Transcript Highlights:

• Their mission is to emphasize providing an outstanding education grounded in biblical truth, academic
• we are weighing this vote, because I do believe that this is probably one of the most important educational
• a bill or a policy topic that I have spent more time working on literacy since the day I became Education
• I look forward to this fundamentally changing Oklahoma education for many years to come. Thank you.
• House Bill 3002 extends the sunset to 2031 on the mission on county government personnel education and

Bills: HB1675 , HB3242 , HB1739 , HB3320 , HB3047 , HB4434 , HJR1089 , HB4432 , HB3718 , HB3705 , SR43 , HB1933 , HB4248 , SB1847 , SB1778 , HJR1086 , HB3001 , HB3002 , HB3003 , HB3004 , HB3005 , HB3007 , HB3008 , HB1590 , HB1242 , HB3818 , HB4305 , HB1979 , HB1225 , HB3931 , HB4454 , HB3849 , HB1746 , HB3720 , HB4275 , HB4300 , HB3586 , HB2268 , HB3755 , HB4117 , HB4294 , HB3650 , HB4298 , HB3270 , HB3145 , HB3056

Keywords: emergency management, severe weather, youth camp, summer camp, overnight camp, day camp, outdoor education, adventure camp, wilderness program, campground safety, tornado preparedness, flooding, flash flood, high winds, hail, lightning, extreme heat, extreme cold, wildfire smoke, evacuation plan

Bills: HB4358 , HB2398 , HB3557 , HB3129 , HB3312 , HB2210 , HB1937 , HB3021 , HB4246 , HB4230 , HB3617 , HB3657 , HB2976 , HB3391 , HB4459 , HB4128 , HB3989 , HB2989 , HB4060 , HB3145 , HB2992 , HB3464 , HB3552 , HB2984 , HB4124 , HB3934 , HB3448 , HB3131 , HB4200 , HB4201 , HB3011 , HB1912 , HB3380 , HB3881 , HB3538 , HB3851 , HB3907 , HB4430 , HB4431 , HB4457 , HB2947 , HB2951 , HB2980 , HB3082 , HB3519 , HB3644 , HB3882 , HB3661 , HB3996 , HB4335

Keywords: screen time, education, public schools, child development, digital learning, youth health, academic performance, credential of value, workforce development, labor market, government reporting, Oklahoma Agricultural Extension, local funding, financial institutions, county extension services, state funds, free expression, colleges, security fees, public forums

Transcript Highlights:

• Referred to Education.
• Referred to Education.
• Department of Education.
• Education.
• Department of Education.

Bills: HR115 , HR116 , HR117 , HR118 , HR112 , HR113 , HR114 , HCR51 , HCR52 , SCR18 , SCR20 , SB14 , SB76 , SB118 , SB142 , SB156 , SB170 , SB197 , SB234 , SB258 , SB287 , SB288 , SB313 , SB315 , SB393 , SB396 , SB426 , SB427 , HCR7 , HB76 , HB84 , HB132 , HB181 , HB210 , HB250 , HB265 , HB275 , HB291 , HB322 , HB342 , HB457 , HB475 , HB477 , HB486 , HB616 , HB635 , HB639 , HB690 , HB740 , HB757 , HB761 , HB766 , HB774 , HB808 , HB855 , HB866 , HB872 , HB883 , HB886 , HB903 , HB949 , HB962 , HB996 , HB1003 , HB1036 , HB1054 , HB1071 , HB1076 , HB1078 , HB1113 , HB1132 , HB1146 , HB1232 , HB1233 , HR15 , HR20 , HCR14 , HCR6 , HCR19 , HCR10 , HR74 , HCR26 , HCR35 , HB98 , HB108 , HB131 , HB151 , HB161 , HB288 , HB294 , HB305 , HB310 , HB320 , HB336 , HB380 , HB392 , HB403 , HB420 , HB459 , HB476 , HB540 , HB615 , HB631 , HB637 , HB648 , HB665 , HB682 , HB789 , HB813 , HB815 , HB835 , HB870 , HB905 , HB915 , HB933 , HB938 , HB987 , HB1040 , HB51 , HB82 , HB143 , HB145 , HB160 , HB180 , HB192 , HB393 , HB430 , HB445 , HB506 , HB515 , HB521 , HB565 , HB590 , HB614 , HB638 , HB670 , HB672 , HB685 , HB692 , HB752 , HB773 , HB781 , HB799 , HB860 , HB874 , HB887 , HB917 , HB937 , HB956 , HB965 , HB972 , HB977 , HB982 , HB1006 , HB1010 , HB1044 , HB1072 , HB1088 , HB1179 , HB1200 , HB81 , HB400 , HB154 , HB410 , HB463 , HB827 , HB868 , HB952 , HB953 , HB140 , HB750 , HB911 , HB52 , HB961 , HB399 , HB401 , HB901 , HB9 , HB58 , HB193 , HB284 , HB570 , HB577 , HB582 , HB605 , HB733

