Transcript Highlights:

• So these programs don't only expand access.
• These programs are essential to equity in college access and completion.
• , and disabled students access and complete higher education.
• I learned something from every panel, and I didn't know about the Grad PLUS program.
• When access to institutions of higher learning is skewed by inherited advantage, the inequities in broader

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on “Protecting Equity in Higher Education” and emphasized that no bills were being heard. Members and witnesses focused on the effects of recent federal actions on DEI, admissions, financial aid, student loans, international students, and campus equity efforts in Massachusetts. Opening remarks from the co-chairs and the chair of Higher Education highlighted Massachusetts’ investments in free community college, expanded financial aid, and early college programs, while warning that federal policy changes could undermine those gains. Testimony from BU law professor Jonathan Feingold argued that many DEI practices remain legally defensible after Students for Fair Admissions v. Harvard, and that the decision did not end all race-conscious or equity-oriented efforts. He said the Trump administration’s anti-DEI actions and funding threats were legally suspect and had created confusion and a chilling effect. Bahar Akman-in-Boden of the Hildreth Institute testified that proposed federal cuts to TRIO, Gear Up, Pell Grants, SEOG, work-study, and student loan programs would disproportionately harm low-income, first-generation, Black, Latino, and other underserved students, and urged the state to prepare hold-harmless and advising supports using Fair Share revenue. Commissioner Noe Ortega described Massachusetts’ long history of equity in higher education and said the state has expanded aid, success programs, and early college, but still has work to do on attainment and completion. He said the state responded to SFFA by creating ACARE and continuing to defend equity practices, while also warning that federal disruptions and “dear colleague” letters have created uncertainty. In the second panel, state university leaders and campus officials said federal threats to Pell, DEI grants, Medicaid, and international student policies could affect access, campus operations, and the economy; they stressed that most state university graduates stay in Massachusetts and that institutions are continuing their equity practices despite federal pressure. Roxbury Community College’s president said RCC remains committed to open access and inclusion, noted enrollment growth, and said executive orders do not change existing law or the college’s obligations.

Transcript Highlights:

• programs to fund in the future. programs to fund in the future.
• What's interesting is Oklahoma has started a program where they're getting down to zip code level data
• is the whip program. is the whip program.
• program. I'm on the board. program. I'm on the board.
• airports will come off that program. airports will come off that program.

Keywords: 916, all

Transcript Highlights:

• This lack of access to higher education has created what we like to call a college desert.
• We look forward to one day making higher education more accessible for all. Thank you.
• However, UC support staff do not have access to the UC Homeownership Assistance Program.
• CSU and UC already have very robust service learning programs.
• This measure could enhance those programs. UC already has very robust service learning programs.

Summary: The Assembly Higher Education Committee heard a series of bills focused on expanding access to higher education, addressing workforce shortages, student housing, and labor standards on campus projects. AB 662 would create a South County Higher Education Task Force to explore a mixed-use, intersegmental institution in Chula Vista; supporters said South San Diego County is a “college desert,” while the bill passed on a due pass as amended motion to Appropriations. AB 885 would establish a College Access for All Fund to help make CSU and UC attendance more affordable; supporters cited student debt and affordability concerns, and it also passed to Appropriations. AB 730 would provide $15 million to help establish a medical school in the Central Valley to address physician shortages, and it advanced on a due pass motion. AB 1400 would let up to 15 community college districts pilot bachelor’s degrees in nursing; supporters argued it would expand affordable BSN access and keep students local, while CSU, UC, and other higher education groups opposed it as unnecessary and inconsistent with the master plan. The bill passed to Appropriations, with members raising questions about clinical placements, faculty shortages, and possible effects on associate-degree programs. The committee also considered AB 1235, which would require CSU design-build projects to use a skilled and trained workforce, aligning CSU with other public higher education construction standards. Supporters said it would improve safety, training, and local job opportunities, and the bill passed to Appropriations. AB 1247 would restrict contracting out of classified school and community college jobs unless workers meet training and qualification standards and would address pension and training concerns; supporters said it would protect students and classified employees, while school and college groups warned it would disrupt services and add unfunded mandates. The bill passed to Appropriations with one no vote. AB 1470, presented on behalf of Assemblymember Haney, would allow a portion of student housing revolving loan funds to be used for affordable student, faculty, and staff housing in downtown and commercial districts; it was discussed as a housing and downtown revitalization measure, but the committee held off on a motion pending more members. ACA 3, also on behalf of Haney, would require UC to offer limited down payment loans to eligible long-term support staff first-time homebuyers; it drew extensive support from UC workers and unions, while UC and business groups opposed it as costly and outside UC’s mission, and the measure was still under discussion at the end of the transcript.

