Transcript Highlights:

• Of course, you know. And so, yeah, that's a great suggestion.
• Of course, you know. And so, yeah, that's a great suggestion.
• And so, of course, the cost will depend on That.
• And then, of course, there will be programmatic impacts.
• It's, of course, created some resident confusion.

Keywords: 1183, house

Transcript Highlights:

• Of course.
• And, of course, I'm appreciative for the invitation to testify.
• It means that sea level rises. It means that storms are intensified. It means that sea level rises.
• So then there's the question of what is the level of protection.
• And in Massachusetts, only 1% of them achieved what’s called Gap 1 level, which is the highest level

Keywords: 995, all

Summary: The committee held a hearing on natural and working lands, carbon sequestration, and related provisions in Governor Healey’s $3 billion Mass Ready Act. EEA officials described the bill’s investments in flooding, land protection, tree planting, wetlands restoration, biodiversity, dams, seawalls, and coastal resilience, along with permitting reforms intended to speed ecological restoration projects. They also outlined current programs on resilient lands, healthy soils, forest climate solutions, forest reserves, and urban tree planting, and said the administration expects natural and working lands to offset up to 7 million metric tons of residual emissions by 2050, while acknowledging that additional strategies will be needed to close the gap to the state’s 10-million-ton offset target. Committee members pressed EEA on the cost of reaching the 30% conservation-by-2030 goal, the loss of a federal USDA grant of about $22 million, the adequacy of current sequestration estimates, and whether the state should consider regional approaches or statutory changes. EEA said current state conservation spending has been about $35 million to $40 million annually, that the Mass Ready Act is intended to help double the pace of conservation, and that federal funding remains uncertain. Senators also raised concerns about PILOT payments for state-owned land, the management of state forests, and the proposed Chapter 91 general license for restoration projects. EEA said the bill’s forest reserve language is meant to create a more durable designation process while still allowing limited active management. Advocates from The Nature Conservancy and Mass Audubon supported stronger investment in land conservation and restoration, saying natural and working lands are a cost-effective climate strategy that also provides biodiversity, water quality, and public health benefits. They urged passage of legislation to increase funding, improve PILOT equity, and strengthen land-use planning and mitigation requirements. They also backed removing Chapter 91 licensing requirements for ecological restoration, arguing that the current process adds cost and delay. In a later panel, a forest scientist and an urban forestry advocate emphasized the carbon and cooling benefits of mature trees, called for greater protection of older forests, and supported bills to expand municipal reforestation and modernize public shade tree law. No votes were taken during the hearing.

Transcript Highlights:

• Um of course, school the way around.
• Um, although we had been paying" federal level. Um, as of now, we don't federal level.
• , school-level decision.
• developmental educational course developmental educational course traditionally<00:48:58.880>
• is a course that's traditionally is a course that's provided<00:49:00.000> for<00:49:00.160>

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met and approved the July 15, 2025 minutes before hearing a presentation from the Kentucky Higher Education Assistance Authority (KHEAA/KIA) on student financial aid ahead of the January biennial budget session. KHEAA outlined its role administering 17 state-funded grant and scholarship programs, 529 plans, and outreach services, and emphasized that net lottery proceeds after a $3 million literacy appropriation are statutorily dedicated to student aid. The agency focused on the major need-based programs—College Access Program (CAP), Kentucky Tuition Grant (KTG), and KEES—along with dual credit, Work Ready Kentucky, teacher scholarship, and National Guard tuition assistance. Officials said the new federal FAFSA methodology created a major increase in eligible students, especially for CAP, and thanked lawmakers for adding substantial funding this biennium to meet the higher demand. Staff explained that CAP is for Pell-eligible, low-income students, while KTG is a need-based grant for students at private Kentucky colleges; both use FAFSA data, but schools verify final eligibility. They said CAP awards are first-come, first-served and that the higher funding level allowed the program to last the full 21-month application cycle in FY 2024-2025, compared with much shorter periods in earlier years. KHEAA reported about $232 million spent on CAP for roughly 72,000 students last year, with current applications running about 10% ahead of the prior year. Members asked about the difference between applicants and recipients, the effect of lower lottery revenues, and whether recent federal legislation would affect state aid; KHEAA said it does not expect major impacts on grants and scholarships, though student loan changes could affect graduate students. The committee also discussed KEES and dual credit. KHEAA said KEES has been fully funded since its creation and that its forecast was within $76,000 of actual need last year. For dual credit, staff said a recent bill consolidated work-ready dual credit and career/technical education under one scholarship program, and KHEAA will seek growth funding because participation and costs continue to rise. The agency said FY 2025 dual credit spending reached $26.4 million across dual credit and work-ready funding, requiring transfers from Work Ready Kentucky to keep dual credit fully funded. Members asked about transferability of dual credit hours and whether the program reduces later college costs; KHEAA said it does not have hard data on every credit transfer, but it does see higher bachelor’s completion rates and lower student debt, suggesting positive effects. No votes were taken beyond approving the minutes.

