Transcript Highlights:

• Um, my name is Unes Gabbor Borno, and I'm from Waga High School.
• Um, my name is Unes Gabbor Borno, and I'm from Waga High School.
• High School, also a student from Walo High School, also a junior<01:08:09.359> and<01:08:09.599
• And then in high school, climate change.
• there's the core which is like a high there's the core which is like a high school<01:52:31.599>

Keywords: 910, house, all

Summary: The joint Education and Higher Education committees met on February 10, 2026, first hearing HB 1676, which would create an AI and education task force, require documentation from AI vendors before procurement or use, and appropriate funds. The Department of Education, Public Charter School Commission, and University of Hawaii all supported the bill’s intent and described existing AI literacy efforts, teacher training, guidance for students and staff, and privacy/monitoring safeguards. DOE said it had already convened an AI task force, produced a report, trained over 10,000 educators, and embedded AI into computer science and broader curricular guidance. Members questioned DOE about student privacy, harmful content monitoring, personal devices, cell phone policy, teacher training, and whether AI literacy should extend beyond computer science into all subjects and across rural schools. After discussion, the chair announced HB 1676 would be deferred to Friday, February 13, and that a HD1 draft would be prepared. The chair said the committee would revisit the task force composition and procurement standards, with possible elimination of the procurement section, and circulate the revised draft before the next hearing. The committee then recessed and later reconvened for HB 1811, a student loan repayment program for educators. Testimony from the Department of Education, Public Charter School Commission, University of Hawaii, Hawaii Teacher Standards Board, HSTA, and the Democratic Party of Hawaii Education Caucus was generally supportive, with HSTA and the Teacher Standards Board emphasizing teacher recruitment and retention, student loan burden, and the need to address the teacher shortage. In decision-making on HB 1811, the committees adopted the chair’s recommendation to pass the bill with amendments. The main amendment collapsed the repayment structure into a single disbursement of up to $25,000 after five years of service, with technical/non-substantive changes and a corrected effective date. Both the Education and Higher Education committees voted unanimously in favor. Later in the meeting, the Education Committee began hearing HB 1561 on student meals, which drew broad support from the Public Charter School Commission, Department of Health, HSTA, Hawaii Appleseed, Hawaii Children’s Action Network, and many individuals. Appleseed requested amendments to ensure charter schools are treated the same as other public schools if eligibility expands and to address reimbursement issues for schools already participating in the federal Community Eligibility Provision; members discussed those concerns but no action was taken in the portion of the transcript provided. The committee then moved on to HB 779, on expanding student meal coverage, where DOE supported the intent but said it could not support the bill in its current form because of fiscal constraints.

Transcript Highlights:

• Because when children finish high school, you do expect them to be workforce ready.
• I am a high school teacher at Pine Ridge High School in Deltona. Go Panthers. I promise.
• I am a high school teacher at Pine Ridge High School in Deltona. Go Panthers.
• I have been a teacher at Pine Ridge High School for They are cared for.
• I have been a teacher at Pine Ridge High School for 26 years.

Summary: The committee met with a quorum present and heard six bills, all of which were reported favorably. HB 1567, relating to insulin administration by direct support professionals, was amended to clarify the type of insulin that may be administered and to allow supervision of self-administration of an insulin pen. Supporters described the bill as a way to keep people with developmental disabilities in group homes rather than forcing institutional placement; the amendment and bill both passed unanimously, 17-0. PCS for HB 1103, on services for persons with disabilities, would expand the APD managed care pilot statewide in phases, require more transparency on waitlist data, create a statewide family care council, and address transition services for young adults leaving foster care. Testimony was mixed: supporters emphasized the long APD waitlist and the need for a voluntary option, while some witnesses and members raised concerns about the accelerated rollout, limited data, and preserving consumer-directed care. The committee adopted the bill 17-0. CS for HB 127, on exceptional student education, would create micro-credentials and coordinate with the Florida Center for Students with Unique Abilities and OSHA to support students with disabilities transitioning to work; it passed 17-0 after testimony from a parent and advocates. HB 989, concerning licensure of family foster homes, was amended to streamline license transfers for foster parents moving within Florida while maintaining oversight and directing DCF rulemaking. A teacher and other supporters said the bill would reduce bureaucracy and help children remain in stable homes; it passed 17-0. PCS for HB 1091, on substance abuse and mental health care, updates processes related to the 988 crisis line, methadone treatment needs assessments, and forensic evaluators, and adds data/reporting requirements for DCF managing entities. After one amendment and testimony from supporters and one opponent, it passed 16-0. Finally, HB 633, on behavioral health managing entities, was amended and then approved 17-0; it requires more structured data and reporting from managing entities to increase accountability and transparency in the behavioral health system.