Transcript Highlights:

• Currently, credit for prior learning... learning is applied at the margins of our operations.
• Learning is learning, and the learning ecosystem will be expanded with this investment to recognize applicable
• programs that do not.
• These public institutions provide access to higher education.
• education and has affordable access for all higher education options.

Keywords: 988, house, all

Transcript Highlights:

• We've expanded access to expanded learning opportunities programs.
• We're talking about access to higher education and we're talking about access to jobs. at our outcomes
• We're talking about access to higher education and we're talking about access to jobs.
• We're talking about access to higher education, and we're talking about access to jobs, and we're trying
• As we learn more we will continue to find ways to improve the program.

Summary: The Assembly Budget Subcommittee on Education Finance heard an overview of the governor’s new Career Education Master Plan and related budget items. Labor Secretary Knox described the plan as an effort to reduce fragmentation across K-12, community colleges, workforce boards, and other systems by improving statewide and regional coordination, data sharing, skills-based hiring, career pathways, and wraparound supports such as child care, housing, food, and transportation. Members asked how success would be measured, how the plan would serve disconnected youth and adults, and whether the proposed data integration would rely on Cradle to Career; the secretary said it would. The Department of Finance said it was available to answer questions on the education side. The committee then reviewed existing CTE funding and oversight. The LAO, CDE, and Community Colleges Chancellor’s Office described the major ongoing programs, including CTIG, Perkins, K-12 Strong Workforce, and Community College Strong Workforce, and noted that many programs overlap in purpose and administration. Members repeatedly raised concerns about duplication, annual applications and reporting burdens, lack of clear outcome metrics, and whether funding incentives should be better aligned to regional collaboration. CDE and the Chancellor’s Office said they support alignment and dual enrollment, and Finance and CDE said LCFF/local match dollars are part of the funding structure. The committee also discussed child care as a barrier to participation and the need for better tracking of enrollment, completion, and job outcomes. On the consolidated application proposal, Finance proposed a study directing CDE to examine whether three long-standing CTE grant programs—Specialized Secondary Programs, CTIG, and California Partnership Academies—could be streamlined into a single application and reporting process. The LAO supported reducing administrative burden but noted that the largest programs, CTIG and K-12 Strong Workforce, were excluded from the proposal even though districts most often cite them as burdensome. CDE said it did not oppose the study but warned that statutory differences may limit consolidation. Members said the proposal should better address regional coordination, multi-year funding stability, and outcome measures rather than only simplifying paperwork. Finally, the committee heard a proposal for a $5 million ongoing California Education Interagency Council. GovOps said the council would provide a neutral venue for statewide coordination across education and workforce systems. The LAO opposed the proposal, arguing that existing bodies already provide coordination, the proposal does not change agency incentives, and the council would lack authority to implement decisions. Members expressed mixed views, with some supporting a coordinating body and others questioning whether it would differ from past efforts. No votes were taken during the portions summarized here, and the committee indicated it would hold some items open for further discussion.

Transcript Highlights:

• Again, the Division of Early Learning is responsible for a number of programs: the School Readiness program
• Learning had in rolling out the SR Plus program.
• The Division of Early Learning had to set co-payments for the program.
• an early learning program.
• an early learning program.

