Transcript Highlights:

• <00:23:58.880> at and I'm a parenting student at and I'm a parenting student at Metropolitan
• My greatest challenges as a student parent have been financial.
• country whether it's unlawful student country whether it's unlawful student loan<00:27:04.080>
• The impact of unaffordable housing extends far beyond students.
• Additionally, as a student who has struggled to afford college, I've taken out federal student loans.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:14:12.240> in<00:14:12.480> the students current and the students in the students
• It's their students.
• :31:58.159> students students.
• They know their students students.
• just classrooms and what the students just classrooms and what the students correct<00:32:37.440

Keywords: 912, senate, all

Summary: The Senate Committee on Education heard several advice-and-consent nominations to the School Facilities Authority. For GM779, Shelley Pa was introduced as a nominee for a term ending June 30, 2029. The Department of Education supported her nomination, citing her large-scale operations and stakeholder-engagement experience. In her testimony, Pa said she retired from community policing, wanted to give back to teachers and students, and believed her strengths were collaboration, listening to community input, and helping balance differing priorities. Committee members questioned her about the construction and infrastructure focus of the board, her lack of direct construction experience, and how she would handle disagreements and budget limits; she responded that she would rely on collaboration, ask questions, and keep decisions centered on students, teachers, and the community while staying within budget. The committee then heard GM777 and GM778 for Robert Davis, with terms ending June 30, 2025 and June 30, 2029. Davis described more than 30 years with the Department of Education, including roles as teacher, coach, counselor, vice principal, principal, and complex area superintendent, and said he had worked on major facilities projects and managed pandemic-era funding. He emphasized communication, transparency, and trust, and explained that his experience on the Early Learning Board helped him understand how to set policy, identify schools for pre-K, and use data and community factors in decision-making. Members asked how he would handle SFA’s growing pains, the need to balance DOE wishes with practical and budgetary limits, and the board’s role when the legislature controls funding; Davis said the board must keep communication open, include the right people, and make sensible decisions that move projects forward without stalling. For GM780, nominee Michael Unbasami was introduced for a term ending June 30, 2029. The Department of Education supported him, highlighting over five decades of public service and experience in facilities management, finance, and legislative affairs. Unbasami said he had recently retired after 31 years as associate vice president for administrative affairs for the community colleges and had extensive experience with facilities planning, construction, renovation, repairs, and working within budgets. He stated that the DOE should be treated as the SFA’s client because it knows student, teacher, and facility needs best, while SFA’s role is to implement construction work and collaborate on priorities. Committee members pressed him on how to balance DOE requests with practical project delivery, especially for teacher housing and other non-classroom needs, and he said the legislature funds the work, SFA must keep projects moving, and the workflow should involve collaboration but also realistic decisions that fit the budget and avoid delays.

Transcript Highlights:

• That's not a situation that students and parents should ever be in.
• Ultimately, this bill is about protecting students from hate.
• A student drew a swastika in his yearbook and wrote Heil Hitler.
• Imagine a middle school student hearing Hitler should have finished the job.
• It does not protect Jewish students, it stifles speech.

Bills: HB 346, HB 1360, HB 1510, HB 1606, HB 1804, HB 1805, HB 2156, HB 2391, HB 2767, HB 3022, HB 3044, HB 3272, HB 3293, HB 3493, HB 3809, HB 3824, HJR 110, HB 2463

Keywords: expedited service, business records, veteran-owned businesses, franchise tax, fee schedule, Texas Ethics Commission, election reporting, campaign finance, violation categorization, penalties, public disclosure, Texas Utilities Code, electric utility, retail electric provider, municipally owned utility, electric cooperative, vegetation management, tree trimming, line clearance, transmission line

Transcript Highlights:

• This identifies eligible students.
• be over ,000 by the state per student be over ,000 by the state per student whereas<00:35:01.960
• New Hampshire students New Hampshire students um<01:50:24.480> we<01:50:24.800> right<
• high schools to uh high school students high schools to uh high school students to<03:31:15.920>
• accelerate student progress students accelerate student progress towards<03:32:07.279> higher<