Transcript Highlights:

• <00:10:41.519> programming safe and supportive schools programming safe and supportive schools
• > have my high school experience might have my high school experience might have been<00:27:14.559
• <00:32:23.679> school those years as a high school those years as a high school administrator
• James High School in St.
• > I Delano High School graduates, and I Delano High School graduates, and I encourage<00:53:35.839

Keywords: 1187, senate, all

Transcript Highlights:

• The middle school survey is 76 questions and the high school survey is 98 questions.
• the high school is 76 questions and the high school survey<01:34:58.000> is<01:34:58.239>
• Um, there is a middle school and a high school, and I'll send both to the entire committee.
• 02:30:22.720> don't<02:30:22.880> appreciate high school, and I don't appreciate high school
• <02:44:45.359> School<02:44:45.600> student, Plymouth Regional High School student,

Keywords: 1191, senate, all

Transcript Highlights:

• Pre-apprenticeship aligned CTE programs connect classroom instruction with structured work-based... high
• Including the California Workforce Development Board's High Road Training Partnership grant program that
• I learned that as a high school student as part of a workforce investment program at Oakland Public School
• I learned that as a high school student as part of a workforce investment program at Oakland Public School
• The LA Music Center has an educational program that pairs professional artists with schools.

Keywords: 987, senate, all

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future: Creative Strategies for Cultural Resilience, Economic Growth, and Global Leadership.” Chair Allen opened by framing the creative economy as a major state asset and urged support for arts funding in the May Revision, including California Humanities, museums, public media, cultural districts, LA28 arts programming, and AB 2319, which would create a $100 million post-production incentive. He also emphasized the need for next-step funding to implement the strategic plan and noted concerns about federal headwinds and declining creative-sector jobs. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and Workforce Development Board representative Michael Weoff described how the plan was developed through AB 127 and related legislation, a 30-plus-member work group, and an interagency process. They outlined the plan’s phased approach and six priority areas, including preparing the workforce, stabilizing businesses, increasing revenue through cultural tourism, leveraging state incentives, defining and tracking ROI, and building state capacity. Testimony highlighted workforce pipelines, apprenticeship and pre-apprenticeship programs, digital badging, and cross-agency coordination, with speakers stressing that the sector is shaped by AI, climate change, affordability, capital access, and social cohesion. A second panel of artists and advocates described on-the-ground implementation and the need for better data and support. Ricarlo Handy discussed the Handy Foundation’s apprenticeship pipeline into film and TV jobs and the difficulty of capturing freelance and 1099 creative work in state data. Joanna Reynolds described Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030. Alejandro Gutierrez Chavez urged the state to embed artists in health, aging, behavioral health, and climate resilience systems, and Roxanne Messina Kaptur spoke about the need to treat arts careers as viable professions and expand residency and school-based artist programs. Senator Rubio, who joined the hearing later, shared her own background in teaching and the arts, supported arts education and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 town halls across eight regions, where more than 1,100 people attended and generally affirmed the plan while asking for better access to information, new financial models, clearer definitions and data, and stronger networks. Julie Baker of California for the Arts and California Arts Advocates argued the plan is an urgent blueprint for a sector that generates $288 billion and more than 820,000 jobs, but remains below pre-pandemic employment levels and is losing market share. She and others called for funding, statewide definitions, better data collection, and cross-agency implementation, while committee members and witnesses repeatedly emphasized that the plan will require political will and resources to move from strategy to action.

Transcript Highlights:

• And we also have three audits in progress under our state high risk program.
• She's also my drama teacher from Mark Keppel High School, where I graduated from back in 2010, and I
• attended that high school with her son as well.
• attended that high school with her son as well.
• Alhambra Unified School District. ...that she's done within Mark Keppel High School and within Alhambra