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• To close this gap, AB 1093 creates the Higher Education Development and Academic Exchange Program, a
• From what I've learned going through when I, prior to the program in this, The program pays for itself
• I also believe that there should be universal access for these types of programs.
• And I also believe that there should be universal access for these types of programs.
• In 2015, the CCAP dual enrollment program was established to expand access to higher education for high

Summary: The Assembly Higher Education Committee met with a quorum and first approved a consent calendar containing AB 341, AB 1098, and AB 1316, sending those measures to the Human Services, Judiciary, and Appropriations Committees respectively. The committee then heard AB 977, which would require CSU to audit surplus land and work with California tribes to identify three regional burial sites for Native American remains that cannot yet be repatriated. Supporters, including tribal leaders and archaeology groups, said the bill is needed to honor ancestors and address the large number of remains still held by CSU; CSU said it is committed to repatriation but had no formal position. The bill passed to Appropriations on a 5-0 vote. Members also heard AB 1093, creating a California-Mexico higher education exchange program, and AB 1035, expanding the California College Promise to cover tuition for students pursuing community college bachelor’s degrees. AB 1093 drew support for strengthening cross-border educational and economic ties, but some members raised concerns about border-region sewage problems and the bill’s budget implications; it was held for later consideration. AB 1035 received strong support from community college leaders and faculty who said it would help low-income and first-generation students complete workforce-focused bachelor’s degrees, but several members questioned whether it would stretch Prop. 98 funding and whether the state should prioritize broader affordability concerns. AB 1035 passed to Appropriations on a 3-2 vote. The committee next approved AB 922, which would let the University of California keep access to federal criminal-history information for hiring background checks, avoiding delays and added costs if statutory authority is required. UC said the bill is needed to maintain safety and hiring operations, and it passed to Public Safety on a 5-0 vote. AB 1346, protecting military dependents from losing in-state residency status because of family travel, also passed unanimously to Military and Veterans Affairs. AB 1212, allowing UC to use low-income housing tax credits to build affordable housing for faculty and staff on UC land, drew support from UC and labor groups but opposition from members concerned about preferential access to public resources; it was held for later action. Finally, the committee approved AB 500 and AB 684, both aimed at increasing transparency around UC admissions policy changes and UC BOARS decision-making, sending AB 500 to Education and AB 684 to Governmental Organization, each on 5-0 votes. The hearing then moved on to AB 1122 on dual enrollment, with the author and witnesses presenting the bill as a way to expand college access for high school students.

Transcript Highlights:

• After learning more about this program, I decided to make the commitment to pursue a degree.
• Not promoting equal food access to those learning in our public institutions, who will be our future
• Not promoting equal food access to those learning in our public institutions, who will be our future
• Not promoting equal food access to those learning in our public institutions, who will be our future
• Many children rely on school meal programs and need access to the healthiest foods we can provide.

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its first hearing and heard testimony on a wide range of bills, including hunger-free campuses, FAFSA completion, early college/college-in-high-school programs, banning legacy preferences, AP credit consistency, and tuition equity for the Stockbridge School of Agriculture. Committee leaders opened by outlining the hearing process and noting the three-minute testimony limit. Legislators and advocates generally framed the bills as equity and access measures aimed at improving college affordability, student success, and workforce development. Representative Vargas testified for H. 1466 and H. 1467, arguing that hunger-free campus should be codified because many public college and community college students face food insecurity, and that FAFSA completion should be improved through individualized outreach and an opt-out or completion requirement. Senator Lovely, the Greater Boston Food Bank, and other advocates supported the hunger-free campus bill, citing data that 44% of public university and community college students experienced food insecurity in 2023 and that food insecurity harms graduation rates. Femi Stoltz and Shanti Lopez Toro backed the FAFSA bill, saying many students miss out on Pell grants and need direct support; they pointed to state examples such as Louisiana and to recent state action requiring FAFSA awareness. Committee members asked about the federal FAFSA rollout, regional equity in food access, and the need for long-term funding and data collection. A large panel supported H. 1455 on college and high school/early college, including former Chair Roy, the Massachusetts Alliance for Early College, a student graduate, MBAE, and Tripp Jones. They described early college as a proven model that helps low-income and first-generation students, improves degree attainment, and supports workforce needs; witnesses said the goal is to scale from about 9,000 students and 55 partnerships toward 22,000 to 25,000 students by 2030, with possible future growth beyond that. Members raised questions about funding, public-private partnerships, parental involvement, faculty development, and whether the bill should include data review and more standardized policies across institutions. Representative Garcia also testified for H. 1432 on AP credit, saying students should receive consistent credit for AP scores of 3, 4, or 5. Senator Edwards and James Murphy testified for the legacy preference ban, arguing it is unfair and rooted in exclusionary history; they said some states have already banned legacy preferences in public and private institutions. Finally, UMass Dean Michael Fox, alumnus Dan Mayer, and student Jake Rasmussen supported S. 920 to include Stockbridge associate degree programs in MassEducate, saying tuition equity would help enrollment and support Massachusetts agriculture and green-industry jobs.

