Transcript Highlights:

• The Nighthawks have achieved an extraordinary rise over the past three seasons, consistently competing
• The Nighthawks' achievements have been fueled by an entire team of exceptional talent, including four
• Having dedicated his career to closing the achievement gap for Black boys, Chris founded Kingmakers of
• Oakland, ...closing the achievement gap for Black boys, Chris founded Kingmakers of Oakland to academically
• Improving academic success and educator pipelines in the state of California.

Summary: The Senate began with a quorum call, prayer, and the Pledge of Allegiance, then moved through several floor recognitions. Members honored the Natomas Nighthawks boys basketball team for their championship season, and the chamber also recognized the 2026 James Irvine Foundation Leadership Awardees for work on homelessness, education, youth civic engagement, community college success, and mental health. Individual awardees highlighted included Chris Chapman, Leanne Chun, Darla Cooper, Virgil Moorhead Jr. and Amy Matheson, Adrian Hillman and Aaron Garner Ford, and Selina Alvarez. The Senate also welcomed former U.S. Treasurer Rosie Rios Perez and later heard committee and budget subcommittee announcements. On legislation, the body considered and passed Senate Resolution 88 by Senator Blakespear, commemorating the 50th anniversary of modern biotechnology and the 20th anniversary of the California Biotechnology Foundation. The resolution emphasized California’s role in biotech innovation and the industry’s economic and public health impact. The Senate also passed Senate Resolution 90 by Senator Gonzalez, recognizing April 14–16 as Khmer New Year and celebrating Cambodian American culture, especially in Long Beach. The chamber confirmed five gubernatorial appointments: Alan Guy, Henry Nutt III, and Steven Pennelli to the Contractors State License Board; Jacob Arkavakotov to the Medical Board of California; and Dr. V. V. Ling Sai to the Medical Board of California. All confirmations were approved by unanimous or near-unanimous roll call votes. The Senate also suspended a rule to allow Senate Bill 1447 to be heard in policy committees after the deadline, and later announced that the next floor session would be held on Monday, April 13, 2026. The session concluded with adjournment in memory of Rod Diridon Sr., with extended remarks from Senators Cortese, Wahab, and Becker describing his long public service, leadership on transportation and environmental issues, and lasting influence in Santa Clara County and beyond.

Transcript Highlights:

• That scholarship put me on an education pipeline, not only with high-quality academics, enrichments,
• Being able to be taken care of in a holistic perspective, academically, emotionally, spiritually, of
• a holistic perspective, academically, emotionally, spiritually, made a world of difference, given the
• achievement.
• And here's what we know about outcomes: significantly improved academic achievement, significantly reduced

Committee: Joint Joint Committee on Community Development and Small Businesses

Summary: The Joint Committee on Community Development and Small Business held its final hearing of the session on H. 5187 and S. 3022, the Enough Act, which would create a grant program to support place-based, cradle-to-career anti-poverty initiatives in high-need communities. Chairs Andy Vargas and Sen. Adam Gómez opened the hearing by thanking committee members and stakeholders, and several lawmakers, including Sen. Sal DiDomenico, Rep. Kate Lipper-Garabedian, and Rep. Antonio Cabral, described the bill as a bottom-up approach that would let local organizations, schools, and community partners direct resources where they are most needed. They emphasized that poverty, housing instability, food insecurity, and chronic absenteeism are interconnected and that the bill is intended to build local “backbone” infrastructure rather than fund isolated programs. A series of educators, school leaders, and nonprofit advocates testified in support, including leaders from Chelsea Public Schools, Bunker Hill Community College, Strategies for Children, AFT Massachusetts, United Way, the Boston Foundation, the New Commonwealth Fund, Give Black Alliance, Eastern Bank Foundation, and the Greater Boston Food Bank. They argued that schools alone cannot overcome the effects of concentrated poverty and pointed to research showing that children arrive at school already affected by poverty-related gaps. Several witnesses described existing local efforts in Chelsea, Boston, New Bedford, Springfield, Haverhill, and Lowell, and said the Enough Act would help coordinate services, align data and goals, and strengthen community voice. Some also noted that the bill could leverage philanthropic and private investment and cited Maryland and Harlem Children’s Zone as models. The hearing also featured testimony from Harlem Children’s Zone CEO Kwame Owusu-Kesse and founder Jeffrey Canada, who said the model has shown that sustained, coordinated supports can reduce the role of luck in children’s outcomes and should be scaled in Massachusetts. Committee members asked about sustainability, funding, and how the bill would interact with existing efforts such as community schools, the Student Opportunity Act, and McKinney-Vento homelessness supports. Witnesses responded that the bill would complement those programs by creating a broader, community-led framework and that long-term sustainability would require public, philanthropic, and private support. No vote was taken during the hearing.