Transcript Highlights:

• done at the community college level. done at the community college level.
• These are one-off courses, and our public schools are asking for more and more courses too.
• But most of this is in providing the courses, not in adding new courses.
• <01:39:54.239> of level and they're showing that level of level and they're showing that level
• Are we level funding? Is that health. Are we level funding?

Keywords: 924, joint, all

Transcript Highlights:

• uh the uh traditional schools uh courses uh the uh traditional schools uh courses um<01:33:39.159
• therefore sorry federal law of course therefore sorry federal law of course therefore<02:43:07.640
• There aren't representatives from each level. Each level has different cost, different needs.
• There aren't representatives from each level. Each level has different cost, different needs.
• aren't representatives from each level aren't representatives from each level each<04:25:18.960>

Keywords: 928, house, all

Summary: The committee first took up House Bill 695, relating to school districts and medically related grants. The sponsor argued the bill was vague and could undermine existing law, and another member said it would add an unnecessary mandate for school districts. The committee voted to recommend inexpedient to legislate, and the motion passed 18-0. Next, House Bill 765, which would consolidate school administrative units and make superintendent jobs elected positions, was also recommended inexpedient to legislate. Members said the bill raised too many questions, could duplicate other legislation, and would move away from local control. That motion likewise passed 18-0. House Bill 768, allowing public school districts to contract with approved private schools, drew more debate. Supporters described it as a language cleanup and an expansion of educational opportunity, while opponents raised concerns about the placement of the language and pending Supreme Court cases. The committee voted 10-8 to recommend ought to pass, and then 10-8 to recommend ought to pass as amended, with a minority report noted. The committee then considered House Bill 446, dealing with parental notice for non-academic surveys. An amendment was offered to make the Youth Risk Behavior Survey opt-in rather than opt-out. Supporters said parents should be informed and should choose whether their children participate, while opponents argued the survey is an important tool for mental health data, grants, and school programming, and that opt-in would reduce participation and data quality. The amendment passed 10-8, and the bill as amended also passed 10-8, with a minority report noted. Finally, the committee began House Bill 741, which would allow parents to send children to any school district they choose and expand open enrollment. The sponsor described it as broadening choice and keeping public funds in public schools, and an amendment was proposed to restore provisions for children of military personnel. Discussion on the amendment began, but the transcript cuts off before any vote on House Bill 741 or the amendment.

Transcript Highlights:

• And then, of course, the PEC approves virtual charter schools.
• , what grade levels those students are in.
• Other grade levels, like which grade level should actually participate in these programs.
• And of course, we have different factors based on the grade level, so our secondary students receive
• We just don't get that level of detail.

Keywords: 996, all

Transcript Highlights:

• Address ongoing system changes at the local level.
• The lower the level of care...
• The lower the level of care, the less expensive it is for the system.
• to substance use care coordination at the provider level.
• to substance use care coordination at the provider level.