Keywords: 928, house, all

Summary: The Division 2 Finance Committee work session focused primarily on House Bill 115 and a proposed amendment, 114H, which would carry over language from HB 2 into HB 115 and place limits on Education Freedom Accounts (EFAs). Representative Murray described the amendment as a way to keep the 350% federal poverty eligibility cap, require students to have attended a charter public school in grades K-12 for the preceding year before entering the voucher system, and add guardrails against universal eligibility. She argued the state was facing a severe budget crisis, that expanding EFAs would divert money from other programs, and that public testimony and local votes showed widespread opposition to expansion. She also cited a letter from former Finance chair Neil Kirk opposing expansion. Other members responded that the committee should not revisit policy already decided by the House, though some said the amendment was fair to discuss because of its fiscal implications and supported it on that basis. The discussion then broadened into a debate over the fiscal impact of universal vouchers and the reliability of enrollment and cost estimates. Representative Luno argued that prior EFA projections had relied on assumptions that could badly underestimate state exposure, pointing to Arizona as a cautionary example and saying New Hampshire should not expand the program without better analysis. Representative Papovich similarly warned that universal eligibility could create a large, unexpected cost, estimating a potential exposure of about $285 million based on school-age children not currently in public, charter, or EFA programs. In contrast, Representative Weyler said EFAs can save money because public school spending is already high and parents using EFAs still pay taxes and take on more responsibility for their children’s education. After discussion, Representative Murray moved to accept the amendment, and Representative Bean seconded it. There was some procedural clarification about voting on the original bill and the amendment. The transcript ends before a final recorded vote on the amendment or on HB 115 itself, though the committee had also been told it would likely reconsider several retained bills later in the week, including HB 129, HB 133, HB 671, and HB 781.

Transcript Highlights:

• SB 1036 addresses the shortage of school counselors to enable student success.
• We know that one of the largest drivers in student absenteeism is dental issues.
• So you said one-third of the students, I mean, only one-third of the students basically pass the algebra
• If we change the program, Students basically pass the algebra exam.
• prohibits schools from imposing participation fees on students that exceed those of their enrolled students

Summary: The Senate Education Pre-K through 12 Committee met with a quorum and considered several education-related bills. SB 1036 on school counselors was amended with a technical clarification and reported favorably. SB 1136 on dental screenings for K-12 students was converted by delete-all amendment to place the screening definition in the School Health Services Act and align notice and parent-exemption procedures; it also passed favorably, with support noted from PTA and other witnesses. SB 920 on mathematics education was reported favorably after discussion of applied algebra courses tied to career pathways, while preserving Algebra I standards, the end-of-course exam, graduation requirements, and university admission eligibility. SB 1216 on public school personnel compensation, which would give districts more flexibility on pay, cost-of-living adjustments, and advanced degrees, also passed favorably with broad support from educators and former school board members. The committee then approved SPB 7022, which reenacts and extends a public records exemption for classroom examination and assessment instruments through 2031 and expands coverage to district school boards and public schools. SB 464 on observance of Veterans Day in K-12 schools was reported favorably after extensive debate about whether schools should be closed or could instead hold Veterans Day programs; supporters emphasized statewide consistency and honoring veterans, while some members raised scheduling and instructional-day concerns. SB 538 on physical education and extracurricular participation was amended to establish standardized eligibility rules for public, private, virtual, and home education students, limit duplicate participation across schools, require annual participation in the Presidential Youth Fitness Program, and leave coach compensation to district discretion; it was then reported favorably. SB 178 on athletics and public K-12 schools was amended to add a $15,000 annual cap on coach personal spending per team and was reported favorably after discussion about good-faith support for student-athletes, recruiting concerns, and the need for guardrails. A temporary postponement was announced for SB 430 on the oath of school personnel. At the end of the meeting, Senator Osgood recorded a favorable vote on SB 1036, and the committee adjourned without further business.

Transcript Highlights:

• And if we were to say divide that by the 32,000 students, that'd be $250 per student.
• Total three students.
• So, when students. Total three students.
• as far as students go of student<04:35:47.920> uh<04:35:48.080> the<04:35:48.240> students
• <04:35:48.561> that<04:35:48.799> attend student uh the students that attend student

Keywords: 1189, house, all

Transcript Highlights:

• Many of the students in that program were Venezuelan students who were here from TPS.
• It repeals the fee waiver for undocumented students and prohibits undocumented students from receiving
• It repeals the fee waiver for undocumented students and prohibits undocumented students from receiving
• These are students who are already here. We're not talking about future students.
• And again, many of these students are some of the hardest-working students that you'll ever meet because