Keywords: Kappa Alpha Psi, fraternity, Louisiana, commemoration, community engagement, recognition, state championship, basketball, sports achievement, school commendation, commendation, athletics, team sports, youth, community recognition, water utility, tax credit, excessive rates, residential service, subcommittee

Transcript Highlights:

• education.
• Reports of committees: Report of the Committee on Education: Senate Resolution 119 reported favorably
• the feasibility of incorporated age and grade appropriate hunting education conservation education it
• to create the Louisiana Higher Education Research Security Council.
• Kim Hunter Reed, our Commissioner of Higher Education, and her Commissioner of Higher Education and her

Bills: SR125 , SCR70 , SCR12 , HB4 , HB251 , HB623 , HB819 , HB944 , HB986 , HB1098 , HB1222 , HB1257 , HB221 , HCR58 , SCR22 , SCR24 , SB29 , SB30 , SB32 , SB41 , SB42 , SB43 , SB47 , SB84 , SB93 , SB113 , SB192 , SB199 , SB219 , SB220 , SB221 , SB222 , SB241 , SB253 , SB255 , SB289 , SB292 , SB306 , SB314 , SB351 , SB399 , SB404 , SB14 , SB102 , SB133 , SB151 , SB165 , SB169 , SB170 , SB200 , SB217 , SB280 , SB291 , SB300 , SB303 , SB330 , SB449 , SB489 , SB521 , SB45 , SB156 , SB181 , SB203 , SB274 , SB304 , SB379 , SB396 , SB410 , SB425 , SB427 , SB436 , SB424 , SCR61 , SCR9 , SB35 , SB65 , SB215 , SB246 , SB249 , SB269 , SB282 , SB296 , SB323 , SB363 , SB369 , SB474 , SB490 , SB492 , SB500 , HCR31 , HB296 , HB299 , HB322 , HB364 , HB519 , HB535 , HB538 , HB568 , HB571 , HB622 , HB635 , HB676 , HB772 , HB784 , HB1006 , HB1018 , HB1043 , HB1070 , HB1134 , HB1239 , HB62 , HB193 , HB203 , HB210 , HB220 , HB228 , HB246 , HB420 , HB475 , HB486 , HB574 , HB584 , HB750 , HB813 , HB815 , HB826 , HB870 , HB949 , HB953 , HB1045 , HB1092 , HB1151 , HB1162 , HB1176 , HB1177 , HB1196 , HB1214 , HB1241 , HB22 , HB28 , HB33 , HB41 , HB47 , HB87 , HB115 , HB162 , HB195 , HB214 , HB217 , HB233 , HB283 , HB290 , HB319 , HB324 , HB345 , HB362 , HB363 , HB368 , HB377 , HB380 , HB382 , HB386 , HB392 , HB406 , HB431 , HB441 , HB466 , HB503 , HB533 , HB559 , HB575 , HB590 , HB593 , HB618 , HB636 , HB655 , HB664 , HB685 , HB692 , HB707 , HB715 , HB732 , HB738 , HB741 , HB748 , HB776 , HB807 , HB822 , HB856 , HB860 , HB868 , HB887 , HB888 , HB905 , HB908 , HB961 , HB980 , HB990 , HB992 , HB999 , HB1000 , HB1010 , HB1146 , HB1157 , HB1233 , HB1236 , HB1243 , HB54 , HB137 , HB180 , HB192 , HB310 , HB321 , HB396 , HB512 , HB552 , HB578 , HB638 , HB663 , HB708 , HB717 , HB718 , HB1009 , HB1082 , HB1104 , HB1107 , HB1198 , HB1246 , HB1250 , HB17 , HB36 , HB73 , HB119 , HB126 , HB129 , HB133 , HB140 , HB159 , HB166 , HB211 , HB226 , HB245 , HB271 , HB280 , HB337 , HB351 , HB354 , HB399 , HB677 , HB712 , HB723 , HB726 , HB728 , HB759 , HB789 , HB844 , HB850 , HB966 , HB1036 , SB149 , SB382 , SB441 , HB134 , HB258 , HB359 , HB782