Summary: The Human Services Subcommittee met to receive an update from the Florida Department of Children and Families on implementation of House Bill 7021, which revised the Baker Act and Marchman Act and was funded with a $50 million appropriation. Deputy Assistant Secretary Bill Hardin reported that the department has updated reference guides, training, administrative rules, and forms; launched regional behavioral health collaboratives; and created the Office of Children’s Behavioral Health Ombudsman. He said early data show continued declines in Baker Act use, high diversion rates from involuntary examinations through 988, mobile response teams, and care coordination, along with generally positive provider feedback on changes such as allowing psychiatric nurses to initiate emergency treatment orders and clarifying the 72-hour examination period. Hardin also described Marchman Act changes, including a streamlined petition process, remote testimony, improved discharge planning, and a new annual data report. He said the department has completed or is completing multiple training courses for providers and law enforcement, and has adopted or is finalizing numerous rules and forms. He reported that the regional collaboratives are identifying common statewide needs such as service capacity, resource sharing, funding flexibility, and peer support, while the ombudsman office is handling complaints and helping families navigate services. Members asked about whether the current funding is sufficient, future budget needs, outreach for the new ombudsman office, and services for juveniles. Hardin said DCF has posted legislative budget requests for additional forensic FACT services and short-term residential treatment beds, including children’s beds, and noted the ombudsman office is staffed with two FTEs and supported through existing complaint-management and regional systems. He said outreach is being done through regional collaboratives and coordination with other agencies, especially the Department of Education, and that juvenile transport and placement issues have improved with the new law. No votes were taken, and the meeting adjourned after the presentation and questions.

Transcript Highlights:

• of nursing licensure and all levels of nursing education.
• science courses and math courses.
• , GPA, usually 3.0 level of GPA.
• What high school courses should they be taking to prepare them?
• And they all come in at different levels.

Summary: The subcommittee met to examine Florida’s nursing education pipeline and the state’s persistently low NCLEX passage rates. Chair Tuck opened by noting the projected nurse shortage and Florida’s ranking near the bottom nationally for first-time NCLEX pass rates. The Department of Health explained the Board of Nursing’s approval process for nursing programs, including application requirements, probation standards, and termination for programs that repeatedly fail passage-rate benchmarks. The Florida Center for Nursing then presented statewide data showing Florida has more test takers than most states, but still trails the national average; the gap has narrowed in recent years, though Florida remains below average. Members focused heavily on why the state continues to underperform, with discussion of faculty shortages, clinical placement constraints, accreditation, student preparedness, and the large share of newer private for-profit programs among those placed on probation. Committee members asked about how probation works, what happens when programs improve, and whether the board requires corrective plans. They also questioned the relationship between program type and outcomes, the effect of Operation Nightingale, and how many students fail and retest. The Florida Center for Nursing said first-attempt pass rates are the standard measure and that students who fail are expected to remediate and retest, though costs vary. The center also said Florida’s data shows accredited programs outperform approved or probationary ones, and that the state’s nursing workforce challenges are tied to broader issues such as faculty vacancies, clinical site competition, and student demographics, including many students balancing work, family, and language barriers. A panel of nursing school leaders from public, private nonprofit, and private for-profit institutions then described strategies used to improve outcomes. These included transparent recruitment, early orientation, tutoring, success coaching, stronger faculty development, curriculum mapping to NCLEX standards, higher course benchmarks, mandatory remediation, simulation labs, and commercial NCLEX prep tools such as ATI, Kaplan, and HESI. Several panelists said their programs had improved after probation or had very high passage rates, and they emphasized that student success depends on academic preparation, clinical experience, and support services. Members also asked about tuition, program length, translation into other languages, and faculty recruitment; panelists said costs vary widely, faculty hiring is difficult because hospitals pay more, and some schools are considering medical Spanish and immersion options rather than full curriculum translation.

Transcript Highlights:

• In employment at required levels.
• So let's look at the basic level.
• At the state level, we're certainly accountable here as well as at the federal level.
• , but we have a course for writing and an English learners course and a demystifying dyslexia course
• <01:40:29.840> uh reading course, but we have a course uh reading course, but we have a course

Keywords: Call to Order and Roll Call – 0:00:00 Workforce Pell Grant Update – 0:03:30 Extension Office Update – 0:33:25 Kentucky Academic Standards for Social Studies – 1:07:08 Early Literacy Outcomes – 1:32:20 Consideration of Referred Administrative Regulations – 1:58:30 Adjournment 2:13:13, 958, all

Transcript Highlights:

• Texas at historic levels.
• Our funding, of course, was higher for doctoral students. level courses than for master's or undergraduate
• level, at the Ph.D. level, and at the certificate level.
• Could you compare the cost and the level of state funding for your online courses versus your in-person
• courses?

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• Of course. Apologize for me. No, no. Great testimony, so many good things.
• I don't believe that there currently is an applied course that would be a CTE course that could take
• the place of a core course and meet the TEKS.
• that would be a CTE course and could take the place of a core course and meet the TEKS.
• Of course. Of course.

