Transcript Highlights:

• , literacy coaches and reading specialist grant program, mathematics professional learning program, National
• , literacy coaches, and reading specialist grant program, mathematics professional learning program,
• It can also support family engagement programs that equip parents and caregivers to support learning
• , Expanded Learning Opportunities, Children Youth and Behavioral Health Initiative B Schedule Program
• may have a disproportionately higher number of employees who would utilize that program.

Summary: The committee heard an overview of the May Revision’s Proposition 98 changes for K-12 and community colleges. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with higher guarantees in each year, full payment of the prior settle-up, and larger deposits into the school rainy-day fund. The LAO said the revenue and LCFF updates were reasonable, but urged caution about the settle-up approach and recommended using more of the available funding to protect ongoing programs and build budget resilience. Members focused heavily on the size of the proposed $3.9 billion settle-up, the $10.3 billion reserve deposit, declining K-12 enrollment, and how much of the new funding should be ongoing versus one-time. The committee then reviewed the community colleges portion of the budget. Finance described the May Revision’s higher SCFF COLA, additional funding for enrollment growth, a student support block grant, apprenticeship adjustments, and continued funding for deferred maintenance, Calbright, Common Cloud, and credit for prior learning. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the growth formula, and a COLA for Student Equity and Achievement. The LAO recommended prioritizing the statutory COLA increase, noted that more than half of districts are already above current-year growth targets, and said the new adult learner demonstration project should be rejected because districts already have tools to support similar services. Members also discussed a $52 million current-year apportionment shortfall, which Finance said was discovered too late for the May Revision and would need to be addressed later. Finally, the committee took up the proposed implementation of the federal Workforce Pell program. Finance proposed one-time funding for the California Student Aid Commission and Cradle to Career to build eligibility and data systems, along with trailer bill changes to set up state approval processes. CSAC said the program is promising but highly complex, that California lacks the needed infrastructure, and that the state will need emergency regulations, data linkages, and ongoing funding beyond the one-time proposal. The LAO agreed that some initial funding is needed but warned that the amounts and ongoing costs remain uncertain and that the Legislature should carefully draft the trailer bill language. Members asked about timing, other states’ actions, and how the state would ensure the program is ready for students and institutions.

Transcript Highlights:

• These programs are the before- and after-school program at schools and the state preschool program, which
• through the Expanded Learning Opportunities Program, which effectively provides after-school programming
• Our state has begun taking significant and meaningful steps in expanding access to early learning through
• We know of many programs that run in the Central Valley. Yeah, because for us, we need the access.
• And the study found that when children participate in these early learning programs, they were 8.5% more

Summary: The Assembly Select Committee on Child Care Costs held its third hearing, focused on how transitional kindergarten (TK) fits into California’s mixed-delivery early learning system, with an emphasis on the Central Valley. Opening remarks stressed that TK and child care should complement each other, not compete, and that families need both part-day school-based options and full-day, year-round care. Committee members outlined hearing goals around aligning TK with existing programs, understanding family needs, and examining the economic impact of early learning on workforce participation and local economies. Panelists from the Legislative Analyst’s Office, Every Child California, Early Edge, Children Now, and others described TK’s rapid expansion to all four-year-olds, the growth in enrollment, and related changes to state preschool and after-school programs. Witnesses generally supported TK but warned that its expansion has shifted enrollment away from community-based providers, especially centers and family child care homes, creating financial strain, vacant classrooms, and staffing challenges. They urged stronger partnerships between school districts and community providers, more flexible licensing and facilities support, higher and more uniform reimbursement rates, permanent authority for state preschool to serve two-year-olds, and better compensation and training for educators across settings. Parents and providers testified about the importance of trusted, culturally and linguistically responsive care, the need for infant-toddler and home-based options, and the difficulty of affording child care when TK is not full-day or does not fit family schedules. Several speakers emphasized that many families still face long waits for subsidies and that reimbursement and payment delays threaten provider stability. Public comment echoed these concerns, with providers calling for true cost-of-care rates, more vouchers, support for transportation and nontraditional hours, and protection from insurance and facility costs that can force programs to close. State education officials said California’s UPK system works best when TK, state preschool, Head Start, and community-based providers are treated as a shared system, and noted that planning and implementation grants and local coordination efforts have helped build mixed-delivery partnerships. The hearing ended without formal votes or actions, but committee members indicated they would continue gathering input to inform future policy and budget decisions.