Summary: The committee met as a subcommittee for much of the hearing because it initially lacked a quorum, then later established one and began taking votes. The state auditor gave a status update on ongoing audits, including several JALAC-requested audits in progress, other statutory audits, staffing growth in his office, and the number of new JALAC audits his office could start in the coming months. The committee also heard that one audit request on Prop. 28 was held, and another PUC-related request was moved off consent and heard on the regular calendar. Members then heard and discussed several audit requests. Senator Cervantes presented a request to audit California fusion centers, with witnesses from the FBI and ACLU supporting the need for transparency and oversight; opponents argued the request was politically motivated and could interfere with counterterrorism work. Senator Allen presented a request on CPUC enforcement of Rule 21 interconnection timelines for solar and storage projects, supported by industry and school representatives who described long delays and financial harm, while CPUC staff said the issue was being addressed through workshops and a formal proceeding. Senator Perez presented a request to audit Caltrans’ administration of the former SR 710 extension properties and affordable sales program, citing tenant complaints about maintenance, pricing, and transparency; Caltrans said it was working to complete sales and improve administration. Senator Umberg presented a request to audit the Orange County Board of Education over transparency, contracting, litigation spending, charter oversight, and whistleblower issues, while board representatives said there was no factual basis for an audit and that existing legal remedies had not been invoked. After quorum was established, the committee approved the consent-calendar DMV license revocation audit and then approved the PUC utility timeliness audit and the Caltrans SR 710 audit. The fusion center audit was left on call after a split vote, and the Orange County Board of Education audit continued with testimony from the board’s representatives after the committee had already moved on to other business.

Transcript Highlights:

• Thus relying on strong partnerships with our community colleges. early college high schools, P-TECHs,
• Yes, I know that right now with, like you said, COVID impacted our high schools. students and including
• our high school students that are graduating so then that causes them to have to take remedial classes
• school by 2031.
• , high-demand industries.

Keywords: 1184, house, all

Transcript Highlights:

• Um, so we have a lot of different programs within 4H that that in for youth education in schools that
• youth we've also got to do after school programs and in-school programs outside of 4H, but that is our
• 4H agents that are leading those programs within those school or after school programs.
• So we went to the schools and we built, we got the the high school kids and we built monitoring kits,
• So, uh, we put on a monitoring workshop for each of the high schools in the along the Canadian River

Transcript Highlights:

• I use a high school as an example. I had a high school that did not have a fully equipped lab.
• I<00:43:41.280> use<00:43:41.440> a<00:43:41.680> high<00:43:41.920> school
• I<00:43:46.079> had<00:43:46.319> a<00:43:46.560> high<00:43:46.800> school
• I had a high school I had a high school that<00:43:50.079> did<00:43:50.319> not<00
• engineering program. engineering program.

Bills: SB344, SB344

Keywords: Alabama Memorial Preservation Act, monuments, historic preservation, memorial buildings, memorial schools, memorial streets, architecturally significant buildings, public property, waiver process, Committee on Alabama Monument Protection, Attorney General, civil penalty, historic marker, renaming, relocation, removal, public memorials, heritage preservation, state historic preservation fund, governmental entity

Transcript Highlights:

• I mean, even kindergarten is different than, you know, the high school ages.
• We lost families in the after-school program. Garner gave us this piece of paper.
• We lost families in the after school program. What they would have to pay.
• They're less likely to graduate high school. They're more likely to drop out of school.
• And last— ...to graduate high school, they're more likely to drop out of school.

Summary: The committee met to review the minutes and then held a workshop-style discussion with Arkansas Department of Education early childhood officials about the state’s early learning programs, funding, and access. Officials explained that the state-funded ABC program has been largely flat for years, rising from $11 million to about $14 million in 2018, while the federally funded SRA/CCDF side is much larger. They described differences between the programs, including ABC’s 10-month school-year structure, current enrollment of about 23,000 children in ABC and about 14,871 in SRA, and a SRA wait list that has grown to roughly 2,971 children. Members raised concerns about rural access, school-based versus community-based providers, reimbursement rates, and the need to align early childhood funding with K-12 and kindergarten readiness goals. A major topic was the recent $14.741 million PDG B-5 competitive grant. Officials said it is a one-year systems-building grant, not a direct services grant, and will support local leads, CLASS observations, workforce efforts, and data systems while helping offset some costs that otherwise would have been paid through CCDF. Members also discussed the end of a federal pre-K funding stream in June, with children either moving into ABC slots or requalifying for SRA, and the state’s new enrollment-based payment approach, which officials said saved about $576,000. The committee also heard that the current cost-of-care study is about three years old and that a new market-rate survey is being planned. Several members questioned dual enrollment in home visiting/HIPPY and ABC, with officials saying about 1,200 children are enrolled in both and that limiting double enrollment could save about $2.4 million and affect roughly 470 children. Members also asked about provider closures after rate changes; officials said eight providers cited funding as a reason for closing, while 26 new providers have been added under the new rates. The discussion ended with broad agreement that the committee should continue regular updates, keep providers and families informed, and explore policy changes, waivers, and possible state investments to improve stability, access, and quality in early childhood education.

