Transcript Highlights:

• This started with our current sophomore class and will continue being built in.
• The class of 2028 is where we're into full implementation for all students.
• So the Governor's Scholar Program, as you likely know, has two different levels.
• I'm thinking like with concurrent credit classes.
• a national level.

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.

Transcript Highlights:

• > circuit on the district level or the circuit on the district level or the circuit level<01:09
• a different level. a different level.
• That's a class A misdemeanor. That's a class A misdemeanor.
• >> And what's the time for class C class B?
• >> And what's the time for class C class B?

Keywords: 1136, house, all

Transcript Highlights:

• There were no classes with Abraham Lincoln in the title. concerning than the proliferation of these classes
• My classes are quite diverse. I probably have fewer white students than any other, and that's...
• What employment matters are reviewed at the board level. currently reviewed at the regents level.
• We have, we do that in department levels, college. levels, university levels, and finally the provost
• SP 37 is not considered a DC city public school and is a district level comprehensive school.

Bills: SB37, SB1489, SB452, SB724, SB1067, SB1741, SB1273

Keywords: higher education, curriculum review, governing board, faculty council, ombudsman, faculty governance, decision-making, transparency, public meetings, department head, employment approval, public institutions, institutional oversight, education, funding, accountability, state budget, school performance, employment, Texas legislation

Transcript Highlights:

• So you see a very different level of lived experience in terms of the actual class size based upon a
• We think of approaching grade level or meeting grade level.
• Grade level as opposed to the kids not meeting grade level.
• . level, which is not the same as being on grade level, but we have a lower standard.
• To have roughly equalized levels of resources for kids based upon equal levels of taxing effort.

Keywords: 1184, house, all

Transcript Highlights:

• So does that... merit or distinction level.
• We have multiple levels.
• a national level.
• a national level.
• and a national level.

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• that public school class. that public school class.
• per class. per class.
• seven classes per classes out of the seven classes per school<01:04:24.240> day.
• . classes. classes.
• bachelor's level bachelor's level >> Correct.

Keywords: 1191, senate, all

Transcript Highlights:

• Yes, and that, that's across multiple areas, not just Class B, but Class A's.
• that the class A utilities have this would be awesome if we could build that um it's just that level
• It is working for our class A's.
• It's already working for our class A's, and we just think it makes sense to bring those class B's in.
• I, I do meet with the Class B's.

Bills: HB206

Keywords: HB206, school district bonds, bond election, voter approval, Education Code, Chapter 45, Section 45.003, Section 45.0034, Texas schools, school finance, local tax election, bond referendum, school construction, capital improvements, election frequency, five-year waiting period, district bonds, public school funding

Transcript Highlights:

• We can change this at the national level.
• So that can be the difference between an individual elective class or a life skills class.
• So consider the difference between a class where students improve their basketball skills versus a class
• They failed a class for a semester.
• In one of the classes that they are not interested in.

Transcript Highlights:

• ALE is a course-level designation.
• We provide the classes.
• We have Brushes of Greatness art class.
• an algebra class or an Algebra II class or a geometry class.
• an algebra class or an Algebra II class or a geometry class.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• We are raising offenses from Class C felonies to Class B and then additionally even to a Class A.
• You have to give an open five for Class B's and 20 for Class A.
• You have to give an open five for Class B's and 20 for Class A.
• You have to give an open five for Class B's and 20 for Class A.
• You have to give an open five for Class B's and 20 for Class A.

Keywords: 910, house, all

Summary: The committee heard a series of transportation and public safety bills, beginning with HB 706, which would require skateboard users under age 16 to wear helmets. The Department of Transportation supported the measure, and the chair noted written support from AAA Hawaii, Kulani Medical Center for Women and Children, and several individuals. No opposition was mentioned, and the bill appeared to draw no questions. Members then heard HB 860, which would grant immunity to the state or county that repairs or maintains a street when ownership or jurisdiction is disputed. DOT and DLNR supported the bill, with county support from Maui and a Hawaii Island county representative, while the Hawaii Association for Justice opposed it. The committee also heard HB 1162, requiring applicants for a motorcycle instruction permit to complete an approved basic rider course, with DOT support and a recommended amendment to exempt motorcycles used for training; the Public Defender asked about the current process, and DOT explained the bill was intended to improve safety given motorcycle fatalities. HB 1259, allowing speed-limit reductions within 10 mph of the current limit without an engineering study, also drew DOT support and support from the AAHU Metropolitan Planning Organization and individuals. The committee next considered HB 1158, a governor’s package bill limiting civil liability for people who provide firefighting services with vessels at commercial harbors or roadsteads to gross negligence or wanton conduct. DOT Harbors said the bill was prompted by lessons from the Lahaina fires and was intended to encourage privately owned firefighting-equipped vessels to assist without hesitation; the Hawaii Harbor Users Group and an individual supported it. HB 54, which would make a third or subsequent excessive speeding offense a Class C felony and allow vehicle forfeiture, drew DOT support but strong opposition from the Public Defender, who argued the bill was overly harsh, would force jury trials, and could create sentencing problems; the Public Defender also said existing penalties were already significant. The committee then heard HB 1334, which would exempt donations of wild game meat, including axis deer, to charitable and nonprofit organizations from certain meat inspection and transportation laws; DLNR and multiple community and food-related groups supported it, and no opposition was noted. Finally, the committee took up HB 698 on animal cruelty, which would increase criminal penalties for various offenses. The Public Defender opposed the bill, arguing the cases are rare, enforcement is limited, and the proposed penalties—up to Class A felony treatment in some cases—were too severe; animal welfare advocates strongly supported the measure, saying cruelty cases are widespread, underreported, and under-enforced, and that stronger penalties are needed as a deterrent. No votes or final actions were taken on any of the bills in the portion of the hearing provided.