Transcript Highlights:

• um became accredited by The Higher um became accredited by The Higher Learning<00:36:36.160>
• We have an Ojibwe language program we just added that has been approved by the Higher Learning Commission
• We're accredited by the Higher Learning Commission.
• <00:42:34.640> Learning accredited by The Higher Learning accredited by The Higher Learning
• I’ve learned my language. They have resources, programs.

Keywords: 1183, house

Transcript Highlights:

• This is relating to an early learning apprenticeship grant program.
• This bill establishes an early learning apprenticeship grant program.
• <00:25:07.760> grant An Early Learning Apprenticeship Grant Program to be administered by
• in state- or federally approved early learning apprenticeship programs, requires an annual report to
• Up next is House Bill 549, relating to an Early Learning apprenticeship grant program.

Keywords: 910, house, all

Summary: The House Committee on Higher Education met on January 31 and heard six bills. The chair opened by outlining committee practices, including giving at least 72 hours’ notice for hearings, releasing testimony by 5:00 p.m. the day before hearings, and deferring bills needing substantive HT1 changes so members would not vote “blind.” Members briefly thanked the chair for the transparency approach before moving to the agenda. HB 223 would create a Daniel K. Inouye College of Pharmacy special fund and workforce assessment fee to support a pharmacy center. Testimony from the Board of Pharmacy, the Hawaii Pharmacists Association, the University of Hawaiʻi Hilo College of Pharmacy, Mokai Drugs, and others generally supported the measure, emphasizing workforce data, rural access, student loan repayment, and retention. The committee later advanced HB 223 with amendments, including leaving fee amounts blank for further discussion and inserting a defective date, and the motion passed unanimously. HB 940 would appropriate funds for the rat lungworm lab at UH Hilo; HB 546 would establish the Aloha Intelligence Institute at UH to advance AI; HB 549 would create an early learning apprenticeship grant program; HB 1172 would add the Department of Taxation to the Statewide Longitudinal Data System for wage-data sharing; and HB 1320 would require UH to collect and publicly report graduate outcome data and create a dashboard. Testimony on these bills was largely supportive, with some privacy concerns raised on HB 1172 and a request to protect taxpayer confidentiality. In decision-making, the committee passed all five bills with amendments, generally deleting or blanking appropriations and FTEs for Finance Committee review, adding defective dates for further discussion, and in HB 549 adding a statement that the program is a matter of statewide concern. The committee recessed briefly for decision-making and then adopted the chair’s recommendations on each bill.

Transcript Highlights:

• But that commitment from the state really allows you to access and tap all of our programs and offerings
• But that commitment from the state really allows you to access and tap all of our programs and offerings
• But that commitment from the state really allows you to access and tap all of our programs and offerings
• room students in the the college program room students in the the college program learn<00:26:59.240
• My nephew is neurodivergent, and I learned about this program when he was too old to apply, and it has

Keywords: 1183, house

Transcript Highlights:

• Gavin is—our John Deere program, we have a few programs that run all summer long, and Gavin is here for
• These are a few of the programs, not all, but a few of the programs that we’ve added: Fire Science.
• We are at capacity in most of our programs and starting new programs.
• We are at capacity in most of our programs and starting new programs.
• We are seeing much higher Pell Grant eligibility and higher amounts.

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.

Transcript Highlights:

• access programming and access and access programming and Outreach<00:02:10.479> and<00:02:10.800
• <00:05:09.639> higher barrier I think around accessing higher barrier I think around accessing
• area learning programs.
• area learning programs.
• area learning programs.