Transcript Highlights:

• schools, which we are now better aligned in high schools and K-12?
• schools, which we are now better aligned in high schools and K-12.
• Twenty-eight of them are located in our high schools, serving all the high schools in those regions.
• We had over 64 businesses come together at one high school.
• We had every high school in our county, and high schools from surrounding counties come.

Summary: The meeting focused on Arkansas’s proposed workforce system overhaul, including a combined WIOA/Perkins state plan and a package of federal waiver requests intended to consolidate workforce governance, reduce administrative costs, and redirect more funding to training and supportive services. Commerce officials said the plan would replace the current structure of 10 local workforce boards and more than 200 board members with a single statewide board and one administrative entity, while keeping local offices open and using regional business councils to preserve employer and local input. They said the state has already reduced Commerce headcount and operating costs, and that the changes would improve coordination with higher education, adult education, vocational rehabilitation, DHS, and Arkansas Industry Connect. Much of the discussion centered on the waiver package, especially the proposal to make the state board function as the local board, allow more flexible movement of funds across regions, eliminate the WIOA “last dollar” requirement for training and supportive services, create affiliate sites instead of requiring every area to maintain a comprehensive center, and relax the 14 youth program element requirement. Officials said the State Board of Workforce Development approved the waiver package 11-3 before it was submitted to the U.S. Department of Labor, and that implementation would begin only after federal approval and a closeout process, likely taking up to a year. They also described plans to streamline referrals and data sharing, expand mobile and virtual services, and use a more centralized model to improve customer service and employer engagement. Members raised repeated concerns about rural representation, local control, board composition, and whether jobs and relationships would be lost if local boards were eliminated. Commerce officials responded that local offices would remain open, some current staff could be rehired by the state, and regional business councils would help ensure local employer voice. Several members also questioned how the funding was being used, citing audit findings that only about $1.8 million to $1.9 million of roughly $14 million to $15 million in federal workforce funds had gone to training and supportive services. Officials said the reorganization could increase annual training spending to roughly $6 million to $7 million by reducing overhead, one-stop operator contracts, and board administration. The committee also discussed how the changes might support workforce training facilities, apprenticeships, child care and transportation assistance, and employer-driven training in fields such as manufacturing, health care, technology, and welding. The Division of Higher Education also briefed members on Workforce Pell. Officials explained that the new federal program would extend Pell eligibility to short-term programs, but only within narrow limits, such as 150 to 599 clock hours and 8 to 15 weeks of instruction, with additional completion and employment benchmarks. They said Arkansas is working with colleges and universities to identify programs that fit the criteria and that the governor has designated the Division of Higher Education to lead implementation. No votes were taken by the committee during this portion of the meeting.

Transcript Highlights:

• Our law school clinical programs, there are 13 in all, contribute approximately...
• We have a robust program with the Boston Public Schools, including our dual enrollment program, which
• The business school offers free programs to high school students.
• The business school offers free programs to high school students in the summer interested in entrepreneurship
• And so to the extent that you can do that, we can ensure that our program. High school graduates.

