Transcript Highlights:

• disabil or a special specific learning disabil or a special learning<00:15:19.680> disability
• specific or special learning disability specific or special learning<00:15:21.519> disability
• <00:15:22.519> specific<00:15:23.000> learning learning disability specific learning learning
• They're ready to learn most of the time. So you're exactly right. I wish I had data.
• your basic, a lot of kids are coming in learning their letters, learning their sounds.

Keywords: 958, all

Summary: The committee heard testimony on several education bills and first received a presentation from Paige Cash of Kentucky FFA/Kentucky Association for Career and Technical Education. She described the reach of CTE in Kentucky, saying more than 143,000 secondary students are enrolled in CTE courses, and highlighted work-based learning, dual credit, industry certifications, and student organizations such as FFA, DECA, FCCLA, HOSA, TSA, and SkillsUSA. She said CTE funding has helped update lab equipment, support teacher training, fund field trips, and expand participation in career and technical student organizations. Representative Wilson presented House Bill 132, which would address home hospital instruction reimbursement in cases involving short stays, particularly mental health placements that are often under five days. He said schools continue providing instruction even when they are no longer reimbursed under current rules. The committee advanced the bill unanimously after a motion and second, with the measure passing with an expression of opinion that it should pass. The committee then heard House Bill 272 on dyslexia, sponsored by Representative Heavrin. The bill would require KDE to annually update the dyslexia toolkit, require local boards to adopt policies for identifying and assisting K-3 students with dyslexia, require KDE to report district implementation data to LRC, and require teacher preparation programs to include dyslexia instruction. Members discussed whether the bill would require teacher diagnoses, how it would interact with existing IEP/504 and RTI processes, and concerns about added reporting and district burden. Supporters said many students are falling through the cracks and that earlier identification is needed; Representative Willner noted a shortage of school psychologists. The committee passed HB 272 with a motion and second, though several members voted pass and explained concerns about reporting burdens, red tape, and district costs. Finally, the committee began hearing House Bill 193, a dual credit cleanup bill presented by Joe Carol Ellis of KHEAA. She said the bill would consolidate the statutes governing general education dual credit and CTE/work-ready dual credit scholarships to match current funding practice and reduce confusion for K-12 schools and postsecondary institutions. The presentation was underway when the transcript ended.

Transcript Highlights:

• We are going to be on issue number two, the California Education Learning Lab.
• Lark Park, I'm the director of the California Education Learning Lab.
• The first component is permanent restoration of Learning Lab funding.
• The first component is permanent restoration of learning labs funding.
• Though we recognize that Learning Lab promotes innovation in teaching and learning, we recommend rejecting

Summary: The hearing began with a vote-only agenda and then focused first on San Mateo County’s request to restore in-lieu vehicle license fee (VLF) funding. County officials, city leaders, labor representatives, nonprofits, and public safety advocates argued that the loss of roughly $157 million would force major cuts to homelessness services, housing assistance, mental health programs, libraries, parks, fire and police staffing, and other local services. They described the current formula as outdated and unfair, tied to school funding and basic-aid dynamics that no longer work for San Mateo County, and urged both an immediate budget restoration and a permanent legislative fix. The Department of Finance said the payments are discretionary, not statutorily required, and noted the administration does not view the expenditure as sustainable in the current fiscal climate. Committee members expressed sympathy, questioned the formula, and said they would keep the issue under consideration; the committee later voted to move the two vote-only items on the agenda. The committee then received an update from the Department of General Services on state property redevelopment, including the Hillcrest DMV site in San Diego, the Fell Street DMV site in San Francisco, and other state-owned properties. DGS explained that Hillcrest is not currently an active project, while the Fell Street project shifted from an integrated DMV-housing plan to a more feasible relocation of the DMV into leased commercial space, with a budget change proposal pending. Members pressed DGS on the slow pace of redevelopment, the potential for housing on state sites, and the costs and feasibility of adaptive reuse. DGS said many state buildings are aging and that adaptive reuse depends heavily on building design, floorplate depth, light, and risk from unknown conditions behind walls. The Government Operations portion then turned to the California Education Learning Lab, which supports intersegmental higher education innovation grants. The Lab asked for permanent restoration of $4 million in ongoing funding and a move of its home agency from the Office of Land Use and Climate Innovation to GovOps, along with technical trailer bill changes. Supporters said the program has funded more than 120 projects reaching thousands of faculty and hundreds of thousands of students, including work on generative AI in higher education. The Legislative Analyst’s Office recommended rejecting the restoration and continuing the wind-down, citing the state’s projected deficit and suggesting the California Education Interagency Council could pursue non-state-funded grant opportunities instead. The committee held the item open. Finally, GovOps presented the new California Education Interagency Council staffing request, seeking four ongoing positions to support the council, with funding already included in last year’s budget. The department said the governor has appointed Debbie Cochran as executive officer and that the remaining positions are being recruited. Finance and LAO had no objections, and the committee began questions about how the council will be staffed and organized.