Transcript Highlights:

• I'm a vice provost for academic engagement and student achievement. I'm on the WSU Pullman campus.
• First of all was the impact on student academics.
• What does it mean for students to use AI in academic context?
• First of all was the impact on student academics.
• What does it mean for students to use AI in academic context?

Committee: House Postsecondary Education & Workforce

Summary: The committee heard a series of informational presentations on student mental health, artificial intelligence, and the High School and Beyond Plan. Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges described campus and system efforts to support student well-being through counseling, peer programs, behavioral intervention teams, basic-needs assistance, crisis response, and partnerships with community providers. Presenters said students are reporting high levels of anxiety, loneliness, basic-needs insecurity, and substance-use concerns, while also increasingly seeking services. Members asked about substance-use treatment, student feedback, historical trends, and the distinction between counseling and academic advising. The community and technical colleges also discussed a four-college mental health pilot that expanded access through licensed counselors, telehealth, referral pathways, and stronger connections to basic-needs supports. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the State Board of Community and Technical Colleges described how they are developing AI policies, governance structures, faculty guidance, and training for students and staff. Topics included academic integrity, ethical use, privacy, cybersecurity, equitable access to AI tools, and using AI to support teaching, research, advising, and operations. Presenters emphasized that AI should be used with human oversight and that students need clear course-level policies and foundational skills. Members asked about deepfakes, AI use in hiring and admissions, student monitoring, K-12 alignment, and the risk of bias or privacy problems. Finally, OSPI presented the statewide High School and Beyond Plan platform, School Links, as a practical tool to help students plan for postsecondary pathways and connect to career and college information. The presenter said the new platform is intended to create more equitable access across districts, improve implementation data, and support students’ future planning, while also helping them see a pathway forward. OSPI reported that about 200 districts and 694 middle and high schools are using the platform, with roughly 282,000 students rostered, and said additional funding is needed to complete the statewide rollout beyond June 30, 2026. No votes or formal actions were taken during the meeting.

Transcript Highlights:

• Number 4, differentiating the difference between a school counselor and an academic advisor to ensure
• So as a secondary symptom, we're looking at, um, academic deficits.
• The legislation asks schools to expand on academic competencies.
• Research has shown that the presence of an exit exam doesn't increase students' academic achievement
• They are the most marginalized in terms of achieving academically, uh, being involved in school, um,

Transcript Highlights:

• Personalized academic support, job coaching, and independent living options for students with IDD.
• Similarly, employers are left guessing if a student is accomplished at academically as they appear on
• House Bill 4234 will achieve that by curbing great inflation.
• For decades, UHV has served as a cornerstone of academic excellence in Victoria.
• You're the chief academic officer representing yourself. Oh, I'm sorry. Go ahead.

Committee: House Higher Education

Transcript Highlights:

• And we are on the move, making major changes in enrollment strategies, fiscal strategies, HR, academic
• years of strong enrollment growth and expects to reach its highest FTE level at the end of this academic
• We look forward to partnering with this committee to achieve those goals.
• More than 77,000 students accessed food pantries on campuses in the 2024-25 academic year.
• I'm a graduate student and academic senator at Chico State.

Transcript Highlights:

• Parental involvement in a child's education needs to higher academic achievement, better behavior, fewer
• Research shows that culturally responsive education increases student engagement, boosts academic achievement
• Ethnic studies and inclusive curricula improve academic and life outcomes.
• more academically, they also learn empathy across differences.
• Students work cooperatively in ways not found in other academic subjects.

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• ><c> renovations</c> We've had academic interior renovations We've had academic interior renovations
• </c> showed you pictures of this academic showed you pictures of this academic program<00:48:10.640><
• </c> achieve these goals as we move forward. achieve these goals as we move forward.
• Um, it's an aged academic center.
• </c> other campuses is the STEM academic other campuses is the STEM academic center.<01:46:52.400><c>