Keywords: 1187, senate, all

Summary: The committee received an informational presentation from the Office of Higher Education on college access efforts, with a focus on FAFSA outreach, the Get Ready program, and Direct Admissions Minnesota. Wendy Robinson said OHE’s role is to provide nonpartisan information, partner with K-12, colleges, and community groups, and use statewide programs to expand awareness of higher education options and financial aid. She highlighted outreach through brochures, virtual sessions, conferences, the State Fair, and events serving specific populations, as well as the Lumina-funded Connect College grant and the federally funded Get Ready program, which serves about 7,500 low-income students across 14 capacity-building schools and 28 additional schools with tutoring, college visits, application help, and financial aid support. A member asked for demographic data on Get Ready students, and staff said they would provide it later. Robinson also reviewed FAFSA outreach, noting that last year was especially difficult for students because of federal FAFSA problems. OHE’s Ready Set FAFSA sessions drew 1,300 unique registrations in October and 939 in January, and the agency continued training K-12 and college staff on state aid programs, FAFSA simplification, and implementation of North Star Promise. OHE said it also held FAFSA completion events with partners, including at the State Fair, and planned another financial aid event in Duluth. The bulk of the presentation covered Direct Admissions Minnesota. Robinson said the program is now in its fourth year, with 55 participating colleges and universities and 182 participating high schools in the third cohort, serving just over 32,000 students. She described the program as a broad, collaborative model that sends students letters listing colleges that would admit them based on junior-year performance, while preserving student choice and waiving application fees for participating schools. She said the program is intended to reduce anxiety about admissions, encourage FAFSA completion, and keep more Minnesota students in-state. Robinson previewed second-year data showing continued positive outcomes, including higher FAFSA completion, increased college enrollment, and more students staying in Minnesota. Participation increased among students eligible for free and reduced lunch, rising from 21% in the first year to 40% in the second year. She noted a continuing concern about American Indian and Alaska Native students, whose FAFSA completion declined and whose participation numbers were lower in the newest cohort, and said the agency would continue to study that data. She also said some of the increase in free-and-reduced-lunch participation may reflect the impact of North Star Promise and related financial aid messaging. No votes or formal actions were taken.

Transcript Highlights:

• nursing programs, four-year degree programs, and graduate programs.
• right away in their programs.
• impacted by our programs by attending a program either in person or online.
• impacted by our programs by attending a program either in person or online.
• impacted by our programs by attending a program either in person or online.

Keywords: 1187, senate, all

Transcript Highlights:

• maltreatment rate is 47% higher.
• The whole goal around that was to make this museum accessible to families who could not access early
• We provide wellness in my program.
• Within our program, we are sponsors of the summer food program.
• We do have a fatherhood program.

Transcript Highlights:

• . 89% of these in our higher ed partners. 89% of these programs<00:17:55.200> have<00:17:55.520
• Several higher ed programs have begun literacy lab practicums to give teacher prep candidates authentic
• Several higher ed programs<00:18:23.760> have<00:18:24.080> begun<00:18:24.960> literacy
• preparation programs where supervised field<01:03:30.400> experiences,<01:03:31.520> accessible
• access to high<01:21:40.159> quality<01:21:40.560> early<01:21:40.880> learning<

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• And those who enter as interns also had higher turnover rates than those who come through residency programs
• The more we learn about how students learn, about the pedagogical approaches that matter... ...we learn
• for those aspiring educators to learn about this program.
• This is a retention effort for teachers who have not had access to these other programs but have gone
• And what is the intent in terms of who receives access to this program? How does that work?

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• Working with the State Board of Higher Education, we've developed a low-producing program review process
• Our learning assistant program places advanced undergraduates as learning assistants in high-enrollment
• end, the reference to not just students, but learn. in higher ed.
• As higher education moves toward more machine reading in each of its programs, it puts more personal
• In that sense, the State Board worked to identify what the Higher Learning Commission requirements are

Keywords: 908, all

Transcript Highlights:

• For students, it means equitable access to literacy and learning.
• We can already see the benefits of recent investments in public higher education, such as free access
• I happen to represent these three institutions of higher learning.
• I happen to represent these three institutions of higher learning.
• All of these institutions have had faculty members who have received of higher learning.