Keywords: SR125, Senate Resolution 125, MUSV, Medium Unmanned Surface Vessel, MASC, Modular Attack Surface Craft, Conrad Shipyard, Morgan City, Louisiana shipbuilding, U.S. Navy, Department of the Navy, unmanned naval vessels, autonomous ships, defense procurement, military contracting, shipyard jobs, maritime workforce, advanced manufacturing, robotics, software engineering

Transcript Highlights:

• Education.
• Education.
• Education.
• Education.
• Education.

Bills: HR91 , HR92 , HR93 , HCR44 , HR84 , HR85 , HR86 , HR87 , HR88 , HR89 , HR90 , HCR42 , HCR43 , SCR21 , HB483 , HB484 , HB893 , HB1087 , HB1088 , HB1089 , HB1090 , HB1091 , HB1092 , HB1093 , HB1094 , HB1095 , HB1096 , HB1097 , HB1098 , HB1099 , HB1100 , HB1101 , HB1102 , HB1103 , HB1104 , HB1105 , HB1106 , HB1107 , HB1108 , HB1109 , HB1110 , HB1111 , HB1112 , HB1113 , HB1114 , HB1116 , HB1117 , HB1118 , HB1119 , HB1120 , HB1121 , HB1122 , HB1123 , HB1124 , HB1125 , HB1126 , HB1127 , HB1128 , HB1129 , HB1130 , HB1131 , HB1132 , HB1133 , HB1134 , HB1135 , HB1136 , HB1137 , HB1138 , HB1139 , HB1140 , HB1141 , HB1142 , HB1143 , HB1144 , HB1145 , HB1146 , HB1147 , HB1148 , HB1149 , HB1150 , HB1151 , HB1152 , HB1153 , HB1154 , HB1155 , HB1156 , HB1157 , HB1158 , HB1159 , HB1160 , HB1161 , HB1162 , HB1163 , HB1164 , HB1165 , HB1166 , HB1167 , HB1168 , HB1169 , HB1170 , HB1171 , HB1172 , HB1173 , HB1174 , HB1175 , HB1176 , HB1177 , HB1178 , HB1179 , HB1180 , HB1181 , HB1182 , HB1183 , HB1184 , HB1185 , HB1186 , HB1187 , HB1188 , HB1189 , HB1190 , HB1191 , HB1192 , HB1193 , HB1194 , HB1195 , HB1196 , HB1197 , HB1198 , HB1199 , HB1200 , HB1201 , HB1202 , HB1203 , HB1204 , HB1205 , HB1206 , HB1207 , HB1208 , HB1209 , HB1210 , HB1211 , HB1212 , HB1213 , HB1214 , HB1215 , HB1216 , HB1217 , HB1218 , HB1219 , HB1220 , HB1221 , HB1222 , HB1223 , HB1224 , HB1225 , HB1226 , HB1227 , HB1228 , HB1229 , HB1230 , HB1231 , SB1 , SB54 , SB82 , SB87 , SB92 , SB93 , SB99 , SB104 , SB113 , SB114 , SB115 , SB123 , SB129 , SB133 , SB161 , SB162 , SB224 , SB236 , SB275 , SB280 , SB289 , SB305 , SB310 , SB325 , SB330 , SB339 , SB350 , SB359 , SB382 , SB410 , SB412 , HCR10 , HB54 , HB55 , HB67 , HB73 , HB125 , HB133 , HB158 , HB168 , HB169 , HB191 , HB195 , HB205 , HB225 , HB245 , HB280 , HB283 , HB296 , HB319 , HB325 , HB339 , HB399 , HB407 , HB448 , HB482 , HB550 , HB591 , HB821 , HB826 , HB992 , HB995 , HB1085 , HB1086 , HR15 , HR20 , HCR14 , HCR6 , HCR19 , HB861 , HB889 , HB904 , HB907 , HB908 , HB929 , HB1009 , HB13 , HB23 , HB25 , HB32 , HB41 , HB90 , HB120 , HB121 , HB122 , HB127 , HB138 , HB139 , HB141 , HB179 , HB187 , HB213 , HB247 , HB286 , HB332 , HB344 , HB357 , HB367 , HB370 , HB462 , HB505 , HB527 , HB537 , HB605 , HB680 , HB681 , HB725 , HB780 , HB782 , HB847 , HB892 , HB911 , HB916 , HB1012 , HB81 , HB134 , HB154 , HB163 , HB170 , HB194 , HB217 , HB220 , HB254 , HB259 , HB290 , HB308 , HB311 , HB360 , HB382 , HB401 , HB410 , HB417 , HB463 , HB575 , HB592 , HB718 , HB723 , HB750 , HB755 , HB776 , HB812 , HB844 , HB882 , HB888 , HB961 , HB966 , HB980 , HB228 , HB289 , HB735 , HB796 , HB284 , HB301 , HB722 , HB468 , HB546 , HB746 , HB842 , HB923 , HB46 , HB166 , HB349 , HB352 , HB436 , HB588 , HB140 , HB429 , HB827 , HB953 , HB901 , HB9 , HB52 , HB58 , HB193 , HB400 , HB570 , HB577 , HB582 , HB733 , HB747 , HB868 , HB952