Summary: The meeting opened with prayer and the Pledge of Allegiance, followed by a roll call establishing a quorum. The committee then approved the prior meeting’s minutes. Members were reminded to silence cell phones, and the chair noted an informational item on capital plan amendments made by state agencies during the latest revision period before moving to university capital plan presentations. Eastern Kentucky University President David McFaden outlined EKU’s enrollment growth, strong Kentucky student retention, and signature programs in nursing, occupational therapy, criminal justice, education, manufacturing engineering, and aviation. EKU’s main capital priorities were a new health innovation project to support a proposed osteopathic medical program, including a $50 million escrow requirement until accreditation; a collaborative center for health innovation to address outdated health sciences facilities; a $5 million startup request for an air traffic control program; aircraft upgrades for the aviation fleet; and continued asset preservation funding. In response to questions, EKU said roughly 40% of the new health facility would be dedicated to the medical school, with shared simulation space for multiple health programs, and that aviation maintenance needs are currently being met through KCTCS partners but could be expanded if demand grows. KCTCS representatives then described the system’s scale and capital needs, noting service to 107,000 students, extensive dual credit and workforce training, and a network of 342 buildings across 70 campuses. They said prior legislative support, including $277 million in asset preservation and $90 million released for approved projects, had helped with safety, roofs, energy efficiency, and campus security. Their current priorities include about $30 million for systemwide safety and security upgrades, renovations tied to consolidation and footprint reduction under Senate Joint Resolution 179, and broader asset preservation needs estimated at roughly $300 million to $325 million. Members discussed the need to preserve and expand skilled trades training, and KCTCS said its plan includes construction trades and flexible, multiuse facilities that can adapt to changing workforce needs. No votes were taken beyond approval of the minutes, and the presentations concluded with questions and discussion only.

Transcript Highlights:

• Let me go back quickly to the student equity achievement categorical.
• Faculty retain full control over academic judgment.
• That is not a loss of academic freedom.
• From our perspective, performing arts is an academic program.
• But achieving this requires a skilled workforce.

Transcript Highlights:

• WE HAVE THIS PROGRAM UNDERWAY THAT IS FUNDED BY A VERY GENEROUS DONOR FOR ACADEMIC FOR FAMILIES WITH
• THEY REPRESENT A WIDE RANGE OF ACADEMIC ACHIEVEMENTS AND PAST EXPERIENCES.
• WE ARE SERVING A PRETTY DIVERSE STUDENT POPULATION IN TERMS OF ACADEMIC NEEDS AND INTERESTS BEYOND HIGH
• WE WANT TO CREATE AND IMPLEMENT APPROVED ACADEMIC PATHWAYS FOR STUDENTS TO ACHIEVE ASSOCIATES OF ARTS
• THE CENTER HAS CREATED A BLUEPRINT FOR THE ACADEMIC PROGRAMS AND LIVE HEALTHY FUNDING.

Transcript Highlights:

• The Board of Trustees has policy responsibility for system planning, academic programs, fiscal management
• We offer more than 4,000 academic programs, and students can take many of those programs online, as you
• To be fair, it did turn into a bit of an academic conference out there.
• </c> includes students whose academic includes students whose academic abilities<01:25:24.320><c> would
• academic academic Powerhouse<01:48:35.560><c> it</c><01:48:35.760><c> is</c><01:48:35.920><c> a</c><

Committee: Senate Higher Education

Transcript Highlights:

• We're now on to slide 9 to talk about math achievement.
• They'll have to attend weekly counseling and academic support.
• We apply a business rule called full academic year.
• So we apply something called full academic year.
• Try becoming a certified academic language therapist.

Transcript Highlights:

• These students are usually deficient in academic skills and behind in credits.
• These issues created a lack of motivation, making it hard to succeed academically.
• youth voice involved in the creation of those academic standards.
• Unfortunately, that means some students haven't yet achieved mastery of certain skills.
• Nearly 20% of Minnesotan students speak a language that benefits them in terms of academic achievement

Bills: HF1966 , HF54 , HF2043 , HF1171 , HF2741

Committee: House Education Finance

Transcript Highlights:

• But I want to emphasize today our strategy for achieving these priorities.
• But I want to emphasize today is our strategy for achieving these priorities.
• When we're successful, we achieve something truly meaningful.
• I have asked our new Vice Chancellor for Academic Affairs, Dr.
• We're committed to achieving the goals that you all set.