Transcript Highlights:

• World-class talent drives our success.
• and at the graduate level.
• Our fourth priority in our SUS 30 plan is world-class talent.
• Our world-class talent includes both world-class faculty and our world-class graduates.
• Our world-class, it includes both world-class faculty and our world-class graduates.

Summary: The committee heard a presentation on the State University System’s new strategic plan, SUS 30, from Emily Sykes and later the system’s legislative budget request from Sarah Denagie. The strategic plan centers on five priorities: One SUS collaboration, elevating student success, operational excellence, world-class talent, and innovative research and economic development. Testimony highlighted Florida’s continued status as the nation’s top higher education system, record rankings, improved four-year graduation rates, higher median graduate wages, strong licensure pass rates, and expanded focus on research commercialization and workforce alignment. Senators asked about programs of strategic emphasis, mental health and teacher workforce needs, use of the My Florida Future wage data tool, support for first-generation and Pell students, and the role of liberal arts degrees. The system said it would provide follow-up information, including the full strategic-emphasis list and a report on campus safety best practices after a recent summit following the FSU shooting. The committee also received an update on line funding for nursing and health care partnerships. Officials said the $6 million appropriation was fully subscribed through 24 proposals from all 10 nursing programs, supporting scholarships, faculty recruitment, internships, simulation, and expanded nursing capacity. They reported more than 1,900 new nursing graduates, over 200 new student slots, more than 300 scholarships, and a 92% NCLEX pass rate. Senators asked about expanding eligibility for the program, and staff indicated that would be examined this year. For the legislative budget request, the Board of Governors asked for $634.5 million total, including $295 million to maintain the institutional performance-based funding base, $400 million for the state investment portion of performance-based funding, $125 million for preeminence funding, $100 million for faculty recruitment and retention, $6.4 million for UF/IFAS extension workload, and $3.1 million for state fire marshal inspections. The chair noted that resources are limited and that difficult budget decisions will be required. No votes were taken, and the meeting adjourned after the presentations and questions.

Transcript Highlights:

• Enhanced felony level class C for children in the vehicle.
• Enhanced felony level class C for eluding while on pre-trial release.
• Enhanced felony level class C for children in the vehicle.
• Enhanced felony level class C for eluding while on pre-trial release.
• Enhanced felony level class C for children in the vehicle.

Keywords: 1136, house, all

Transcript Highlights:

• Uh, the highest at that time in enrolled in dual credit classes. enrolled in dual credit classes.
• dual credit classes. dual credit classes.
• . classes. classes.
• in teaching and class loads.
• teaching and also class loads. teaching and also class loads.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met for its first summer interim meeting, opened with prayer and the Pledge of Allegiance, and took roll. The first presentation came from Jerry Gels, principal of Ignite Institute in Erlanger, who focused on the rising cost of dual credit. He said dual credit tuition has increased from about $150 to $290 for a three-credit course over roughly five years, which he argued is discouraging participation, especially for working-class and low-income students. He cited Ignite data and broader college outcomes to argue dual credit improves college persistence, shortens time to degree, and reduces student debt, noting that many of his students enter college with substantial credit and that low-income students at Ignite have increasingly participated after targeted efforts and scholarship use. He also said the instructional labor is largely paid by county school systems, so he questioned the size of the tuition increase and said the committee should examine how the costs are being set and whether college tuition should be stabilizing as more students arrive with credits already earned. Members asked about who pays for dual credit, the role of state scholarship support, and whether tuition varies by institution. Gels said students in his district generally pay the dual credit cost themselves, though some districts may cover it, and he noted the dual credit scholarship now covers fewer classes than before. He said the price appears to be set centrally rather than varying by university, and he emphasized that the higher cost is creating barriers even though the courses are taught largely by local teachers on school payrolls. He also described Ignite’s efforts to expand access for free- and reduced-lunch students, saying participation among that group rose from 27% with no dual credit to about 90-92% taking at least one dual credit class. The committee then heard from the Goldwater Institute, represented by Michael Frazier and Dr. Tim Minella by Zoom. They argued Kentucky’s public universities should face stronger accountability and transparency, citing declining public confidence in higher education, rising costs, and what they described as administrative growth and research spending that does not clearly benefit students or the Commonwealth. They proposed requiring a 10-year accounting of staffing growth by category, comparing it to enrollment and low-income Kentucky enrollment, and limiting non-STEM faculty teaching releases for research unless approved under a baseline consent process. They also criticized certain university-funded research projects as examples of misdirected spending and said public reporting should distinguish Kentucky residents from non-residents more clearly, pointing to a reported decline in low-income in-state undergraduate enrollment. No votes or formal actions were taken during the meeting.