Keywords: 995, all

Summary: The committee held an informational hearing on the economic impact of Massachusetts higher education institutions, with opening remarks noting the significance of September 11 and the role colleges and universities play in the state’s economy, workforce, and research ecosystem. UMass leaders testified first, describing UMass as a major employer and economic driver that educates large numbers of Massachusetts residents, supports thousands of jobs, and generates billions in annual economic activity. They emphasized the importance of research funding, warned that federal grant cancellations, suspensions, and slowdowns were harming research operations and talent retention, and voiced strong support for Governor Healey’s proposed DRIVE initiative as bridge funding to protect research capacity and jobs. Committee members focused heavily on workforce preparation in emerging fields such as AI, cyber, quantum computing, and engineering. UMass leaders said AI is being embedded across curricula and research, but also warned that financial constraints forced reductions in PhD admissions, especially in computer science and engineering, which could weaken the future workforce pipeline. They also described the practical effects of grant uncertainty, including reduced graduate admissions and concerns about losing researchers to institutions abroad. Members asked for more detailed data on grant timing, funding gaps, and where students and researchers were going. A second panel from private colleges and universities, including AICUM, Suffolk, Smith, and Clark, highlighted the broad economic and civic contributions of private higher education. Testimony cited large annual economic impacts, job creation, tax revenue, community service, legal clinics, dual enrollment, entrepreneurship support, sustainability investments, and access programs. Speakers also discussed enrollment pressures, COVID-related social and mental health challenges, student visa and federal policy concerns, and the need to preserve liberal arts alongside career-focused training. The committee then heard from MIT, where testimony focused on research commercialization, biotech spinouts, and the role of federal, philanthropic, and industry funding in sustaining innovation; members pressed for more data on funding sources and asked what state policy could do to keep talent and businesses in Massachusetts. The hearing continued with additional public higher education testimony, including Bridgewater State, Bristol Community College, and Northeastern, which emphasized workforce-aligned programs, social mobility, apprenticeships, co-op education, and the need for better coordination between higher education, employers, and state workforce systems.

Transcript Highlights:

• I work in the border area, so schools along the RGV. educate elementary, middle schools, high schools
• Now can you imagine catching that kid who's graduating high school, can't afford college?
• school program. program that was I'm really proud of called Scissortail Studios.
• And currently the program has 700 students in it just at the high school level.
• This support is lost once they graduate from high school.

Bills: HB232

Keywords: disaster recovery, natural disaster, weather disaster, emergency relief, flood relief, hurricane relief, storm damage, wildfire, tornado, hail, windstorm, extreme heat, ice storm, snowstorm, property damage, personal injury, temporary housing, relocation assistance, lost wages, state emergency management

Transcript Highlights:

• Um, and I dealt with, I high schools.
• these programs to the school districts these programs to the school districts and<02:48:20.720><
• This program 205 school finance budget.
• Our high school is state standards. Our high school is Hatheraway<03:17:10.720> prioritized.
• <03:27:41.840> School<03:27:42.960> Athletic Wyoming High School Athletic Wyoming High

Keywords: 916, all

Transcript Highlights:

• So that includes C High School, Eva Maai Middle School, Campbell High School for the robotics program
• school level so that includes C High school level so that includes C High School<00:16:21.199>
• <00:16:24.759> for<00:16:24.880> the high school wua high school for the high school
• wua high school for the robotics<00:16:25.600> program<00:16:26.079> Wahu<00:16:26.680
• But you said about school, so that's high school.

Keywords: 912, senate, all

Transcript Highlights:

• I am fortunate because my school has a well-resourced program and dedicated mentors.
• Very little of that comes from her high school.
• And very, very little of that actually comes from my high school.
• Are you a senior in high school? Witness: Yes. I just finished my last day of school yesterday.
• What do you have going after high school? Witness: After high school, I'm going to Missouri S&T.

Summary: The Committee on Higher Education and Workforce Development heard House Bill 3359, presented by Representative Wilson on behalf of Representative Riggs. The bill would create a 20% state income tax credit, capped at $10 million annually beginning in tax year 2027, for donations to registered school robotics/STEAM programs. Eligible contributions were described as cash, equipment, software, materials, supplies, and possibly employee volunteer hours, with a six-year sunset. Committee members asked for clarification on whether the credit applies to individuals or businesses, whether volunteer time by parents or other non-experts would qualify, which state agency would administer reporting, and whether the 20% rate should be higher. Wilson said the bill would need clarifying language, including on volunteer eligibility and the reporting department, and said he was open to revisiting the percentage and other details with the sponsor. The primary witness in support was Sarah Waldron, an 18-year-old Westminster Christian Academy senior and robotics team CEO who said she wrote the bill. She argued the credit would help businesses invest in robotics programs, address unequal access across Missouri, and strengthen workforce readiness in STEM and AI. She said the bill was intended to support business employee volunteer hours, not individual volunteer claims, and noted she had drafted an amendment to provide larger credits for under-resourced schools based on free-and-reduced-lunch percentages. Committee members praised her work and discussed how to target aid toward rural and under-resourced districts. One witness testified in opposition, State Public Advocate Arne C. A. C. Dinoff, who said he supported robotics and the student’s effort but opposed the tax credit because of the state’s budget deficit and the broader cost of tax credit programs. He objected particularly to subsidizing volunteerism and said robotics should be supported locally rather than through a state tax credit. The hearing concluded without a vote or other formal action on the bill.