Keywords: Tulane University, education, research, economic impact, healthcare, Louisiana, condolences, memorial, community service, faith, legacy, centenarian, tribute, honor, longevity, philanthropy, youth leadership, fundraising, nonprofits, physical therapy

Transcript Highlights:

• Education.
• Department of Education and memorialize Congress to take action necessary to fully cooperate with these
• Education.
• Department of Education and memorialize Congress to take action necessary to fully cooperate with these
• Education. Mr.

Bills: HR19 , HR20 , HR21 , HR22 , HR23 , HR24 , HR25 , HR26 , HR27 , HR28 , HR29 , HR30 , HR31 , HR32 , HR33 , HR34 , HR35 , HR36 , HR37 , HR38 , HCR15 , HCR16 , HCR17 , HCR18 , HB115 , HB208 , HB465 , HB832 , HB964 , HB965 , HB966 , HB967 , HB968 , HB969 , HB970 , HB971 , HB972 , HB973 , HB974 , HB975 , HR14 , HR15 , HR16 , HR17 , HR18 , HCR14 , SCR4 , SCR7 , SCR8 , HB362 , HB963 , HB207 , HB300 , HB331 , HB428 , HB464 , HB587 , HB618 , HB629 , HB801 , HB853 , HB891 , HB78 , HB112 , HB148 , HB149 , HB190 , HB221 , HB346 , HB354 , HB355 , HB356 , HB358 , HB384 , HB427 , HB657 , HB675 , HB716 , HB901

Keywords: HR19, House Resolution 19, Louisiana Nursery and Landscape Association Day, LNLA, nursery industry, landscape industry, horticulture, green industry, environmental stewardship, beautification, sustainability, state capitol, special day resolution, commemoration, trade association, wholesale growers, landscape architects, grounds maintenance, interiorscapers, Louisiana agriculture

Transcript Highlights:

• That's 24 credits of college studies coursework that fit in the broad categories of general education
• per credit on dual credit.
• Students not only improve their education by taking dual credit classes in high school, but they are
• And that's the way we should approach this: dual credit education is for the students.
• And what we're doing here is how do we best provide the dual credit education, not so much how do we

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• That's 24 credits of college studies coursework that fit in the broad categories of general education
• Students not only improve their education by taking dual credit classes in high school, but they are
• And that's the way we should approach this: dual credit education is for the students.
• And what we're doing here is how do we best provide the dual credit education, not so much how do we
• So that is also a continuing challenge for educators to get those credits specifically in that coursework