Transcript Highlights:

• Let's get these reading levels and math levels up.
• Let's get these reading levels and math levels up.
• Let's get these reading levels and math levels up.
• Let's get these reading levels and math levels up.
• Let's get these reading levels and math levels up.

Keywords: 919, house, all

Summary: House File 29 was heard in committee as a proposal to suspend adoption of the revised social studies standards, push implementation to 2030-31, repeal the requirement to embed ethnic studies across all standards, and cancel related appropriations. The bill sponsor argued Minnesota schools should focus on basic academic achievement and that ethnic studies requirements add burdens and distract from reading, math, and science. The chair moved the bill to the Committee on Education Finance after opening the hearing and then took extensive public testimony. Testimony was sharply divided. Supporters of HF 29, including Katherine Kersten, Deanna Moose, Kendall Qualls, Hillary Swanson, and Diane Smith, argued the ethnic studies framework is ideological, overly focused on race, insufficiently transparent, and costly in professional development time; several said it would divide students or burden teachers. Some supporters also claimed the standards or framework promote activism, critical race theory, or racial stratification. Opponents, including Mark Westfall, Crystal Johnson, Jim Grathwol, Marcus Penny, Claude Sigman, and Courtney Major, said the standards are inclusive, research-based, and designed to help students understand multiple perspectives, civic life, and the contributions of diverse Minnesotans. They emphasized that ethnic studies can improve engagement, critical thinking, and representation, and that teachers should be trusted to implement the standards. No final vote on the bill was taken in the portion of the meeting provided. The only formal action noted was the chair’s motion to re-refer House File 29 to the Committee on Education Finance.

Transcript Highlights:

• We got a very high-level story of what had happened.
• We got a very high-level story of what had happened.
• We got a very high-level story of what had happened.
• We got a very high-level story of what had happened.
• We got a very high-level story of what had happened.

Keywords: Meeting start: 00:00 Roll Call: 00:04 HB 168 discussion: 01:39 HB 168 vote: 21:04, 958, all

Summary: The committee heard House Bill 168, sponsored by Representative Ken Fleming, known as “Keegan’s Law.” The bill was presented with a committee substitute that made a wording change from “is involved” to “causes” in one section, which the sponsor said was intended to better focus on the operator of a motorboat or vessel. The bill was prompted by the death of Heather Yelton’s 12-year-old son, Keegan, in a jet ski accident, and she testified that the investigation was delayed and no blood test was taken, leaving the family without answers about whether alcohol or drugs were involved. Representative Fleming said the bill would do two main things: allow law enforcement to seek a blood test after a serious boating injury or fatality, subject to probable cause and a judge-issued warrant, and require 911 dispatchers to notify State Police so Kentucky Fish and Wildlife can respond more quickly to water-related incidents. Committee members asked about how probable cause would work if field sobriety tests were passed, whether the bill’s penalties align with existing DUI laws, and whether the bill would affect driver’s licenses. Fleming said the bill incorporates DUI-style penalties for boating offenses but would not suspend a driver’s license because boating does not require one. Several members expressed sympathy and support for the goal of the bill, while some raised concerns about the severity of the penalty structure and how it might interact with existing laws. Kentucky Fish and Wildlife Director of Law Enforcement Jeremy McQuary said the agency would enforce the law as written. After discussion, the committee voted to pass House Bill 168 out of committee, making it eligible for consideration on the House floor.

Transcript Highlights:

• There are no religious classes occurring inside public school buildings.
• No graded classes are ever missed for this program. Mr.
• So it's a level of compensation that's just being hidden.
• the full grade-level curriculum.
• One in three teens with pre-diabetes, including white and middle-class kids.