Bills: HB4, HB20

Keywords: district composition, congressional election, Texas, legislature, voting districts, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Summary: The Senate Committee on Education K-16 heard a series of higher education and K-12 bills, initially without a quorum and with several measures left pending subject to the call of the chair. Early bills included HB 1868, which would direct a study on lowering the dual-credit funding threshold for public junior colleges from 15 to 9 semester credit hours; HB 2598, which would replace statutory references to “licensed specialist in school psychology” with “school psychologist”; HB 3629, which would bar registered sex offenders from serving on independent school district boards of trustees; and HB 4361, which would require the Higher Education Coordinating Board to adopt rules for timely emergency notifications at public institutions of higher education. Each received brief sponsor explanations, no opposition testimony, and was left pending. The committee also heard HB 4848, requiring public higher education systems to ensure at least one institution offers affordable competency-based bachelor’s degree programs in high-demand fields, and HB 1211, which would remove the age 25 deadline for former foster youth to use public college tuition waivers. HB 1211 drew extensive supportive testimony from Texas CASA, a former foster youth who benefited from the waiver, and a current student headed to medical school, all arguing the change would better match the realities faced by youth aging out of care. Members discussed the bill’s fiscal uncertainty and the argument that the waiver is an investment in workforce participation; the bill was left pending. Later, the committee heard HB 20, creating an Applied Sciences Pathway Program to let high school students earn certificates in targeted industries such as welding, plumbing, electrical work, manufacturing, and oil and gas while in school. Industry and workforce groups strongly supported the bill as a way to address labor shortages, while Texas 2036 raised concerns about allowing applied versions of core academic courses to substitute for traditional instruction. HB 4687, which would extend governmental immunity protections to certain campus/district charter schools and adult charter high schools, also received support from a charter-school attorney who said it would align statutes with existing case law and not expand charter rights. HB 4236, as substituted, would create a study group to examine the property value study’s effect on school finance and alternative valuation methods; it was adopted as a committee substitute and left pending. The committee also heard HB 824 on civics instruction in high school government courses and HB 2243, which would create a commission on teacher job satisfaction and retention; the latter prompted debate over removing “ethnic diversity” language from the commission’s makeup. After adopting the substitute for HB 2243 by roll call, the committee recessed subject to the call of the chair.

Transcript Highlights:

• education courses with those students. education courses with those students.
• and of course artificial intelligence. and of course artificial intelligence.
• <01:35:43.040> course<01:35:43.840> while at least one college level course while at
• least one college level course while in<01:35:44.320> high<01:35:44.560> school<01:35:
• course that number is not there for 25. course that number is not there for 25.

Keywords: Call to Order and Roll Call - 0:25 Approval of Minutes – 3-50 2025 RS SB 253 – 4:25 Computer Science and AI Literacy – 27:36 Fayette County School District Budget Update – 51:46 Adjournment – 2:09:46, 958, all

Summary: The committee first handled routine business, including roll call, introductions, and approval of the previous meeting minutes by voice vote. It then heard a presentation on SB 253, focused on expanding support for teacher apprenticeship and teaching-and-learning pathways. Senator Hickman and staff from the Kentucky Department of Education and Nelson County Schools described how the program uses dual credit, work-based learning, and registered apprenticeship to help students earn an associate degree in high school and continue toward a teaching degree. They said the goal is to address the teacher shortage by creating a sustainable pipeline into the profession. Witnesses emphasized that the main barrier is cost. Mary Taylor said Kentucky’s youth apprenticeship model has been successful in other fields and that education should be added as an in-demand sector, but an associate degree alone will not solve the teacher shortage because teachers still need a bachelor’s degree and certification. Laura Arnold of Nelson County Schools described the district’s Lead Nelson program, saying the district has invested more than $800,000 since 2021, currently has 37 students in the pathway and seven committed apprentices, and spends about $85,000 per apprentice from freshman year through certification. She said district staffing, planning, and university partnerships are also significant hurdles. Members asked about job guarantees, tenure, and retirement; Arnold said employment is performance-based and retirement issues are being considered. Senator Hickman said the bill would use lottery funds to help cover tuition and dual credit costs so more districts can participate, noting that a prior version died because of a high fiscal note. Representative Payne and Representative Tipton praised the program but stressed the need for funding and noted inconsistencies between statute and budget language on Work Ready Kentucky and dual credit support. Representative Tipton also cautioned that lottery revenue may not keep pace with demand and said the General Assembly may need to make broader funding decisions. After the apprenticeship discussion, the chair moved the committee to the next agenda item on computer science and AI literacy, where Code.org began a presentation on the importance of computer science for all students.