Committees: Joint Education , Joint Education Committee

Transcript Highlights:

• That's 24 credits of college studies coursework that fit in the broad categories of general education
• per credit on dual credit.
• Students not only are improving their education by taking dual credit classes in high school, but they
• And what we're doing here is how do we best provide the dual credit education, not so much how do we
• So that is also a continuing challenge for educators to get those credits specifically in that coursework

Committee: Joint Education Committee

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• The Education Research and Data Center will brief us on the research they are doing on dual credit, and
• And CTE dual credit is articulated credit.
• Statute requires all Washington public institutions of higher education to award credit based on exam
• And then career and technical education, so that's our CTE dual credit.
• Those are the articulation credits that we see in a lot of the career and technical education program

Summary: The committee began with a work session on dual credit, hearing first from the Council of Presidents and the State Board for Community and Technical Colleges, then from the Education Research and Data Center. The dual credit overview described Washington’s six dual credit programs, high participation rates, transferability, and recent efforts to improve transparency, pathways, and equity. Testimony emphasized both benefits and challenges, including access, funding, advising, and the need for clearer statewide coordination. ERDC outlined its annual report, dashboard, research briefs, and future work on school-level factors and possible causal effects of dual credit participation. No votes were taken during the work session. The committee then held public hearings on several bills. SB 6227 would direct WSAC to work with public higher education institutions to create formal data collection protocols for parenting students and convene a work group to recommend how to identify and support them. Senator Wilson and multiple student and advocacy witnesses supported the bill, citing the lack of consistent statewide data and the barriers parenting students face; WSAC testified that its research found significant food, housing, and child care insecurity among these students. SB 6235 would prohibit public colleges with athletics programs from entering certain private equity or sovereign wealth fund agreements involving athletics revenues or control. Senator Holy said the bill was intended to prevent loss of institutional control, while UW and WSU testified in opposition, warning it could limit flexibility and create competitive disadvantages. The committee also heard SB 6217, which would expand Washington College Grant eligibility to students in eligible non-degree credential programs beginning in 2027-28. Supporters from the community and technical college system, a community college president, and workforce representatives said the bill would help students access short-term training for family-wage jobs and address workforce shortages, especially in construction trades. Finally, SB 6209 would restore Washington College Grant and College Bound Scholarship eligibility for certain private four-year and career/vocational schools if they meet a gainful-employment standard. DigiPen, Evergreen Beauty College, Seattle Film Institute, and related students and administrators testified in support, arguing the bill would preserve access for low-income and nontraditional students in career-focused programs; some witnesses on the bill’s earlier panel also urged that certificate and two-year programs be included. The hearings were managed with shortened testimony times because of the large number of sign-ins, and no final committee action or votes were recorded in the transcript.

Transcript Highlights:

• Types of programs in education and teacher education.
• future education?
• credit and GPA who went into dual credit and those who did not take dual credit and entered our university
• that credit?
• that credit?

Summary: The committee met on the Minot State campus for a presentation from President Shirley and several university leaders on enrollment, academics, workforce initiatives, and partnerships. Shirley reviewed the university’s financial audits, noting mostly clean results with only minor technical findings in recent years, and highlighted Minot State’s major programs, specialized accreditations, and ties to Minot Air Force Base and NCAA Division II athletics. Members asked about education workforce shortages, athletic tuition waivers, dual credit incentives, and the university’s in-state tuition policy for all students. Shirley also discussed the university’s recruitment efforts, including the Hometown Pride and Academic Excellence scholarships, campus visit growth, and the Emerging Scholars dual-credit reimbursement program. A major focus was workforce development and new academic offerings supported by legislative Workforce Education Innovation Funds. Shirley described the new Innovation Engineering program, which was developed with industry input to train broadly skilled engineers for western North Dakota, and said it had already drawn more applicants than expected. Dr. Crystal St. Peter presented a new master’s program in counseling that integrates mental health and addiction counseling to address statewide provider shortages, with a hybrid format to reach rural students. Members asked about licensure requirements, internship hours, and job placement for graduates. Shirley also outlined a new nursing simulation center and health sciences space in downtown Minot, made possible by state support and the purchase of the former Trinity Health Center West building. The committee also heard about Minot State’s efforts to build pipelines into education and special education, including the Aspire program for rural high school students and an online paraprofessional-to-special-education degree pathway. Shirley said these programs, along with new articulation agreements and a large Bush Foundation grant, are intended to address teacher shortages and keep students in North Dakota. No formal committee votes or actions were taken during the presentation; the session consisted of informational updates and member questions.