Keywords: 995, all

Summary: The committee on Economic Development held a hearing on the DRIVE Act, a proposal to invest $400 million in Massachusetts research and innovation without new taxes. Governor Healey and administration officials said the bill would direct $200 million to public higher education research and regional partnerships and $200 million to a research funding pool for hospitals, universities, and other institutions, with the goal of retaining talent, leveraging private and philanthropic dollars, and offsetting major federal R&D cuts. They argued that research is a core economic engine for the state, supporting jobs across labs, construction, services, and surrounding businesses, and said the bill would help protect the Commonwealth’s tax base and competitiveness during a period of federal uncertainty and cuts to SNAP, Medicaid, and other programs. Committee members raised concerns about whether Fair Share surtax dollars should instead be used for K-12 and other community needs, whether the proposal is enough given the scale of lost federal grants, and how the money would be allocated. The governor responded that the funds are one-time surplus dollars, that most surtax revenue already supports education, and that the bill is meant as a bridge to stabilize public higher education and research. She also said the legislation includes a review board and could support a revolving or matched-fund approach in some cases. Several members pressed for more detail on selection criteria, future funding, and whether private companies and large endowments should contribute more. University of Massachusetts leaders and researchers testified that federal grant cancellations and delays are already causing layoffs, furloughs, rescinded admissions, and lost research capacity. UMass officials said the bill would help preserve faculty, postdocs, graduate students, and research programs in medicine, climate science, marine science, Braille instruction, and AI decision-making. They emphasized that the funding should be merit-based and that the state needs to act quickly to prevent talent from leaving Massachusetts. Business, labor, and industry groups, including MassBio, the Massachusetts Taxpayers Foundation, AIM, the AFL-CIO, and Building Trades, supported the bill, saying it would protect jobs, sustain the innovation ecosystem, and reinforce Massachusetts’ national leadership in research and life sciences. No vote was taken in the hearing.

Transcript Highlights:

• includes access over the internet.
• And I did want to make some note addressing some of the testimony about access to justice and access
• > the right of access includes access over the right of access includes access over the internet
• to justice and testimony about access to justice and access<00:16:18.000> to<00:16:18.320>
• something about the access to justice. something about the access to justice.

Bills: HB2227, HB1775, HB1560, HB1642, HB1647, HB2003, HB1640, HB2198

Keywords: eviction, housing stability, tenant screening, court records, writ of possession, foreclosures, public sale, eligible bidders, housing, downpayment, judicial foreclosure, digital financial assets, consumer protection, financial kiosks, refunds, transaction security, HB1642, Hawaii, cryptocurrency ATM, crypto ATM