Transcript Highlights:

• Lived experiences to create inclusive learning environments where students and families feel valued and
• These programs have a direct correlation to better student learning.
• Extended learning. programs.
• This impacts student learning.
• Community schools lead to improved learning, stronger families, and healthier communities.

Keywords: 996, all

Transcript Highlights:

• A full-time distance learning program through a district, and as always, a charter school that's gone
• through the process will have access to full-time distance learning.
• The other school district was not because they were not part of the virtual learning.
• , full-time distance learning students are not eligible for.
• So this fix is going to essentially say we're not going to do that for distance learning students.

Keywords: 996, all

Transcript Highlights:

• RESPECTIVE UNIVERSITIES DO PARTNER WITH US TO SHARE THEIR EXPERTISE AND THE SIGNS OF HOW STUDENTS LEARN
• HAS ALLOWED RESEARCH TO PROVIDE READING DEVELOPMENT AND WORKING AT WAYS TO STUDENTS TO HELP WITH LEARNING
• THESE ARE A FEW THINGS LACK SCHOOLS HAVE LEARNED TO ENHANCE THAT PUBLICATION AND THE EXPOSURE OF THE
• WE ARE INTENTIONALLY EXPANDING AND DIVERSIFYING SCIENCE LEARNING OPPORTUNITIES FOR OUR K – 8 STUDENTS
• IN THE FUTURE, WE MAY ALSO CONSIDERING THE EXTENSION OF OUR PARTNERSHIP WITH THE EXTENSION FOR LEARNING

Keywords: 999, senate, all

Transcript Highlights:

• That next generation is here now, learning to lead, learning to innovate, and learning to navigate an
• to lead, learning to here now, learning to lead, learning to innovate,<00:04:46.960> and<00:04
• > innovate, and learning to navigate an innovate, and learning to navigate an economy<00:04:48.960>
• Your continued learning experiences.
• That absolutely makes a learning.