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

Transcript Highlights:

• at all levels of the uh the judiciary. at all levels of the uh the judiciary. um<01:12:50.480>
• "Wonderful." um way at all grade levels um and uh and um way at all grade levels um and uh and and<01
• and separate classes.
• classes and and separate<03:58:33.279> classes.
• of classes. of classes.

Keywords: 1189, house, all

Transcript Highlights:

• Petty Officer Second Class, Navy Petty Officer Second Class Rob Rebecca Lee from Laytonville.
• Army Sergeant First Class Cho Nam Jean from Lake Forest.
• Rubio, Tanner Fehrman, Marine Corps Private First Class.
• Salgado, Jimmy, Army Sergeant First Class, Santa Ana.
• Wall, Devon James, Air Force Airman First Class, Schingletown.

Keywords: 987, senate, all

Summary: The Senate convened with a quorum, offered a Memorial Day weekend prayer, and welcomed a third-grade class from Sacred Heart Parish School to the chamber. Members also handled several procedural motions, including suspending blackout-period rules for budget subcommittee hearings, removing certain items from the inactive file and consent calendar, and confirming multiple gubernatorial appointments, all by unanimous or near-unanimous votes. The body then took up a series of resolutions and bills. Resolutions approved included National Safe Boating Week (SR 102), Asthma and Allergy Awareness Month (SCR 172), World No Tobacco Day (SCR 177), Lupus Awareness Month (SR 107), and the 50th anniversary of the Judgment of Paris (SR 115). Senators used those measures to highlight boating safety, asthma and food allergy risks, tobacco harms, lupus awareness, and the economic and cultural importance of California wine. The Senate also passed SB 1341 on bag-in-box beverage container processing fees, SB 1083 on school employee misconduct procedures, SB 1153 on wildfire preparedness for urban retail water suppliers, SB 1199 on prescription cost-sharing and out-of-pocket accounting, SB 1240 creating an Office of Nonprofit Empowerment, SB 1337 establishing an energy coordination working group, SB 1360 expanding language access for voters, SB 920 on gaming fee transparency, SB 1016 on mental health/Care Court evaluation options, SB 1198 on reckless driving penalties, SB 1213 on reporting prices for subsidized medium- and heavy-duty vehicles, SB 1265 codifying the Go Green financing program, SB 1338 on post-repossession vehicle transport interference, and SB 1135 on wildlife coexistence. Most passed on unanimous roll calls; SB 1265 and SB 1135 drew a small number of no votes. The session concluded with a lengthy adjournment-in-memory ceremony led by the Veterans Caucus, reading the names of 82 fallen service members and pausing in their honor. The President pro tempore then announced the Senate would recess and return for the next floor session on Tuesday, May 26, 2026.

Transcript Highlights:

• We don't need the dual agencies providing oversight at the state level as well.
• And the way the bill is drafted, it specifies based on taking dual credit classes.
• And the way the bill is drafted, it specifies based on taking dual credit classes.
• And the way the bill is drafted, it specifies based on taking dual credit classes.
• <00:31:57.200> over attending um one or more classes over attending um one or more classes

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education met for its fifth meeting and first took up House Bill 236, which would remove dual licensure requirements for certain Kentucky EMS education and training programs licensed by the Kentucky Board of EMS. The sponsor and witnesses said the change would reduce red tape and costs for small EMS training providers, help address workforce shortages, and preserve existing training standards. The committee adopted a committee substitute, then passed the bill with favorable expression and adopted a title amendment. Members noted support from the Council for Proprietary Education and the Council for Postsecondary Education. The committee then heard House Bill 298 for discussion only, with no vote taken. The bill would extend KEES scholarship eligibility to students from non-certified schools, including homeschool, parochial, church, and other private schools, using dual-credit coursework, AP exams, and ACT scores to determine merit. The sponsor and a homeschooling witness argued the measure would create fairness for high-achieving students who are currently limited to the ACT supplement, and said homeschool students often take advanced coursework and dual-credit classes. Members asked about instructional hours, certification, eligibility criteria, and the fiscal impact; the sponsor said the bill had a fiscal note of about $290,000 in the first year and about $3.9 million at full implementation, and that the policy would apply to lottery-funded KEES dollars. Several members expressed support for both bills, while also seeking clarification on how homeschool and non-certified school programs operate and why some do not seek certification. The discussion emphasized that homeschoolers are treated as private schools under Kentucky law, that certification can be costly and time-consuming, and that the bill would not change existing academic standards for KEES eligibility. The meeting ended after the discussion of HB 298, with no committee vote on that bill.

Transcript Highlights:

• This extends to class speech.
• <00:10:51.519> or be in uh in the middle of a class or be in uh in the middle of a class or
• They're not enrolled in that class.
• They're not enrolled in that class.
• They're not enrolled in that class.

Bills: HB0159

Keywords: student rights, free expression, K-12 education, speech protection, religious views, political speech, 916, all