Transcript Highlights:

• Welcome to the House Education Committee.
• than one credit and up to two credits.
• than a credit.
• a single credit.
• So that’s all we focus on: more than a credit versus up to a credit.

Committee: House Education

Summary: The House Education Committee heard status reports on career and technical education (CTE), including OSPI’s implementation of 2024 legislation on allied health pathways and a statewide CTE task force, a Core Plus Maritime update, and a longitudinal study from Education Northwest on CTE access and outcomes. OSPI described work with health agencies and employers to develop allied health bridge programs such as home care aide to nursing assistant, update curriculum and equivalency frameworks, align CIP codes, and support schools with guidance and grants. The agency also reported strong results from nursing simulation investments, including a 97% first-time pass rate for nursing assistant certification among skill center recipients, and said the task force created by later legislation has expanded membership, is meeting remotely, and is due to report recommendations by November 2026. Committee members asked about health profession commissions, rural district access, employer partnerships, and data updates; OSPI said outreach is ongoing and that local program variation reflects regional labor markets. Core Plus Maritime presenters said the program is expanding from traditional maritime and manufacturing pathways into middle school and marine transportation, using low-cost ROV curriculum, ferry and Sea Scout experiences, and teacher training in marine safety. Employer representatives from the Northwest Marine Trade Association, American Seafoods, and Vigor Marine Group said the maritime sector needs a strong workforce pipeline, supports family-wage jobs, and is investing in student opportunities, including career fairs, materials for school shops, and a planned student welding competition. A teacher from South Kitsap High School said Core Plus Maritime gives students a clear pathway into maritime careers and has helped connect students to jobs and further training. The committee briefly discussed water safety instruction, and presenters said students are also encouraged to earn boater education cards. Dr. Sam Riggs of Education Northwest presented findings from a statewide longitudinal study of roughly 750,000 students from 2013-14 through 2023-24. The study found that CTE participation is very high and has grown over time, with nearly all students earning at least some CTE credit and about 45% earning two or more credits in a single pathway. Access to pathways is uneven: suburban, higher-income, and larger schools offer more pathways than rural, lower-income, and smaller schools. Students who earned more CTE credits, especially within a single pathway, were more likely to graduate on time and, in several clusters such as manufacturing, transportation, agriculture, and architecture/construction, had stronger postsecondary certificate attainment and higher earnings years later. Riggs said the data suggest CTE is especially beneficial for male students and that the state should examine barriers to deeper participation and consider whether the graduation requirement should better encourage pathway depth while preserving flexibility and exploration.

Transcript Highlights:

• I'm just trying to figure out this is an education issue. It's higher education, it's dual credit.
• I'm just trying to figure out, this is an education issue. It's higher education, it's dual credit.
• It might be support from one of the higher education institutions that's offering dual credit in that
• funding formula for the subsidized dual credit credits?
• We'd say excluding FTE composed of credits from dual credit students.

Committee: Joint Higher Education Funding Review Committee

Transcript Highlights:

• Welcome to the House Education Committee.
• I'm at Education Northwest.
• more than one credit and up to two credits.
• Most students, as we shared, are earning at least a half credit or up to a credit.
• And so that's all we focus on: more than a credit versus up to a credit.