Keywords: 958, all

Summary: The committee began with introductions of student guests, including an FCCLA national officer who spoke in support of career and technical education. She emphasized that CTE connects classroom learning to real careers, builds leadership and employability skills, and deserves continued state supplemental funding to keep programs current, expand offerings, and support student organizations. Members thanked her for her remarks and for representing FCCLA students. The committee then considered House Bill 67, a cleanup bill to address unintended consequences from last session’s Senate Bill 181 on traceable communication in schools. Rep. Josh Calloway explained that the substitute clarified definitions of family members, coaches, volunteers, certified/classified/contract employees, and virtual instruction; exempted group messaging, public social media posts, translation services, parent-provided phone numbers, emergency communications, and field trip/work-based learning contacts; and allowed teachers to disclose outside commercial or nonprofit involvement so they can communicate with students for those purposes. He said the bill was developed with input from school boards, administrators, KDE, school HR groups, Kentucky League of Cities, and Farm Bureau. The committee approved the substitute and passed HB 67 favorably. Next, the committee heard House Bill 759, which KDE described as a consistency bill for teacher certification pathways. The bill renames and standardizes alternative certification routes, clarifies content mastery requirements, allows teachers to add certifications more consistently, and lets educators extend certification into lower grade bands if they already hold higher-level certification and pedagogical knowledge. Members asked about chemistry majors, CTE occupational pathways, the veterans pathway, and grade-band “bandwidth”; KDE said the bill preserves the veterans route, does not create a new pathway but reorganizes existing ones, and will help make certification options easier to understand. HB 759 also passed favorably. Finally, Rep. Shane Baker presented House Bill 654, a follow-up to last year’s effort to reduce administrative burdens on schools. He said the bill would eliminate additional reporting requirements, bar KDE from requiring components of a comprehensive improvement plan not expressly required by statute or federal law, and allow EARS to temporarily authorize reports when the legislature is not in session while preserving necessary reporting tied to SEEK funding and school operations. The committee took up the substitute and began discussion of the bill.

Transcript Highlights:

• It's another thing to demonstrate that what you've learned, you've put into effect in the classroom and
• In 2024, the lowest minimum salary increased to $50,000 as a result of the LEARNS Act.
• That is not to say there has been no improvement due to the LEARNS Act.
• Similarly, there had been a steeper decrease prior to the implementation of LEARNS.
• So anyway, I was just curious as to how much LEARNS has influenced some of this data. Thank you.

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• <00:05:05.840> uh Community related to Early Learning uh Community related to Early Learning
• <00:05:13.960> Foundation the Minnesota Early Learning Foundation the Minnesota Early Learning
• work experience they're able to learn work experience they're able to learn while<01:39:23.560><
• I've learned a lot.
• <01:44:13.719> every to explore new things and learn every to explore new things and learn

Bills: HF2582, HF2266, HF2518, HF2039, HF1941

Keywords: child care, grants, appropriation, workforce development, families, YWCA Minneapolis, job training, child development, economic assistance, WomenVenture, economic development, entrepreneurship, women entrepreneurs, business training, financial support, youth programs, funding, employment, Minnesota, American Indian

Transcript Highlights:

• I learned about this in Iowa.
• Learning to live in an apartment is a big step.
• After learning more and visiting MICC, I decided to apply because I wanted to be part of a learning community
• the community with that safe learning the community with that safe learning environment<00:57:25.359
• that kind of all-inclusive learning that kind of all-inclusive learning opportunity<00:58:35.400

Keywords: 1183, house

Transcript Highlights:

• How did you learn about this commission?
• learn about this commission? learn about this commission?
• year and uh it was amazing a learning year and uh it was amazing a learning experience<00:19:06.400
• c><00:20:32.720> about learn about it and learn about learn about it and learn about especially
• We chose to go to learning that we do.

Keywords: 912, senate, all

Summary: The committee first heard HCR 96, which encourages the University of Hawaiʻi to evaluate and expand student mental health services. University of Hawaiʻi Associate Vice President Farah Marie Gomes testified in support and noted the system’s mental health and basic-needs efforts across all 10 campuses. Members discussed staffing and funding constraints, including that the system had 27 adult mental health positions, 21 filled and six vacant, with one vacancy open for about four years. The resolution was adopted unanimously, unamended. The committee then took up several gubernatorial appointments. GM 785 nominated Wendo Hensel to the Western Interstate Commission for Higher Education (WICHE), and GM 784 nominated Terry George to the same body. Both nominees testified about the value of Hawaiʻi’s participation in WICHE; Hensel emphasized the importance of sharing policy ideas and best practices, while George highlighted Hawaiʻi’s unique higher education needs and the benefits of learning from other western states. Both nominations were supported and moved forward. The committee also considered multiple appointments to the Hawaiʻi Commission for National and Community Service. Kylie Alakard described wanting to serve as a youth voice and role model, and Ray Galas spoke about his prior volunteer board experience and desire to help people connect through service. Sandra Larson said volunteerism and community service were important to her and that she wanted to give back. The committee then heard GM 771 and GM 772 for Ken Kawahara to the Research Corporation of the University of Hawaiʻi; Kawahara said he would bring business and government experience to help with internal operations, education, and strategic goals, though he acknowledged he was still learning the organization’s details. Members also began hearing GM 624 for Joshua Famuina to the University of Hawaiʻi Board of Regents, with student caucus testimony in strong support emphasizing his attendance, communication, and engagement with students.