Transcript Highlights:

• We'll share how coordinated care across campus is improving access to support, what we're learning from
• So we have students with higher needs, but also with higher levels of ability to advocate for themselves
• So these RAs plan social programs. They plan educational programs.
• And this program really is designed to make sure that students have access to the support and needs that
• programs, and an 11th program is in the approval process.

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• programs here in Arkansas.
• could have access to, that would be a very great asset for the students to be able to learn about AI
• could have access to, that would be a very great asset for the students to be able to learn about AI
• That is a program through the U.S. Department of Justice, Office of Justice Programs.
• It's a youth diversion program. It's a national program that we're working with right now.

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• Expanded Learning Opportunities Program.
• The ongoing funding for that program is $336 million higher than the cost of existing rates and slots
• The ongoing funding for that program is $336 million higher than the cost of existing rates and slots
• Yeah, I would say as someone who has studied college access and success programs, that is a good.
• Thank you. ...and accessing, including access to an affordable public higher education system.

Summary: The committee heard the May Revision presentation for the Assembly Budget Subcommittee on Education Finance, with public comment focused heavily on K-12 priorities such as universal school meals, kitchen infrastructure, food service and custodial support, youth leadership grants, Special Olympics funding, English learner support, universal pre-K, literacy investments, and concerns about community college funding shifts. Speakers also urged support for expanded learning, teacher recruitment and training, and maintaining or increasing funding for community colleges and student support programs. Finance and the LAO then reviewed the Proposition 98 outlook. Finance said the May Revision lowers the 2025-26 Prop. 98 guarantee to $114.6 billion, about $4.3 billion below January, due mainly to lower revenue estimates, with smaller effects from attendance and property tax changes. The administration also described rebenching for universal transitional kindergarten and a one-time rebench tied to Los Angeles fire-related property tax losses, along with changes to the Public School System Stabilization Account, deferrals, and updated COLA assumptions. The LAO said the budget relies too much on deferrals and one-time funds, creates a structural shortfall, and should instead align ongoing spending with the guarantee and preserve a reserve buffer. Members questioned the TK rebench and the shift of funding from community colleges to K-12, asking why it was being applied retroactively and how colleges would be held harmless. Finance said the changes align funding with where TK costs are being incurred and that reappropriation funding and other adjustments would offset impacts on community colleges. The LAO argued the historical split formula is outdated and should be abandoned in favor of budgeting around current priorities rather than fixed percentages. Members also raised concerns about draining the rainy day reserve and using deferrals, while the LAO said preserving reserves would better protect against future volatility. The committee then moved to specific K-12 and education proposals. Finance outlined May Revision changes including state operations adjustments for the Department of Education, technical trailer bill changes, a $100 million student teacher stipend program administered by Kern County, and updates to the charter school facility grant program. The LAO recommended rejecting the proposed increases for expanded learning, literacy coaches, and the student teacher stipend as currently structured, while supporting the minimum grant increase for expanded learning. Members expressed support for teacher recruitment efforts but questioned whether one-time funding can sustain ongoing programs and whether the student teacher stipend should be targeted to shortage areas or low-income communities.

Transcript Highlights:

• programs that lead to either our baccalaureate programs or with our partnerships with the independent
• Those leading as part of our I-BEST programs being co-taught with some of our workforce programs.
• It's a program search tool.
• I just wanted to highlight an Evergreen-specific program, the Shelton Promise Program.
• of the program.