Summary: The House Education Committee received status updates on career and technical education (CTE), including OSPI’s work under 2024 legislation on allied health pathways and a statewide CTE task force, an update from Core Plus Maritime, and findings from an Education Northwest longitudinal study of Washington CTE access and outcomes. OSPI described development of allied health guidance such as a home care aide to nursing assistant bridge, model curricula, updated course equivalency frameworks, and coordination with health agencies and employers. It also reviewed Core Plus framework work, task force expansion under later legislation, and the timeline for recommendations due in November 2026. Committee members asked about health profession outreach, equitable access for rural districts, data updates, and employer support for local programs; OSPI said it continues to work with agency and industry partners and that local labor-market alignment varies by region. Core Plus Maritime presenters described expanding maritime career exploration into middle school through low-cost ROV curriculum, student visits to ferries and vessels, Sea Scouts partnerships, and ship-based safety and welding experiences. Industry representatives from the Northwest Marine Trade Association, American Seafoods, and Vigor Marine Group emphasized the maritime sector’s economic importance, aging workforce, and need for hands-on training to build the pipeline for family-wage jobs. A teacher from South Kitsap High School said the program gives students a clear pathway and has helped connect them to careers in shipyards, fishing, and related trades. Vigor also noted support for a student welding competition and equipment donations for a Rainier Beach shop. Dr. Sam Riggs of Education Northwest presented a longitudinal study using state data from 2013-14 through 2023-24. The study found CTE access has been relatively steady statewide, but offerings vary by school size, locale, and income, with rural and lower-income schools generally offering fewer pathways. Participation is high: nearly all students earn at least some CTE credit, and more students are accumulating multiple credits over time, though fewer go deep within a single pathway. Students who earned more CTE credits, especially within pathways such as agriculture, manufacturing, transportation, and construction, were more likely to graduate on time and later had stronger postsecondary certificate attainment and earnings. Riggs recommended addressing local barriers to participation, considering whether the CTE graduation requirement should better encourage depth while preserving flexibility, and aligning offerings more closely with labor-market needs. Committee members asked about COVID-era trends, student motivation, early workforce entry, delivery settings such as skill centers, and how to interpret the comparison groups used in the analysis.

Transcript Highlights:

• Education Education Freedom<00:04:37.919><c> Tax</c><00:04:38.320><c> Credit</c><00:04:38.720><c> Program
• House Bill 1 and the Educational Freedom Tax Credit will not cost taxpayers a dime, but would allow Kentucky
• House Bill 1 and the Educational Freedom Tax Credit will not cost taxpayers a dime, but would allow Kentucky
• This is a separate issue. 26 USC 25F, which is the section that discusses the Education Freedom Tax Credit
• By doing the tax credit, it in no way will take away funding from any other education funding.

Committee: Senate Education

Transcript Highlights:

• Like I said, I just don't want people to take credits to take credits—take credits that matter.
• Our first one took credits just to take credits.
• for dual credit, what the quality of dual credit education is when you're having it with a qualified
• But you've talked a lot about dual credit, and you're talking about who's paying for it, and the education
• credit.

Committee: Joint Higher Education Institutions Committee

Summary: The committee met at Dakota College at Bottineau, approved the January 15, 2026 minutes, and heard a campus presentation from Dean Corey Gorder and President Steve Shirley. Gorder outlined DCB’s leadership changes, its affiliation with Minot State, and extensive shared services with Minot State, UND, and NDSU in areas such as business office functions, financial aid, payroll, HR, Title IX, printing, and institutional research. He said shared services help smaller campuses access expertise, and committee members asked about cost allocation and accreditation limits; Gorder said the arrangements are negotiated between institutions and that, to his understanding, academic accreditation is not affected by these service-sharing agreements. The committee also discussed DCB’s enrollment, dual credit reach, and program mix, including nursing, dental assisting and hygiene, paramedic training, drone certification, and farm management. Gorder said DCB wants to expand higher-demand, trade-oriented programs, strengthen Minot programming, and address facility needs, especially residence halls and space constraints in dental programs. Members asked detailed questions about dual credit, including how DCB develops relationships with high schools, whether it has exclusivity, who teaches the courses, and whether credits transfer. Gorder said relationships are built through outreach and existing school connections, that schools may choose other providers, and that DCB pays stipends to instructors under institution-specific formulas. NDUS staff Lisa Johnson said transfer problems are rare within North Dakota and usually arise only with highly selective out-of-state institutions. Gorder also noted that DCB’s dual credit and campus programming are heavily tied to rural schools and that the college is trying to streamline dual credit delivery as enrollment and staffing demands grow. The committee then heard from the North Dakota Student Association, whose representatives outlined student priorities from the last legislative session and the interim. Their main themes included campus safety, mental health resources, academic freedom, scholarships and affordability, teacher incentives, workforce readiness, housing, food accessibility, student research funding, internships, and campus collaboration. They said they supported or opposed various bills related to those issues during the 69th Legislative Assembly and emphasized that students want affordable, safe, and academically strong campuses. Committee members asked about housing affordability, food insecurity, research opportunities, and dual credit transfer and expansion. No votes were taken on policy matters during this portion of the meeting.