Transcript Highlights:

• So we've learned from that.
• It was certain aspects of just the learning environment itself.
• They learned their ABCs by quoting scripture.
• If a child can read, the child has the ability to learn and learn to do anything.
• We provide year-round continuous learning rather than shutting down learning for three months of summer

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• And that sounds really big, but it also is beautifully connected to what students should be learning
• <00:21:30.799> in what students should be learning in what students should be learning in
• that they're learning are not things<00:21:51.520> that<00:21:51.679> we<00:21:51.840>
• :22:09.200> that she had learned and she left that she had learned and she left that program<00
• classroom of creating learning classroom of creating learning experiences<00:29:20.080> and

Bills: HB187, HB98, HB360, HB394, HB398, HB388, HB187, HB98, HB360, HB394, HB398, HB388

Keywords: school safety, emergency response, training, public safety, Alyssa's Law, law enforcement, scholarship, tuition assistance, dependent education, Alabama, blackout license plate, HB360, Second Amendment Sales Tax Holiday, sales tax holiday, firearms, guns, ammunition, bullets, primers, gun accessories

Transcript Highlights:

• And, well, of course, now we have the advantage of hybrid learning or distance learning.
• hybrid l learning or distance learning. hybrid l learning or distance learning.
• a confirmation to the Early Learning a confirmation to the Early Learning Board<01:03:28.720>
• kuryama to the early learning board. kuryama to the early learning board.
• >> You learned a lot though, right? >> You learned a lot though, right?

Keywords: 912, senate, all

Transcript Highlights:

• Department of Education, the Center for Learning Disabilities, and the Center for Multitiered System
• We start to see the trends in K-2, but when they start to learn how to read and go from reading to learn
• , and learning how to read to reading to learn becomes a shift to... ...go from reading to learn and
• learning how to read to reading to learn becomes a shift, and they have a really unique population in
• We want young people who are whole and feel safe in their learning.

Summary: The committee meeting began with a brief explanation of the renamed Joint Legislative Audit Review Committee subcommittee, now called the Committee to Hear SAO Performance Audits, and a presentation from the State Auditor’s Office on its current biennium performance audit work plan. The auditor described how topics are selected from a large pool of potential audits and highlighted several ongoing or planned audits, including the Liquor and Cannabis Board, oversight of authorized entities serving students with disabilities, the Quality Home Care Initiative, Medicaid managed care versus fee-for-service costs, the Housing Commission tenant ownership follow-up, DSHS vendor payment patterns, implementation of the Since Time Memorial curriculum, and the Washington State ferry system. Members asked about coordination with JLARC to avoid duplication, and the auditor said the offices exchange work plans, monthly updates, and quarterly coordination meetings. The committee then heard the State Auditor’s performance audit on how charter schools identify and support at-risk students. Auditors reviewed four charter schools—Catalyst Public Schools, Innovation High School, Pinnacles Prep, and Rainier Prep—and focused on English language learners, homeless students, and special education students. The audit found the schools met nearly all legal requirements reviewed, with only one area where two schools partially met a language-access requirement. The schools also used several promising practices, including small-group instruction, culturally responsive environments, and multi-tiered systems of support, though the auditors recommended better documentation of procedures to improve consistency. Families interviewed generally reported positive experiences, while noting resource constraints. Committee members asked about how the four schools were selected, whether the audit compared charter populations to home districts, and how MTSS requirements applied to the schools reviewed. The State Auditor’s Office said the sample was chosen for geographic diversity, student population characteristics, and representation from both authorizers, and that K-2 MTSS requirements were not evaluated because they applied to only one school. Representatives from the Charter School Commission and charter school advocates responded positively, emphasizing technical assistance, collaboration, and sharing best practices across schools. Two public testifiers also supported the report and said it highlighted effective practices that could be expanded across charter and traditional public schools.