Summary: The committee held a work session on the state of Washington’s community and technical college system with State Board executive director Nate Humphrey and Tacoma Community College president Ivan Harrell. They described the system’s open-access mission, 34 colleges serving more than 307,000 students, relatively low tuition, enrollment growth over 12 consecutive quarters, and strong outcomes such as more than 46,000 credentials awarded last year. They also highlighted system initiatives including guided pathways, I-BEST, dual enrollment, tribal partnerships, a new program search tool, and six colleges named Aspen Prize finalists. At the same time, they emphasized major challenges: high rates of student food, housing, and homelessness insecurity; sharply rising emergency aid requests; and federal funding disruptions affecting TANF, BFET, adult basic education, Carl Perkins, NOAA-related tribal work, and several federal grants. Members asked about SNAP impacts, declining high school graduates, and how BFET and TANF interact with other aid programs. The presenters also discussed system priorities such as AI, Workforce Pell, capital planning, nursing accreditation alignment, and the Washington College Grant. The committee then heard testimony from AFT Washington and the Washington Association of Higher Education on faculty and staff conditions in the community and technical college system. Jackie Kane and Suzanne Sutherland argued that classified staff, professional staff, and contingent faculty are essential to student success but face low pay, instability, and weak retention, and they urged lawmakers to protect existing funding and avoid further cuts. They said working conditions for faculty and staff are student learning conditions, and that underfunding leads to reduced services, shortened advising, and program instability. Marina Parr of the Workforce Board presented on federal H.R. 1’s new Workforce Pell provisions and the updated Career Bridge website. She explained that Workforce Pell would allow federal aid for short-term training programs of 8 to 15 weeks, with high completion, employment, and earnings thresholds and a requirement that credentials be stackable and portable. She said Washington is well positioned to implement the program because of its existing eligible training provider evaluation system and Career Bridge, which now has a redesigned public portal, digital portfolios, multilingual access, and performance data on programs. Members asked about rulemaking, possible gaps in state services, and how the wage and completion standards would be applied. The Washington Student Achievement Council then briefed the committee on the new Washington Completes FAFSA campaign created by executive order. Staff described an advisory board with statewide representation, a pilot that used microgrants and other supports at 25 priority schools, and a new goal of 46,000 FAFSA or WASFA completions this year. They reported that completion rates were tracking slightly ahead of last year, with 24% of high school seniors having completed a FAFSA by the end of November, and they showcased a public dashboard with subgroup data and a WIAA-based leaderboard. Members asked about outreach to rural and homeschool students, legislative communications, Pierce County representation, and barriers to FAFSA completion, and staff said they would provide toolkits and continue expanding outreach. The committee then began hearing from student presenters about affordability, access, equity, and student experience.

Transcript Highlights:

• We're a well-established, state-funded higher education grant-making program that is in our eighth year
• The LCI has been the administrative home for the Learning Lab for eight years, although the program has
• LCI's mission has narrowed, and GovOps has also had new programs related to higher education and workforce
• which is about half the amount historically that the Learning Lab program has been funded at.
• We are a program that first and foremost funds innovation in teaching and learning, innovation in higher