Summary: The committee on Consumer Protection and Commerce met on February 5, 2026, and heard testimony on several bills, beginning with HB 227 relating to eviction records. Supporters, including the Public First Law Center and the Office of Hawaiian Affairs, argued the bill would help people who prevail in eviction cases avoid long-term housing harm from online court records, while the Public First Law Center said keeping records off eCourt Kokua would not violate the First Amendment because the records would still be available in person. Members discussed access-to-justice concerns, and a witness said legal aid attorneys could still access the records through the attorney-only Jeff’s system and the court’s access-to-justice room. The chair also asked about precedent, and a witness cited a Hawaii Supreme Court case as supporting removal from the online database rather than sealing records entirely. The committee then took up HP 1775 relating to foreclosures, but the transcript only shows in-person opposition comments from the Hawaii State Bar Association Collection Law Section, the Hawaii Credit Union League, and the Hawaii Bankers Association. The credit union and banking groups said they had concerns about broader negative impacts on mortgage lending and other requirements, but no detailed discussion or action was captured before the committee moved on. The next measure, HB 1560 relating to consumer protection, drew support from the Office of Consumer Protection and cryptocurrency companies including Coinflip and America Digital, which said they already use wallet-pinning and other safeguards to prevent fraud. AARP Hawaii did not take a formal position but said the bill addressed a real problem, noting that Hawaii residents, especially in Kona, had lost more than $920,000 in 2024 to cryptocurrency ATM scams and arguing that stronger oversight was needed. The committee also heard HB 1642, which would ban cryptocurrency kiosks. The Office of Consumer Protection supported the ban as the best way to protect consumers from fraud, while Coinflip, Bitcoin Depot, and America Digital opposed it, arguing kiosks provide cash-based access to crypto, especially for unbanked or underbanked consumers, and that targeted regulation would be better than an outright ban. AARP Hawaii took no formal position but strongly emphasized the harm caused by scams, saying victims are often frightened into acting quickly and that kiosk transactions currently lack enough friction or intervention. Finally, HB 1647, also on consumer protection, would impose liability on host businesses that provide space for crypto kiosks. The Office of Consumer Protection warned small businesses might not understand the liability, while Coinflip, Bitcoin Depot, and America Digital opposed the bill, saying it would unfairly shift enforcement duties to host stores and could discourage businesses from hosting kiosks, effectively creating a de facto ban. No votes or final committee actions were taken in the portion of the meeting provided.

Transcript Highlights:

• program completers minus 150% of the federal poverty line must be higher than the total published cost
• Programs such as Snack Club, LEAP, and Laugh and Learn provide parents and caregivers with practical
• until the fall of 2024, so it is a two-year professional learning program.
• So it's a 2-year professional learning<01:37:30.560> program.
• <01:37:32.080> You learning program. It is extensive. You learning program.

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

Transcript Highlights:

• These are a few of the programs, not all, but a few of the programs that we've added: Fire Science.
• We're starting a Surg Tech program.
• We are at capacity in most of our programs and starting new programs.
• We are at capacity in most of our programs and starting new programs.
• We are seeing much higher Pell Grant eligibility and higher amounts.

Keywords: 908, all

Transcript Highlights:

• They are learning as we are learning.
• Where these funds are actually in support of actual program design, such as program training for the
• You know, the actual program itself, education outreach that the program does.
• called the NextGen Success Program.
• How will oversight work since CDT is the vendor, program manager, and program oversight on this project

Keywords: 988, house, all

Transcript Highlights:

• These are a few of the programs, not all, but a few of the programs that we've added: Fire Science.
• From the power sports program to automotive. Our automotive program is blown up.
• We are at capacity in most of our programs and starting new programs.
• We are at capacity in most of our programs and starting new programs.
• We are seeing much higher Pell Grant eligibility, higher amounts.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• The loan program does not encourage or discourage charter schools.
• There is much to be learned.
• They don't learn. Many don't eat.
• Rural and inland communities tend to have higher unemployment rates.
• need to learn and thrive.

Keywords: 988, house, all

Transcript Highlights:

• We need strong after-school programs. We need strong summer programs.
• Online programs, apprenticeships, and on-the-job learning, and jobs in tech, skill trades, and health
• to read by grade three or four, and they read to learn thereafter, but they're not learning to read
• Spanish-speaking immersion program was a great program for them.
• Yes, the programs have to have accountability. All the programs do.

Keywords: educational reform, federal grants, bureaucracy, wealth disparity, public testimony

Summary: The committee meeting engaged in discussions focused primarily on educational reform, the influence of federal grants on local education systems, and the growing disparities in wealth and access to quality education. Members expressed concerns about the bureaucracy surrounding federal funding that hampers schools' ability to obtain necessary resources for improvement. Several members highlighted personal anecdotes from constituents, emphasizing the urgent need for reform to help students succeed in both K-12 and higher education environments. The meeting included public testimonies that provided insights into various community perspectives on these pressing issues.