Transcript Highlights:

• All those kids can learn.
• I've been learning from them. Why haven't you?
• My purpose on this planet is to help kids learn how to write because that's how kids learn self-expression
• When they read books, they learn about themselves. They learn how to be a person in the world.
• Third grade is the turning point; students move from learning to read to reading to learn.

Keywords: 1184, house, all

Transcript Highlights:

• Um, I learned a lot and time there.
• <01:19:51.199> The and and a willingness to learn. The and and a willingness to learn.
• I will learn the law that I know I need to learn when I transition over to family court if I'm confirmed
• I will learn the law that I know I need to learn when I transition over to family court if I'm confirmed
• I will learn the law that I know I need to learn when I transition over to family court if I'm confirmed

Keywords: 912, senate, all

Summary: The committee hearing covered three judicial confirmations for the First Circuit family court. The first nominee, Maria F. Penn, was introduced for confirmation to a six-year term as a district family court judge. Testimony from family law attorneys and the Hawaii State Bar Association was strongly supportive, emphasizing her courtroom demeanor, preparation, knowledge of family law, respect for litigants and counsel, and ability to manage emotionally difficult family court matters. Judge Penn also spoke about her background, including her legal career, prior service as a PDM family court judge, and her view that family court requires both legal judgment and empathy. The chair noted that the committee would not vote that day and would take up votes the next morning. The second nomination was Wilson Aunga for a district family court judgeship. Supporters described his character, community involvement, and suitability for family court, including testimony from the Honolulu prosecutor, longtime friends, classmates, community members, and others. Speakers highlighted his work with youth, his leadership in the prosecutor’s office, his calm and impartial temperament, and his commitment to education and public service. The chair reported 105 supporters, no opposition, and one comment from the Hawaii State Bar Association. Additional testimony continued from members of the public, including a speaker discussing mental health and personal support for Aunga. Throughout the hearing, the chair enforced a two-minute limit on oral testimony and explained that the committee was short on time and would recess as needed. No votes were taken during the hearing; the chair announced that voting would occur the following day in the same room.

Transcript Highlights:

• This resolution is very important because when high school students are able to learn about financial
• <00:41:35.000> about students are able to learn about students are able to learn about financial
• I don't think I even learned how to write a check in high school.
• and this establishes an early learning and this establishes an early learning apprenticeship<01:
• <01:13:59.239> field people entering the Early Learning field people entering the Early Learning

Keywords: 912, senate, all

Summary: The committee heard testimony on House Bill 110, HD1, which would clarify local food purchase goals for the Department of Education. DOE said it supports the measure and will work toward the 30% local food mandate by 2030. The Department of Agriculture also supported the bill, and outside advocates from the Hawaii Public Health Institute and Hawaii Farm to School Network strongly backed it as consistent with prior farm-to-school laws and helpful for measuring progress toward the goal. The committee then took up House Bill 293, which would exempt certain DOE purchases of local edible produce and packaged food products from electronic procurement rules and allow written-quote purchasing thresholds, including a lower quote requirement for some rural schools. DOE, the Department of Agriculture, the State Procurement Office, and the Hawaii Farm Bureau all supported the measure, describing it as a tool to help the department test and add local products and meet the 30% goal. However, members pressed DOE on the bill’s purpose and mechanics, questioning why the department could not simply add products to vendor lists or use existing procurement flexibility. DOE explained it was trying to test new local products, including products not yet on the USDA-approved list, and said the bill would allow limited pilot purchases while it works through USDA approval and vendor-list updates. Members also raised concerns about whether the bill was being used to bypass procurement and whether small farmers or aggregators could realistically supply the needed volume. House Bill 1069, which would add two voting members representing DOE and the Board of Education to the School Facilities Authority, also drew support from DOE and the Board of Education. Supporters said the change would improve accountability, strategic input, and communication on school facilities matters. SFA testified that it has already increased coordination with DOE through regular meetings and that recent discussions have been more robust. Committee members questioned whether voting seats were necessary given that DOE and BOE could already attend meetings and receive updates, and they raised concerns about how a voting representative would report back and whether the measure would actually solve communication problems. No votes or final actions were taken on the measures during the portion of the meeting provided.