Summary: The subcommittee heard presentations on several GovOps-related budget proposals, beginning with ongoing funding for the California Education Learning Lab. The Learning Lab described its intersegmental grants to UC, CSU, and community college faculty, including AI-related work and a math alignment project, and said the Governor’s proposal would move the program’s home agency to GovOps and restore $4 million annually. The Department of Finance supported the proposal as a way to improve coordination, while the LAO recommended rejecting it, arguing the projects are hard to scale, similar professional development already exists in the segments, and the state should consider saving General Fund dollars. Senators split on the value of the program, with some emphasizing innovation and intersegmental collaboration and others questioning its measurable long-term impact; the item was held open. The committee then reviewed the Office of Civil Rights proposal to implement AB 715 and SB 48 with $3.5 million in 2026-27 and $2.8 million ongoing. GovOps said the office had been set up administratively, positions were being recruited, and it would provide training, technical assistance, and complaint review related to anti-Semitism and other discrimination in TK-12 schools. The LAO had no concerns, but senators raised substantial questions about the office’s placement in GovOps, the lack of guidance while the laws are being implemented, the use of gubernatorial appointees, and whether the staffing structure matches the likely workload across different discrimination categories. GovOps said it would develop guidance, coordinate with CDE, and shift resources as needed once staff are hired, but several members said they were not prepared to support the item as presented; it was also held open. After public comment supporting the California Education Interagency Council, the subcommittee approved vote-only items 11 through 17 and 6 through 10. It then heard from the Office of Data and Innovation on a request for five positions and $1.25 million in reimbursement authority to expand digital service delivery work. ODI described projects such as reducing unauthorized EBT theft and forecasting community water system outages, and said it uses guardrails and contracts to protect sensitive data when working with vendor AI services. The LAO had no concerns, and members generally praised ODI’s small, high-impact role; the item was held open. Finally, the Department of Technology presented on the Middle-Mile Broadband Initiative, reporting that 423 miles are complete, more than 70% of the network has been permitted, and about 5,300 miles are expected to be completed by December 2026, with some work potentially slipping into 2027. CDT said Skyline Technology Solutions had been selected to operate the network and that the third-party administrator, Golden State Net, would continue to support development and later help oversee operations and sales. The LAO noted the project’s progress but raised concerns about the novel three-party structure, accountability, and long-term financial sustainability. Senators questioned the legal basis for the operator arrangement, the revenue outlook, reporting to the Legislature, and whether the network will be self-sustaining; CDT said it expects revenues to cover operations over time and will continue annual and quarterly reporting. The item was left open.

Transcript Highlights:

• Our community colleges are critical to providing open and easy access to higher education for Californians
• Our community colleges are critical to providing open and easy access to higher education for Californians
• How do they provide more access to higher education for the state?
• Are there other one-time versus ongoing expenditures for the credit for prior learning program?
• As access to education programs inside CDCR facilities grows, our need for programming on campuses continues

Summary: The Assembly Budget Subcommittee on Education Finance held a hearing focused on California Community College budget proposals. Chair Alvarez opened by emphasizing the system’s role in access, transfer, workforce training, and serving more than 2 million students, while also noting persistent challenges in enrollment, persistence, transfer, and graduation. Public commenters and system representatives broadly supported COLA, enrollment growth funding, deferred maintenance, student support block grants, and additional flexibility for districts facing uncertainty. The first major panel covered the student-centered funding formula, COLA, and enrollment growth. The Department of Finance said the Governor proposes a 2.43% COLA ($230.4 million) and 0.5% enrollment growth funding ($30.4 million). The LAO said the COLA was reasonable and recommended funding at least the proposed growth amount, citing uneven enrollment recovery and regional differences. The Chancellor’s Office supported both proposals and asked for additional changes, including using the greater of current-year or three-year average for apportionments and lifting the 10% local enrollment cap, arguing these would better fund growing districts. Members questioned how the formula works, whether SCFF is improving outcomes, and how much additional funding would be needed under different growth scenarios. The committee then reviewed categorical program COLAs, Rising Scholars, career education proposals, IT proposals, and student housing. The Governor proposed a 2.43% COLA for selected categorical programs ($31.9 million). For Rising Scholars, the Governor proposed $30 million ongoing and removal of the cap on participating colleges; the LAO urged waiting for outcome data before doubling funding, while the Chancellor’s Office said the program is serving more students and supports equity for justice-impacted students. On career education, the Governor proposed $50 million for credit for prior learning and $50 million for a career passport; the LAO supported more reporting on credit for prior learning but recommended rejecting the career passport as too undefined, while the Chancellor’s Office supported both. On technology, the Governor proposed $162.5 million for a common cloud data platform and $168 million for a common ERP system; the LAO said both were premature or lacked sufficient planning and recommended rejection, while the Chancellor’s Office argued they would improve real-time data, security, and systemwide efficiency. The committee also heard an update on student housing: the administration said the 2024 shift to a lease-revenue bond model remains in progress for 13 approved projects, with 11 still active, and members asked about withdrawn projects and possible use of any returned funds. No votes were taken, and several items were held open for further discussion and May Revision updates.

Transcript Highlights:

• accessible and communities connected. accessible and communities connected.
• flexibility in federal highway programs. flexibility in federal highway programs.
• access to consistent care and treatment. access to consistent care and treatment.
• They canceled the program. They cheerleaded for the secretary to cancel the program.
• They canled the program. after VASP. They canled the program.