Transcript Highlights:

• Thank you, Senator Cole, of course. Thank you. Thank you, Senator Cole, of course.
• courses.
• Of course, now lawsuits and everything goes.
• Of course we want a well-rounded student.
• And this lower-level, mid-level employee said, “There is none. I am basically God on this.”

Summary: The joint Senate and House Select Committee on Civil Discourse and Freedom of Speech in Higher Education convened for its first public hearing, adopted its proposed rules without objection, and framed the hearing as an organizational, invited-testimony-only session. Members repeatedly condemned political violence and the assassination of Charlie Kirk, saying the committee was created in response to concerns about civil discourse, intimidation, and hostility on college campuses. Several members emphasized that the goal was not to suppress speech but to protect open expression while maintaining order, due process, and institutional accountability. The first witness, Texas Higher Education Coordinating Board Commissioner Wyn Rosser, outlined implementation of Senate Bill 37. He described the General Education Advisory Committee, which is reviewing broad core-curriculum knowledge and skills and may recommend reducing the current 42-hour core, while leaving review of specific courses to individual institutions. He also explained the new Office of the Ombudsman, the board’s role in supporting it, and existing training and certification requirements for governing board members. Members asked about enforcement tools, transparency, and whether the ombudsman would investigate complaints involving censorship, retaliation, or political bias; Rosser said some enforcement exists in certain laws, but he deferred on the exact scope of the ombudsman’s investigatory authority and on issues outside the agency’s role. University of Texas at Austin President Jim Davis testified that UT Austin supports free speech, academic freedom, and civil discourse, and he described three areas of focus: speech on campus grounds, classroom discourse, and how people treat one another. He said the university enforces time, place, and manner rules, expects professors to present alternative views on controversial topics, and has created internal reporting and appeal processes for students and faculty. Members questioned him about heckler’s veto incidents, protests, off-campus participants, complaints about professors, hate speech, and whether the university would protect speakers and students from disruption or unfair targeting. Davis said the university would not tolerate disruptions, would use due process and factual review, and is working to align campus practices with the new law and regents’ expectations. Ricky Adam Jr. of Turning Point USA’s Club America described the group’s campus and high-school organizing, praised Charlie Kirk’s approach to open debate, and said the organization is expanding in Texas. He raised concerns about school administrators and a counselor at an Early College High School in Killeen allegedly interfering with a student club and withholding footage, and committee members said they would seek information and, if necessary, use legislative process to investigate. Members from both chambers reiterated support for free speech, criticized political violence and campus suppression of viewpoints, and stressed that future hearings would continue examining implementation and enforcement issues.

Transcript Highlights:

• But that Megatons to Megawatts program has largely run its course.
• Vigasa as a part of, of course, for anyone that might not know, of course, Senator Patton and Representative
• Most investments are right around that $10 million level.
• of support at that level.
• of support at that level.

Summary: The Advanced Nuclear Energy Committee met to review prior minutes and hear a series of presentations on advanced nuclear technology and state readiness. The committee approved the April 21, 2022 minutes. Nucleon’s William Bridge outlined the advanced nuclear landscape, distinguishing near-term light-water SMRs from more advanced Gen 4 reactors and microreactors, and emphasized that fuel supply, especially HALEU, remains a developing supply chain. He said light-water designs are the most deployable in the near term, while advanced reactors may be better suited for industrial heat applications and could face a 2- to 3-year delay from fuel availability. Representatives from NASEO described how other states are supporting advanced nuclear through task forces, roadmaps, pilot programs, financing tools, workforce and supply-chain efforts, and regional coordination. They highlighted the Advanced Nuclear First Mover Initiative and stressed that states are focusing early on emergency preparedness, community engagement, waste management, affordability, and consumer protections. They also noted that some states are creating nuclear-ready community programs and cost-recovery guardrails, while public utility commissions are examining long-term lifecycle costs and rate impacts. North Dakota agencies then outlined their potential roles. The Public Service Commission said it would likely be involved in public-interest review, siting, and rate regulation, but noted current statutes may not fully address long-term nuclear projects, co-location, or decommissioning. The Department of Environmental Quality said it would continue to regulate radioactive materials and likely support emergency planning, while fission reactor oversight remains federal. The Department of Emergency Services said it would serve as the lead off-site preparedness agency, needing a radiological emergency program, training, exercises, equipment, and possibly industry funding. The Department of Water Resources said North Dakota has sufficient surface water, especially from the Missouri River, but that water planning would be important; it did not recommend statutory or budget changes at this time. The committee recessed for lunch after these presentations, with no additional votes or actions taken.