Transcript Highlights:

• high school students?
• I know there's exploratory programs from middle school through high school, but is this a tool being
• used by high school counselors today that you're aware of?
• I don't know how it's being used at the high school level at the moment.
• nursing programs.

Summary: The committee heard a presentation on the State University System’s new strategic plan, SUS 30, from Emily Sykes and later the system’s legislative budget request from Sarah Denagie. The strategic plan centers on five priorities: One SUS collaboration, elevating student success, operational excellence, world-class talent, and innovative research and economic development. Testimony highlighted Florida’s continued status as the nation’s top higher education system, record rankings, improved four-year graduation rates, higher median graduate wages, strong licensure pass rates, and expanded focus on research commercialization and workforce alignment. Senators asked about programs of strategic emphasis, mental health and teacher workforce needs, use of the My Florida Future wage data tool, support for first-generation and Pell students, and the role of liberal arts degrees. The system said it would provide follow-up information, including the full strategic-emphasis list and a report on campus safety best practices after a recent summit following the FSU shooting. The committee also received an update on line funding for nursing and health care partnerships. Officials said the $6 million appropriation was fully subscribed through 24 proposals from all 10 nursing programs, supporting scholarships, faculty recruitment, internships, simulation, and expanded nursing capacity. They reported more than 1,900 new nursing graduates, over 200 new student slots, more than 300 scholarships, and a 92% NCLEX pass rate. Senators asked about expanding eligibility for the program, and staff indicated that would be examined this year. For the legislative budget request, the Board of Governors asked for $634.5 million total, including $295 million to maintain the institutional performance-based funding base, $400 million for the state investment portion of performance-based funding, $125 million for preeminence funding, $100 million for faculty recruitment and retention, $6.4 million for UF/IFAS extension workload, and $3.1 million for state fire marshal inspections. The chair noted that resources are limited and that difficult budget decisions will be required. No votes were taken, and the meeting adjourned after the presentations and questions.

Transcript Highlights:

• for high school seniors to just explore career opportunities in ag.
• , primarily in our Local Food for Schools program that you all have funded for the last two years.
• Farm to School, which is really kind of a good complement to our Local Food for Schools program.
• We'll also hope to continue to grow those Local Food for Schools and Farm to School programs and expand
• That you can walk up to if you're at a chamber of commerce or at a high school.

Summary: The meeting began with a budget presentation from the Oklahoma Department of Agriculture, Food and Forestry. Secretary Blaine Arthur and Deputy Commissioner Jan Lee described the agency’s divisions and recent efforts to improve efficiency, including expanded online licensing, electronic veterinary inspection certificates, and a new laboratory information system. They highlighted youth and workforce programs, local food initiatives for schools, market development efforts, and ongoing animal health concerns such as avian influenza, equine herpesvirus, and the threat of New World screwworm. They also discussed staffing, turnover, and uncertainty around federal cooperative agreement funding, while noting they were not requesting new or additional appropriations for the upcoming fiscal year. Members asked about meat inspection staffing, the use of one-time forestry firefighting funds, biosecurity and national security coordination, and agency staffing levels. The department said meat inspection was currently in good shape but dependent on federal funding stability, and explained that prior firefighting dollars had been used for equipment purchases. They also said they work with state and federal partners, including DHS and FBI, on threat preparedness and have reduced turnover by adjusting salaries and maintaining staffing at or below prior levels. The Oklahoma Conservation Commission then presented its budget and program overview. Staff described the agency’s long history and current work in water quality, flood control, soil health, unpaved roads, wetlands, and woody species control, especially eastern red cedar removal. They emphasized data-driven, voluntary conservation practices, citing stream cleanups, flood-control dam benefits, pond cleanouts during drought, and the Cherry-Peach watershed project as examples of programs that improve water resources and reduce wildfire risk. The agency said its workload has grown significantly and requested funding for critical dam repairs, local conservation district staffing, continued unpaved roads work, and expansion of woody species control statewide. Members asked about county matching for road and dam projects, who to contact about flooding roads, sediment removal from pond cleanouts, and the effectiveness of county training programs. Commission staff explained that county in-kind work can count as match, local conservation districts are the first point of contact, and the road training has produced measurable savings and better maintenance practices. They also clarified that “high hazard” dams are those where failure could threaten people or infrastructure downstream, not necessarily dams that are structurally failing.