Keywords: U.S. House of Representatives Floor Proceedings on Thursday, May 21, 2026, 1012, house, all

Transcript Highlights:

• program.
• But they, let's say a large high school has a carpentry program. That's a CTE program.
• A large high school has a carpentry program. That's a CTE program.
• the program in ways that recognize the impact and support of the programs.
• within our program.

Keywords: 959, house, all

Transcript Highlights:

• And as the master plan preamble states, in short, access to quality early learning and care for children
• investments across the system, which creates challenges for families accessing preschool programs that
• So I know this is about TK, but the LEAs are experiencing higher vacancy rates in these programs, and
• to access now through Prop 2, where they're competing against other K-12 programs.
• So the program is state-funded to help support families have access to preschool statewide.

Summary: The joint hearing focused on California’s child care, preschool, and transitional kindergarten oversight, with chairs emphasizing the state’s Master Plan for Early Learning and Care and the need to break down silos between programs. CDSS and CDE reported progress toward the plan’s goals, including universal access to TK for all four-year-olds next school year, expanded access for low-income three-year-olds, and more children with disabilities being served in state preschool. They also noted ongoing work on quality rating/review reform, funding structure changes, and the need to address rates, workforce shortages, and federal uncertainty around Head Start. Testimony from advocacy groups and providers largely supported expanding access while simplifying the system. Children Now, Every Child California, and the California Budget and Policy Center argued that California still has uneven access, especially for infants, toddlers, and three-year-olds, and urged investments in mixed delivery, inclusion, full-day options, and a cost-of-care rate methodology. Every Child California recommended consolidating part-day and full-day contracts, streamlining eligibility priorities, making the two-year-old option permanent, and funding staffing incentives. Parent testimony highlighted how child care gaps and county-to-county transfer delays can disrupt work, safety, and children’s stability, and providers described low reimbursement rates, the need for health and retirement benefits, and support for delinking subsidy rates from private pay. The second panel addressed universal transitional kindergarten. The Learning Policy Institute reported rapid TK expansion, with most districts now offering TK, but said access still depends on facilities, staffing, and whether programs are available at all school sites. The Department of Finance said the governor’s budget would fully implement TK by adding funding for all eligible four-year-olds and lowering the adult-to-child ratio from 12:1 to 10:1. The Legislative Analyst’s Office said the administration’s enrollment and cost assumptions were optimistic and estimated lower TK enrollment growth and lower costs for the ratio change. CDE supported the expansion and urged continued funding for UPK coordinators, teacher development, and mixed-delivery planning grants. Members questioned facilities shortages, staffing competition, and how to ensure TK expansion does not displace CSPP or Head Start classrooms. No formal votes or actions were taken in the hearing.

Transcript Highlights:

• We're a well-established, state-funded higher education grant-making program that is in our eighth year
• The LCI has been the administrative home for the Learning Lab for eight years, although the program has
• which is about half the amount historically that the Learning Lab program has been funded at.
• is so that Learning Lab can continue to push innovation in our curriculum and in our higher education
• We are a program that first and foremost funds innovation in teaching and learning, innovation in higher