Transcript Highlights:

• 40 credits.
• education 4,000 CTE roughly so and the issues coming on board with dual credit we acknowledge it we get
• We start with the enrolled credits for dual credit.
• We start with the enrolled credits for dual credit.
• credit.

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:

• She added that some institutions of higher education offer dual credit for a personal finance class taught
• Representative Mosley continued that some institutions of higher education offer dual credit for a personal
• Louis passed an initial bill requiring a, was it half credit or full credit?
• Why do you use a credit card?
• This bipartisan legislation would add half a credit of personal finance education for Missouri students

Committee: House Financial Institutions

Summary: The committee first met in executive session and approved House Bill 2863 by a 14-0 vote. It then took up House Bill 2967, adopted a committee amendment that removed a fixed one-third allocation and allowed funds to be allocated by the body as needed, rolled the amendment into a substitute, and passed the House Committee Substitute for House Bill 2967 by a 15-0 vote. Members discussed how the bill related to another expungement-fund measure already passed by the House, and were told the two bills were intended to mirror each other and would not conflict. The committee then held a public hearing on House Bill 2303 and the mirrored House Bill 2867, both aimed at expanding Missouri’s personal finance education requirements. Sponsor testimony said the bills would require a half-credit in personal finance for graduation beginning in 2027-28, broaden instruction to include budgeting, credit, investing, fraud prevention, taxes, contracts, and major purchases, and create a DESE work group with industry and educator input to update standards every seven years. Sponsors and supporters said the goal was to better prepare students for real-world financial decisions, reduce debt traps, and improve workforce readiness. Witnesses from the Missouri Bankers Association, mortgage bankers, consumer credit groups, financial advisors, and individual advocates testified in support, emphasizing the need for updated, practical financial literacy instruction and regular curriculum review as financial products change. Committee members asked about the bill’s interaction with existing personal finance requirements, whether it would apply to public, private, homeschool, and GED pathways, and how early course completion waivers would work. Members also suggested adding insurance and gambling/probability topics to the curriculum discussion. No opposition testimony was offered, and House Bill 2119 was postponed to a future hearing before adjournment.

Transcript Highlights:

• ,</c><00:39:59.920><c> uh,</c><00:40:00.480><c> uh,</c><00:40:00.800><c> credits</c> the general education
• , uh, uh, credits the general education, uh, uh, credits that<00:40:01.359><c> would</c><00:40:01.520
• </c> losing any credit along the way. losing any credit along the way.
• 145.2 credit hours.
• </c> credit hours compared to 133.4 credit credit hours compared to 133.4 credit hours<01:12:57.199><

Committee: House Postsecondary Education

Transcript Highlights:

• We have talked about finding ways to educate the public. Public trust.
• We have talked about finding ways to educate the public from young people to our elders in the community

Bills: HB2720 , HB2073 , SB5467 , SB5820 , SCR8406 , HB2487 , SB5816 , SB5919 , SB5995 , SB6278 , SB5831 , SB5915 , SB5963 , SB6025 , SB6046 , SB6084 , SB6134 , SB6136 , SB6137 , SB6188 , SB6291 , HB2689 , SB5922 , SB5944 , SB5957 , SB5988 , SB5994 , SB6011 , SB6065 , SB6103 , SB6151 , SB6244

Keywords: behavioral health, emergency services, health insurance, provider access, mental health funding, premium assistance, funding, healthcare, subsidies, SB 5467, water-sewer district, water sewer district, surplus property, public property sale, local government, RCW 57, real property disposal, personal property, notice of intent to sell, public auction