Transcript Highlights:

• We're seniors so that way the food does not spoil, of course.
• At level one, almost 90% of New Mexico is considered remote or frontier communities, and at level four
• There is an entry-level track, as well as an advanced-level track, that will serve different constituencies
• And then if they move up to level three and to level four, you can see that they move into the 60,000
• want them to, of course, satisfy my requirements for a field technician.

Transcript Highlights:

• and 31% can do math on grade level.
• It starts early, of course, and there has to be a bar.
• One of them is grade level and the other one is so not. Not meeting grade level.
• And of course, charter schools cannot levy property taxes.
• Great, of course.

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• To answer your question, we have five levels of care.
• So our five levels of care, we have 16 beds, because that's the state reg.
• So our five levels of care, we have 16 beds because that's a state reg.
• So some of the evidence may be affected by that, of course.
• Property tax is administered at the local level.

Keywords: 908, all

Transcript Highlights:

• But of course, as you'll hear from Dr.
• And then, of course, as mentioned, we'll review the status of each of these.
• , but... level, but hasn't been formally evaluated at the secondary level.
• Of course, the outcomes... ...that we'll measure are largely at the student level, so we're going to
• Layer one instruction is taking place at the grade level.

Transcript Highlights:

• Billion compared to the Budget Act. 23-24, of course, remains at the statutorily suspended level of about
• That's a much more typical level of volatility.
• Of course, I think all the developments at the federal level are something that we'll be closely monitoring
• At the local level, it feels different, right?
• feels like a pinch at the local level.

Keywords: 988, house, all

Transcript Highlights:

• The first The first type are those weights added on for acceleration options and CAPE courses.
• and only one course is generating the add-on weight, as an example.
• courses.
• I don't think we drove into that level of detail.
• I think we drove into that level of detail with that.

Summary: The Pre-K through 12 Budget Subcommittee met for its first meeting of the 2025 session and received an overview of add-on weights in the Florida Education Finance Program (FEFP), followed by a Department of Education presentation on a legislatively required study of add-on weight funding and expenditures. The chair explained that add-on weights apply to acceleration and career programs such as AP, IB, ACE, CAPE, dual enrollment, early graduation, and certain small-district needs, and noted that add-on funding has grown substantially as the base student allocation increased. The chair also raised concerns that the department’s report did not clearly show whether districts’ reported costs included the full costs required by the proviso, and asked for more specificity on any recommended adjustment to the weights. Deputy Commissioner Suzanne Pridgen said the department surveyed districts on how they spent add-on revenue for fiscal years 2021-22 through 2023-24, with categories including teacher compensation, materials, equipment, professional development, exam fees, counseling, apprenticeship costs, and other expenditures. She said most add-on funds were spent on teacher bonuses and compensation, with AP, ACE, CAPE, and dual enrollment showing the largest increases in spending in 2023-24 due to higher FEFP funding; IB and early graduation were relatively flat. The department reported that add-on revenue covered between 41.8% and 79.2% of total program expenditures in 2023-24 and recommended adjusting add-on weights to better align with pre-2023-24 funding relationships, though no specific percentage was given during the meeting. Members asked about how “other” expenditures were categorized, whether teacher compensation included only statutory bonuses, how dual enrollment tuition and fees were counted, the small district factor, and whether the weights incentivize districts to offer advanced programs. The department clarified that teacher compensation in the study referred only to bonuses, that some “other” costs included charter school payments and dual enrollment tuition/fees, and that the small district factor is 1.0277, increasing base funding by 2.77% for fiscally constrained counties. No votes were taken, and the meeting adjourned after the presentation and questions.