Summary: The House convened with prayer, a moment of silence for the Parkland shooting victims, quorum call, and the Pledge of Allegiance. The Rules and Ethics Committee special order report for February 13, 2025 was adopted, setting the day’s special order calendar and debate times. The chamber then took up immigration-related special order items, beginning with Senate Memorial 6C, which urged the U.S. Department of Homeland Security to provide guidance and training for 287(g) agreements. Members debated federal immigration policy and state cooperation with DHS, and the memorial passed 85-27. The House next considered Senate Bill 4C, an immigration bill creating new state offenses related to unlawful entry and reentry into Florida and requiring a mandatory death sentence for an unauthorized alien convicted of a capital felony. Members questioned the bill’s constitutionality, including Supremacy Clause, due process, and Eighth Amendment concerns, and several speakers argued it would create separate classes of people and invite litigation. Multiple amendments were offered to narrow or expand exemptions, including protections for Venezuelans on TPS, certain Haitian TPS and humanitarian parole recipients, undocumented people brought to Florida as children working in critical professions, and a proposal to delay action pending court rulings; all of those amendments were rejected. The bill passed 85-29. The chamber then took up Senate Bill 2C, which would create a State Board of Immigration Enforcement led by the Governor and Cabinet, establish a local law enforcement immigration grant program and advisory council, repeal the undocumented-student fee waiver, and appropriate more than $300 million for immigration enforcement. The sponsor described it as supporting cooperation with federal immigration agencies and ending the in-state tuition incentive for undocumented students. Early questioning focused on the impact on “dreamers” and whether the bill would effectively raise their tuition costs; the sponsor said it removed the incentive of in-state tuition but did not bar attendance. The transcript cuts off during that exchange, before final action on SB 2C is shown.

Transcript Highlights:

• <00:03:57.040> So students and switching schools. So students and switching schools.
• students and parents as well. students and parents as well. Follow<00:33:02.559> up.
• and to students. and to students. Senator<00:37:28.320> Sullivan.
• well-being of students. well-being of students.
• have 400 students in the SAU.

Keywords: 1191, senate, all

Transcript Highlights:

• <00:13:01.440> are restive lamosa these young students are restive lamosa these young students
• Representative Lee, the students from Kalo High School here—oh, there they are.
• Silver is a dedicated educator who inspires his students to excel.
• Silver is a dedicated educator who inspires his students to excel.
• collaboration and student collaboration and student engagement<00:24:43.880> he<00:24:44.080

Keywords: 910, house, all

Transcript Highlights:

• While those AI student competencies really focus on what students should know and be able to do when
• in helping resolve bullying in helping the student once he returns to be a better student, know the
• with the student.
• the student involved to attend school with the student.
• Currently, when a student is found to have bullied another student, they might be required to report

Summary: The committee met on May 19, 2026, with a quorum present and first heard a presentation from Superintendent Cade Brumley on Louisiana’s recent education scorecard, which showed the state ranked first nationally in reading growth, second in math growth, and first overall in academic growth from 2022 to 2026. Members praised teachers and the department for the results. The committee then deferred SB 507 at the author’s request. The committee reported several bills favorably. SB 484 by Sen. Abraham, as amended, transfers selected duties from the Board of Regents to university management boards and Louisiana Works, adjusts authority over certain higher-education initiatives, creates a study of LUMCON’s placement, and adds financial reporting and early-warning requirements for universities. SB 157 by Sen. Jenkins, as amended, creates six weeks of paid parental leave for eligible public K-12 employees for birth, adoption, or fostering, with a reimbursement fund subject to appropriation; testimony emphasized family support, recruitment and retention, and health benefits. SB 83 by Sen. Edmonds, as amended, requires human trafficking prevention and victim-identification training in schools and updates coordination and service language; the amendment made implementation subject to appropriation and clarified the governor’s office role. The committee also reported SB 450 by Sen. Edmonds, as amended, requiring mandatory reporting of school threats and physical security assessments, with student witnesses and members stressing school safety and the need for funding and practical security measures. SB 132 by Sen. Klein-Peter, as amended, requires exterior master key boxes and updated school mapping data for emergency response, with an amendment exempting districts already using such boxes. Finally, Rep. Carver presented HR 251 on recess for K-3 students, citing Oklahoma’s expanded recess law and research on physical activity and learning, but said he would keep the resolution parked for further discussion rather than seek a vote.

Transcript Highlights:

• interaction of these programs students interaction of these programs students faculty<00:09:22.480
• because I know I know there are students because I know I know there are students at<00:10:27.360
• I know they have like six students in film, or maybe a little more than six students.
• what a bampa is it's that our students what a bampa is it's that our students would<00:35:59.680
• The number, how many students?