Keywords: 987, senate, all

Summary: The subcommittee first heard an update on the California Education Learning Lab, which the administration wants to move from the Governor’s Office of Land Use and Climate Innovation to the Government Operations Agency and fund at $4 million annually. The Learning Lab and a UC Davis faculty lead described intersegmental grants supporting teaching innovation, including an AI-focused project involving UC, CSU, and community college faculty. The Department of Finance supported the proposal as a way to align higher education and workforce efforts, while the LAO recommended rejecting it, arguing the work is hard to scale, overlaps with existing campus and segment-wide professional development, and could be wound down to save General Fund dollars. Members questioned the program’s outcomes, administrative costs, and whether it fills a gap not already covered elsewhere; the item was held open. The committee then considered funding for the new Office of Civil Rights in GovOps to implement AB 715 and SB 48, with a request for $3.5 million in 2026-27 and $2.8 million ongoing. Administration staff said the office has been set up, positions posted, and space and equipment secured, but acknowledged that detailed program guidance cannot yet be developed until subject-matter staff are hired. The LAO had no concerns, but several senators raised concerns about the office’s placement in GovOps, the lack of guidance for schools, the pending litigation and possible follow-on legislation, and whether the staffing structure matches the workload across different discrimination categories. The administration said it would coordinate with the Department of Education, develop outreach and guidance once staff are in place, and shift resources as needed based on workload. The item was held open. After public comment supporting the California Education Interagency Council, the subcommittee voted to approve several vote-only items: items 11 through 17 were approved unanimously, and items 6 through 10 were approved on a 3-1 vote, with Senator Nilo voting no. The committee then heard from the Office of Data and Innovation, which requested five positions and $1.25 million in reimbursement authority to expand its digital service delivery work. ODI described projects using data science and iterative design to improve state services, including reducing unauthorized EBT transactions and forecasting water system outages; the LAO had no concerns, and members expressed support while asking about privacy protections and data safeguards for vendor AI tools. The item was held open. Finally, the Department of Technology presented on the Middle Mile Broadband Initiative, describing progress on the statewide open-access network, including 423 miles already active, more than 70% permitted, and a selected operator, Skyline Technology Solutions, to handle day-to-day operations. The LAO noted most of the $3.8 billion in appropriated funds is already encumbered and raised concerns about the new three-party structure, accountability, and long-term financial sustainability. Members pressed CDT on completion timelines, the need for a two-year extension of the encumbrance period, the legal basis for the operator arrangement, revenue projections, and oversight of the out-of-state operator. CDT said it expects about 5,300 miles completed by December 2026, with some work slipping into 2027, and said it will continue annual reports and quarterly advisory committee updates. The item remained under discussion.

Transcript Highlights:

• programs here in Arkansas.
• could have access to, that would be a very great asset for the students to be able to learn about AI
• could have access to, that would be a very great asset for the students to be able to learn about AI
• That is a program through the U.S. Department of Justice, Office of Justice Programs.
• It’s a youth diversion program. It’s a national program that we’re working with right now.

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• The AI Commons will ensure that the full CSU community will have access to learn and grow AI skills to
• student learning.
• learning environment.
• learning environment.
• To ensure full accessibility and transparency, these resources should be embedded within the programs

Summary: The Assembly Committee on Higher Education and the Assembly Privacy and Consumer Protection Committee held an oversight hearing on the California State University’s AI-empowered initiative, including the systemwide rollout of ChatGPT EDU and broader AI integration across CSU campuses. Opening remarks emphasized both the promise of AI for student success, workforce preparation, and access, and the need to address risks such as bias, privacy, misinformation, environmental impacts, and mental health harms. CSU representatives said the initiative grew out of Academic Senate recommendations and a systemwide generative AI committee, and that the goal was to provide equitable access, training, governance, and workforce alignment across the 23-campus system. CSU officials described systemwide contracts for AI tools, the AI Commons training hub, and faculty grant programs supporting AI-related curriculum innovation. They said more than 93,000 ChatGPT EDU accounts had been activated, over 4,300 faculty had taken voluntary training, and $3 million had been awarded to 63 faculty-led projects from more than 400 submissions. San Jose State University highlighted its own AI-focused programs, courses, orientation training, faculty fellows, student ambassadors, and interdisciplinary efforts to build AI literacy and responsible use into instruction and co-curricular programs. CSU also said it was tracking metrics on adoption, academic outcomes, workforce outcomes, and environmental impacts. Faculty, staff, and student representatives welcomed the educational potential of AI but raised concerns about the rollout, saying it had moved quickly and without enough consultation or consistent systemwide policy. They urged stronger protections for academic freedom, intellectual property, privacy, equity, and worker input, and warned about bias, surveillance, job displacement, and the environmental cost of AI. Legislators pressed CSU and OpenAI representatives on training requirements, data privacy, bias reporting, discipline for misuse, liability, sycophancy, and safeguards against harmful uses such as non-consensual imagery or self-harm-related interactions. CSU said interactions in the licensed tool are private, data are not used to train models, and campuses retain their own conduct processes; members also asked CSU to follow up on systemwide training, policy consistency, and additional safeguards.