Transcript Highlights:

• um a good portion of our early learning um a good portion of our early learning services<00:40:57.319
• we think about early learning we think about early learning opportunities<00:41:16.319> and
• <00:57:47.400> their kids in schools and so they learn their kids in schools and so they learn
• here is literacy our kids need to learn here is literacy our kids need to learn how<01:21:33.199
• <01:45:37.520> if school and they really can't learn if school and they really can't learn

Keywords: 1183, house

Transcript Highlights:

• They give people opportunities to learn about teamwork and collaboration.
• I watched them grow into leaders and learn to work with others.
• State assessment should measure a full year of learning.
• It reduces learning.
• It would restore the time and ensure that everybody gets to learn what they're there to learn.

Bills: HB2020, HB2032, HB2033, HB2249, HB2313, HB2318, HB2378, HCR2003

Keywords: interference, disruption, educational institutions, public order, conduct rules, statewide assessment, student testing, academic standards, third grade reading, reading retention, promotion and retention, school accountability, assessment window, testing window, test scores, school report cards, nontest data, graduation rates, dropout rates, education data privacy

Transcript Highlights:

• So that is engagement, but in terms of what they actually interact with for their learning experience
• So that is engagement, but in terms of what they actually interact with for their learning experience
• We think that that's a vital part of learning and an informed citizenship. So citizenry.
• That students interface with primarily for learning are already common between the two systems.
• skills that allow them to get as much out of learning as they can through 12th grade.

Keywords: 928, house, all

Summary: The committee met to review the annual report on collaboration between the University System of New Hampshire and the Community College System of New Hampshire, and the meeting began with approval of the prior minutes and a gubernatorial proclamation recognizing the community college system’s 80th anniversary. Both chancellors praised the proclamation and described the report as a statutory follow-up to the public higher education task force. They said the two systems have built a close working relationship and that the collaboration is intended to continue, though progress may be limited by resources and staffing changes. Much of the discussion focused on transfer pathways and new academic models. The chancellors said House Bill 1530 helped drive the creation of more than 100, and possibly about 130, “universal pathways” between the systems, with a reported 30% increase in community college associate-degree graduates transferring to the university system in the last academic year. They also discussed direct-admit outreach for community college graduates, early college and CTE-to-workforce pathways, and the development of three-year bachelor’s programs at Plymouth State and in some health-care fields. Members asked about nursing, allied dental health, and radiologic technology, and the chancellors said they are exploring whether some programs can be streamlined, while noting that nursing’s requirements may limit how short a pathway can be. Members also raised concerns about whether transfer pathways could affect university enrollment, but the university chancellor said declining enrollment is more likely due to a smaller pool of college-age students and broader competition, not the transfer programs. Another topic was the ERP/technology platform recommendation from the task force: the university system is moving to Workday, while the community college system is working to align business practices and move from an on-premises system to a cloud-based solution. Officials said a shared enterprise system could create efficiencies in the future, but it is not expected in the short term; student-facing tools like Canvas are already shared. The committee also discussed House Bill 112, which would require passing a civics test for graduation, and the chancellors said they support civic education but see implementation challenges. No votes or formal actions were taken beyond approving the minutes and receiving the report.