Keywords: 912, senate, all

Transcript Highlights:

• My portfolios of responsibilities are in the areas of academic affairs and student affairs, student welfare
• Students through that mechanism, digital credentials, stackable credentials are what students are looking
• So this is student-oriented.
• But students.
• So about a 53% cut per law student.

Summary: The Higher Ed Funding Committee met to review how North Dakota might identify and address low-producing academic programs and to discuss draft funding formulas for the university system. Lisa Johnson of the NDUS explained that the State Board of Higher Education is already developing a system-wide policy, using models from other states such as Texas, Virginia, North Carolina, Colorado, Kentucky, Ohio, and Connecticut. She described how low-producing programs are typically flagged by multi-year enrollment or completion thresholds, then reviewed for workforce demand, mission fit, cost, accreditation, and regional need before any action is taken. Committee members asked about what counts as a program, how costs are analyzed, whether certificates are included, how exemptions work for mission-critical or high-demand fields, and whether the board or legislature should set the rules. Johnson said the board is the appropriate body to lead the process, but legislators could use funding leverage if they wanted to encourage action; the chair asked the board to bring a detailed proposal to the June meeting. The committee then heard a Legislative Council presentation on a draft formula for UND and NDSU. The proposal uses fall census FTE enrollment, with a placeholder undergraduate rate of $7,000 per FTE and a graduate/professional rate of $10,500, plus incentives for completions in in-demand fields and research productivity. Alex from Legislative Council walked through the projected funding effects, noting that the model would increase funding for NDSU and reduce it for UND in the current biennium, with different results in the next biennium as enrollment changes are recognized. Members questioned the use of the placeholder rates, the definition of in-demand programs, the treatment of research funding, and the exclusion of state-appropriated dollars from the external grants calculation. The chair emphasized that the numbers were illustrative and that appropriators would set the actual dollar amounts later. A second draft formula for the other nine institutions was also reviewed. That model uses fall census FTE without a weighted economic factor, applies a higher undergraduate rate, and adds completion incentives for in-demand credentials and all other completions. Members noted that the formula would benefit some institutions, such as Bismarck State College, while reducing funding for others, such as Mayville State, and discussed whether the nine institutions should be treated more uniformly or split into smaller groups because of their different missions and sizes. Committee members and staff repeatedly stressed that the formulas are still being refined and that some institutions would likely need hold-harmless adjustments or other transition measures. The meeting ended with the chair directing the committee to continue the discussion later and to expect further work on both the low-producing program policy and the funding formulas.

Transcript Highlights:

• to keep students and staff safe. to keep students and staff safe.
• facing our students. facing our students.
• <00:21:33.320> is for our staff and for our students is for our staff and for our students
• ><00:26:37.520> schools mindful of student safety, schools mindful of student safety, schools
• <00:40:03.240> would conditions where their students would conditions where their students

Keywords: 1187, senate, all

Transcript Highlights:

• Even just in the hallways, the interaction between our students changed our culture.
• Additionally, there was an overall increase in confidence among our students.
• We assign one to each student and it is theirs for the year.
• We're talking about thousands of students.
• That student just takes the phone to the front office.

Bills: SB92, HB9, HB9

Keywords: K-12 education, wireless communication devices, digital safety, social media education, classroom distraction, three-cueing system, reading instruction, structured literacy, scientific strategies, elder abuse, elder exploitation, financial exploitation, elderly person, senior abuse, probate, inheritance forfeiture, slayer statute, intestate succession, will contest, joint tenancy

Transcript Highlights:

• meal credit sharing program, so students could donate their swipes and students who needed them could
• Most students are getting the majority of their nutrients in those two meals.
• Most students are getting the majority of their nutrients in those two meals.
• And again, our students feel the price of that.
• important to those students.

Keywords: Virginia Commission to End Hunger, 976, house, all

Transcript Highlights:

• We also have a program for high school students.
• We bring students from all over the country, and we have meetings on Zoom.
• We have the students. We have ideas and debates.
• And so we had a student from New York City talking to a student from rural Texas.
• How do you, you kept saying you bring students in, what is that method?