Transcript Highlights:

• I would just add, you know, there's AB 800, which starts education of worker rights at the high school
• access to high-quality programs that are already available in our community college and adult schools
• And we should bring those to those school levels, in high school, middle school.
• In high school, middle school, that's where it started. And so I agree with you. Thank you, Mr.
• I would table at different high schools, you know, and promote my undergrad to promote and encourage

Summary: The Assembly Committee on Economic Development, Growth, and Household Impact held an informational hearing in Paramount as part of its “Pocketbook Tour,” focused on affordability, cost pressures, and household impacts in Los Angeles County. The first panel centered on workers and learners, with testimony from the UCLA Labor Center and the Southeast Los Angeles County Workforce Development Board. Speakers described how rising living costs, tuition, and low wages force many students to work long hours, often in unrelated, low-wage jobs, while struggling with food, rent, bills, anxiety, and limited financial aid. Recommendations included expanding state-funded work study, creating a statewide internship tax credit for small businesses, improving financial aid formulas to reflect regional cost of living, increasing flexibility for students, and strengthening worker-rights education and career pathways. The second panel focused on microbusinesses and small business affordability. Testimony from microenterprise advocates, the Los Angeles Regional Small Business Development Center Network, and local business owners described rising commercial rents, labor costs, tariffs, supply chain disruptions, insurance, utilities, and disaster-related pressures as major threats to small businesses. Witnesses emphasized that small businesses are central to local economies and asked the state to expand technical assistance, low-interest financing, disaster support, supply-chain development, and community-based outreach. They also urged more intentional support for microbusinesses and home-based entrepreneurs, including networks that connect them to resources and help them build collective buying power. Committee members asked about possible state actions, including tax credits for hiring local workers or interns, support for trades and apprenticeships, and ways to partner more closely with SBDCs and chambers of commerce. Public comment echoed the hearing themes, with speakers highlighting student hardship, nonprofit mental health funding, renewable energy jobs and internships, and the need for state support for clean-energy incentives. No formal votes were taken; the hearing concluded with closing remarks and adjournment at 11:05 a.m.

Transcript Highlights:

• In 2023, when I arrived, we only had seven partners, seven high school partners.
• In 2023, when I arrived, we only had seven partners, seven high school partners.
• In 2023, when I arrived, we only had seven partners, seven high school partners.
• In 2023, when I arrived, we only had seven partners, seven high school partners.
• Odabe Wells Hall, which is the original central colored school, later known as Central High School in

Keywords: This meeting is taking place on location at the Kentucky State University Cooperative Extension Building Room 238 using on site equipment., 958, all

Summary: The interim Commission on Race and Access to Opportunity met at Kentucky State University and heard a presentation from President Kofi Aapo and Vice President Michael Dorsy on the university’s role as an HBCU and its current priorities. They emphasized Kentucky State’s impact on Black student outcomes nationally, its focus on workforce development, civic leadership, innovation, and economic mobility, and its efforts to grow enrollment, expand dual-credit partnerships, and launch a prison education program. They also described House Bill 250’s role in prompting program review and the creation or expansion of market-aligned offerings, including manufacturing engineering, agricultural engineering, biological and agricultural engineering, social work, criminal justice, and expanded online programs through “Thoroughbred Global.” A major topic was Kentucky State’s move toward STEM and applied programs. President Aapo said the university is diversifying beyond liberal arts to meet workforce demand and cited plans for a PhD in agroecology, which he said would help farmers adapt to climate conditions and would be federally funded. He also discussed the nursing program as the fastest-growing on campus, partnerships with health systems that pay tuition and guarantee jobs, and the need for a new nursing facility. He said the current nursing space is inadequate and that a new building could double or triple enrollment in the program. He also described a mobile health initiative intended to bring preventive care and health education to underserved areas of the state. Members asked questions about the nursing building, STEM strategy, teacher preparation, dual credit, prison education, and student readiness. Senator Bledsoe asked about the shift toward STEM, and Aapo said the strategy is based on student demand and data from House Bill 250. Senator Berg requested a list of dual-credit partners and encouraged long-term tracking of prison education participants to study outcomes such as recidivism; Aapo said the university has not yet begun that research but intends to. Senator Tidner asked about remedial needs, and Aapo said KSU found more than 100 students with zero GPAs when he arrived and is using co-requisite support and tutoring to address English and math deficiencies. Representative Brown and others highlighted the historical and ongoing value of HBCUs, and no votes or formal actions were taken during the meeting.