Summary: The subcommittee heard an overview hearing on the 2026-27 budget and policy issues for California’s three public higher education segments: the Community Colleges, CSU, and UC. Chair David Alvarez emphasized shared responsibility to expand access, right-size campuses to enrollment trends, improve transfer pathways, align programs with workforce needs, and measure success by completion, transfer, and job placement rather than participation alone. The chancellors and president each described their systems’ current enrollment trends, budget priorities, and efforts to collaborate more closely across segments. Chancellor Sonia Christian said community college enrollment has rebounded strongly and asked for 3% enrollment growth funding, more support for the Common Cloud Data Platform, credit for prior learning, AI literacy, and recovery-related workforce training in Los Angeles. She highlighted right-sizing efforts such as Peralta’s proposed consolidation into Oakland City College, and described partnerships with CSU, UC, employers, unions, and housing projects. Chancellor Mildred García said CSU is focusing on CSU Forward, enrollment growth, student success, facilities, and fiscal health monitoring, while reallocating enrollment and resources to higher-demand campuses. She cited intersegmental programs such as nursing pathways, 2+2 and 3-year degree programs, and AI curriculum work, and said the system is also addressing labor and compensation issues. President J.B. Milliken said UC is facing federal funding threats, investigations, and rising costs, but has reached record enrollment of more than 300,000 students, including over 200,000 California resident undergraduates. He supported continued compact funding, said UC is exploring more use of technology, experiential learning, and short-term credentials, and stressed the need to adapt while preserving UC’s research and medical mission. Members pressed all three leaders on common course numbering, transfer outcomes, enrollment reallocation, BSN capacity, deferred maintenance, and the role of the master plan; the leaders generally agreed more collaboration and flexibility are needed, and several committed to follow up with updated data and timelines. No formal votes were taken. Public comment followed, including support from the CSU employees union for the Governor’s budget and full funding of CSU obligations.

Transcript Highlights:

• So I do want to say that because it's... ...increase in closing that achievement gap, so I do want to
• And you mentioned the timing in terms of how long programs have to achieve accreditation, which I...
• But I recognize that not all of the colleges in Florida have a UF Health or an academic medical center
• So we do provide the students the advisors on campus, and of course our academic advisors are aware of
• But also during those tours, we provide them with the information regarding the academic requirements

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:

• achievement.
• </c> student culture and academic student culture and academic achievement.<01:04:13.520><c> However,
• achievement.
• </c><01:13:07.440><c> achievement</c><01:13:07.920><c> gaps</c><01:13:08.159><c> and</c> widening academic
• achievement gaps and widening academic achievement gaps and increasing<01:13:08.800><c> the</c><01:13

Committee: Senate Education Finance

Transcript Highlights:

• These assessments measure students' achievement and learning gains based on Florida standards.
• Again, those are provided to guide instruction and improve student achievement.
• by the student is the score achieved in PM3.
• How do you achieve that goal of, at the end of the day, prevention and intervention?
• We had academic specialists all over the country. We brought them from around the globe.

Committee: Senate Education Pre-K - 12

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• and has one of the country's widest math achievement gaps between low-income students and their more
• We should be leading the country on academic intervention.
• We should be leading the country on academic intervention.
• Early math development is a strong predictor of later academic success.
• And so a microschool might be helpful in some academic areas.

Committee: Senate Education

Transcript Highlights:

• PCS for HB 1279 promotes consistency and academic rigor, improves oversight and transparency, and cleans
• and athletics, arts, and academics.
• Residency rather than achievement or research output the trigger for preeminent eligibility.
• than academic governance.
• rather than academic governance.

Summary: The committee first took up PCS for HB 1503, which would require general education courses that use technology to provide students opportunities to build digital literacy, including instruction on applications of artificial intelligence and related topics such as software engineering, computer networks, database systems, and cybersecurity as applicable to the course. It would also require high school computer science courses offered by school districts to include instruction on AI. There was no public testimony or debate, and the bill was reported favorably on a unanimous roll call vote. The committee then considered PCS for HB 1279, an education bill that the sponsor said was intended to improve consistency, oversight, and transparency while putting Florida students first. The bill drew extensive questioning and opposition over provisions affecting university admissions and funding, including a 95% Florida-resident first-time-in-college enrollment target tied to preeminent funding, a cap on nonresident students from any one country, standardized GPA weighting, limits on institution-wide graduation requirements, and changes related to accreditation references and other education programs. The sponsor argued these changes would open more seats for Florida students, preserve academic rigor, and align statutes with existing regulations and court action, while opponents said the bill would harm university competitiveness, research, revenue, faculty recruitment, and access for international and nontraditional students. Public testimony on HB 1279 was largely opposed. Speakers included a student advocate, a dental hygiene representative concerned about dual regulation of expanded-function dental programs, and faculty representatives from FSU and FAMU who warned the bill would politicize admissions and curriculum, reduce competitiveness, and create negative fiscal impacts. During debate, supporters emphasized taxpayer investment in Florida students and the need to prioritize in-state applicants, while opponents argued the bill would weaken the state university system and undermine its national standing. The committee reported PCS for HB 1279 favorably by a 12-5 vote.

Transcript Highlights:

• Your achievement made the Hawkeye Nation proud.
• Your achievement made the Hawkeye Nation proud. Mr.
• Your achievement made the Hawkeye Nation proud. Mr.
• </c><02:43:28.880><c> and</c> which combines Federal academic and which combines Federal academic and
• </c> similar materials while achieving similar materials while achieving measurable<03:49:01.000><c>