high-demand programs. They said the proposal would require CPE, public universities, and KCTCS to collaborate on statewide transfer pathways based on student and workforce demand, with institutions able to opt in or out of specific pathways but required to disclose nontransferable courses for transparency. Gracel argued the bill would reduce credit loss, lower time and cost to degree, improve completion rates, and help students and families understand transfer options; she also criticized some universities for not engaging in the process. No action was taken on HB 94 at this meeting.