Summary: The Louisiana Commission on Civic Education met with a quorum, approved the minutes from its prior meeting, and unanimously approved the 2026–27 membership slate for the Legislative Youth Advisory Council after hearing that more than 300 students applied. The commission also approved LIAC’s budget and mileage reimbursement guidelines, which were updated to reflect the IRS rate increase. Members thanked the Legislature for continuing to fund LIAC after earlier years of sponsor-based support. The meeting featured several civic education presentations tied to the nation’s 250th anniversary. Brandon Burris of the Lieutenant Governor’s office described state parks, museums, library backpack programs, Keep Louisiana Beautiful, and Homework Louisiana as civic and educational resources. Liam Julian of the Sandra Day O’Connor Institute discussed national trends in civics education, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and a PBS Learning Media series on Bernardo de Gálvez and Spanish Louisiana, along with teacher training events. LIAC members John Parker and Brandon Routon reported on their work over the year, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment of minors, and school advisory councils. The Louisiana Center for Law and Civic Education reported on Law Day and Constitution Day programming reaching thousands of students, its summer institute, student and teacher awards, and a proclamation marking the 250th anniversary of the American Revolution. Barry Irwin also reported that legislation to clean up the commission’s membership and quorum provisions had passed the House and been heard in Senate Education. The commission adjourned after thanking staff for managing the meeting during severe weather.

Transcript Highlights:

• 00:07:40.160> Midwest<00:07:40.520> student families through the Midwest student families
• <00:10:54.880> right workers and and um and students right workers and and um and students
• average net price for low come students average net price for low come students in<00:17:29.559>
• How many students do you serve?
• You to the students.

Keywords: 1183, house

Transcript Highlights:

• Students spend more time stressed and tired and bored than inspired.
• The whole system becomes about scores, not students.
• We want to be teaching our students what, how to fail out an exam?
• As you can hear from these students, they don't want more testing.
• That's why it's so important to hear from our students about this.

Transcript Highlights:

• And then compensation per student is what I'm looking for, compensation per student, in other words,
• student count New Hampshire student student count New Hampshire student count<00:20:58.679> to
• the dollars go straight out to students the dollars go straight out to students so<00:21:40.559>
• <00:26:00.679> at<00:26:00.840> the students and take our students at the students
• That includes services for students, support services for students with disabilities, student support

Keywords: 928, house, all

Summary: The committee heard a presentation from the University System of New Hampshire chancellor on the system’s budget, enrollment, finances, workforce role, and response to federal policy changes. The chancellor said the governor’s recommended budget would reduce university system funding by about $16.5 million over the biennium, or roughly 8.3%, and asked that state funding be held at the governor’s level. She described planned cost reductions already underway, including lower headcount, reduced benefits and retirement contributions, property sales, and lease reductions, and said the system expects to remove about $20 million from its cost structure in fiscal year 2026. A large portion of the discussion focused on enrollment and finances. The chancellor said fall 2024 enrollment was about 23,000, with New Hampshire enrollment increasing for the first time since 2013, and noted that the system remains a major workforce pipeline, with about 3,000 graduates entering the state workforce each year. She explained that net tuition has fallen over time because of declining enrollment and increased financial aid, while research grants and contracts have grown significantly. She also walked through endowment funding, explaining that payouts are based on a 12-quarter rolling average and are intentionally smoothed to reduce volatility; members asked for follow-up information on payout comparisons, administrative salaries, headcounts, and compensation per student. Members questioned the university about the relationship between state support, tuition, endowments, and research spending. The chancellor said the system has used state capital support to leverage major investments, including the UNH Life Sciences building, Plymouth’s Hyde Hall, and the Olson Advanced Manufacturing Center, and described partnerships with businesses such as Lonza and regional manufacturers. She also explained a long-running New Hampshire 529-related revenue stream that has built endowment support for scholarships, and said the system’s endowment now totals about $988 million. In response to questions about possible cuts, she said the system is considering academic program sharing, consolidation of specialties, online delivery, AI-assisted administrative efficiencies, and footprint reductions, but declined to name specific programs. The committee also discussed DEI-related issues and federal grants. The chancellor said the system is reviewing executive orders and a U.S. Department of Education Dear Colleague letter, and that general counsel is working through websites, programs, and more than 1,200 federal grants to ensure compliance. She said the system spends about $3 million on what it calls DEI-related offices and services, but emphasized that these services include disability support, veteran support, Title IX, ADA, and employment-law compliance, and that the system does not have race-based programs, separate housing, or separate graduation ceremonies. She reported that the system had received stop-work orders on four federal grants totaling about $700,000 and warned that reductions in federal direct or indirect costs could affect research, jobs, and innovation.

Transcript Highlights:

• , your middle and high school students.
• student.
• gave aid to our student who hung herself in the bathroom.
• We place students in the schools 5 days a week.
• That's sort of my focus is if students would enjoy school, more students would stay in school.