Transcript Highlights:

• So most of my career has been in alternative schools and alternative programming.
• Um, I don't know if the solution is regional cooperatives or specialized schools, but having these programs
• that they were placing students in the program or they had, I Went to one school where the alternative
• It is a collaborative program for school districts around the Claremore area for students exactly like
• This is Faith Crittenden, and we run our school-based programs.

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• program.
• program.
• health centers, those counselors that are working in those programs, and the school-based health centers
• That's going to help school nurses recruit school nurses.
• Rio Grande High School is a community school, so they also have a community school coordinator who can

Transcript Highlights:

• school nutrition funding programs.
• , you know, school nutrition funding programs.
• program, and in particular the farm-to-school incubator grant program.
• Farm to School, while a smaller program, is the only school food program that directly funds farmers
• And Farm to School, well, a smaller program is the only school food program that directly funds farmers

Summary: The Assembly Budget Subcommittee heard the administration’s spending plan for Proposition 4’s climate smart agriculture and biodiversity chapters, along with related trailer bill language. CDFA outlined proposed funding for existing programs such as SWEEP, Healthy Soils, Urban Agriculture, and invasive species work, plus new or phased-in programs including year-round and mobile farmers’ markets, tribal food sovereignty, and regional farm equipment sharing. The Department of Conservation described funding for the California Farmland Conservancy Program and Working Lands and Riparian Corridors Program, while the Department of Finance and LAO discussed pending allocations and generally found the overall approach reasonable, though LAO suggested the Legislature may want more statutory guidance and reporting, especially for new programs. Members focused on implementation details, equity, and accountability. Questions covered how programs would serve vulnerable and disadvantaged communities, whether new solicitations would be reopened for previously oversubscribed grants, how outcomes are tracked, and how to structure guidance for new programs such as farm equipment sharing. The chair emphasized that the Legislature wants clearer direction on program design and noted that AB 2313 should guide implementation of the regional farm equipment sharing allocation. The committee also discussed the administration’s request to directly appropriate bond funds to departments and to exempt bond program guidelines from the Administrative Procedures Act; LAO supported the APA exemption with possible legislative guardrails for public notice and comment. The committee then heard on the farm-to-school proposal, with CDFA requesting $24.9 million General Fund for incubator grants, technical assistance, and network support. CDFA said the program has reached nearly half of California schoolchildren and has shown strong demand and positive evaluation results. LAO supported the core program but recommended rejecting the $3 million technical assistance component as too broad and suggested the Legislature consider using Proposition 98 for some of the funding. Members debated that point, with some expressing concern about using General Fund dollars for a new discretionary request during a tight budget year. The biodiversity and nature-based solutions chapter included funding for the Wildlife Conservation Board, state conservancies, and tribal nature-based solutions. WCB described major recent investments and proposed projects tied to 30 by 30, habitat restoration, tribal partnerships, and public access. Members raised concerns about long-term stewardship, the size of the WCB allocation, and whether the Legislature should receive more detail on how funds will be distributed. The committee also heard requests for Bolsa Chica wetlands maintenance and Rincon Island decommissioning funding from the State Lands Commission, with members questioning long-term liability, remediation costs, and the role of private oil operators. No votes were taken, and the hearing ended with public comment from stakeholders largely supporting the APA exemption, farm-to-school funding, biodiversity investments, and related conservation programs.

Transcript Highlights:

• Everything from the work we're doing in our educator prep programs, our out-of-school time programs,
• And so our out-of-school time programs fund elementary through high school, so they look very different
• and charter schools, so they typically would provide before- or after-school programming during the
• School districts and charters have the ability to establish programming, including a virtual program.
• , and statewide school replacement and facility improvement programs.

Keywords: 996, all

Transcript Highlights:

• It's not a program, a school, or even a student-level designation.
• We have a lot of program. We have credit recovery at the high school.
• We have a lot of program. We have credit recovery at the high school.
• Parents are saying they're choosing our program because the last school just wasn't the right fit.
• And do they go to a more standard high school, or do they continue in a high school program, you know

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:

• High School High Tech, which provides high school students... ...a program called High School High Tech
• I'm very familiar with the program in our school districts for blind services, but what I've noticed
• I'm sure if I go to the school board, they'll know about these programs.
• pathways for students who may enter into a particular program in middle school or high school and then
• One is in adult basic education, so you think about GED programs or high school co-enrollment programs

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

Transcript Highlights:

• how many are participating in after-school programming.
• We know that these after-school, summer, and before-school programs make a huge difference, especially
• for our high school after-school programs, am I correct in understanding that our California public
• to cover high school programs?
• Then, making sure that the California Community Schools Program, which supports now more than 2,000 schools

Keywords: 988, house, all

Transcript Highlights:

• in the Florida Safe Schools K-9 program.
• for AP teachers and having this rich AP program in their school.
• to encourage public schools to have these AP and ACE programs.
• How does that compare... ...on school voucher programs to private schools.
• on school voucher programs to private schools. How does that compare to last year?

Summary: The Appropriations Committee met for Budget Day and heard presentations on the Senate’s proposed 2025-2026 budget, SPB 25-200, totaling $117.4 billion. Chair Hooper said the plan reduces overall spending from the prior year, keeps strong reserves, includes a 4% pay raise for state employees, maintains employee health care contributions, and makes major investments in water quality, transportation, and education infrastructure. Committee chairs then summarized their budget silos, including K-12 education, higher education, health and human services, criminal and civil justice, transportation/tourism/economic development, and agriculture/environment/general government. Members asked questions mainly about school funding, AP and dual enrollment support, voucher and scholarship impacts, and the My Safe Florida Home program. The committee adopted a large consent package of amendments and then approved three late-file amendments: funding virtual college tours for high school students, funding the FSU Sunshine Genetics program, and providing money for the Port of Fernandina customs facility. The committee then voted to report SPB 2500, the General Appropriations Bill, as a committee bill. It also favorably reported SPB 2502 (implementing bill), SPB 2504 (state employees placeholder), SB 7022 (Florida Retirement System contribution rates and DROP changes), CS/SB 1320 (recreating the Resilient Florida Trust Fund), SPB 2506 (gaming compact revenue distributions, including water projects and rural lands), SPB 2508 (29 new judgeships), SB 7014 (ending the court mediation and arbitration trust fund), SPB 2510 (K-12 conforming bill), SPB 2512 (higher education conforming bill), and SPB 2514 (health and human services conforming bill). The committee also took up several policy bills. It approved SB 7028 on cancer research, creating grant parameters, reporting requirements, a five-year pediatric cancer research incubator, and the Bascom Palmer Eye Institute VisionGen Initiative. It approved CS/CS/SB 170 on nursing home quality, adding resident satisfaction surveys, medical director standards, safety culture reviews, electronic health record requirements, financial reporting penalties, and a study of best practices. It approved CS/CS/SB 168, the Tristan Murphy Act, which expands mental health diversion options, adds Hillsborough County to a forensic hospital diversion pilot, expands grant uses, and creates a behavioral health data repository. It also approved SB 114 creating the Florida Center for Excellence in Insurance and Risk Management at FSU and moving the public hurricane loss model there. The committee then began considering SB 180 on emergency preparedness and response, including a late-file amendment, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• district to be a sponsor of a registered apprenticeship program, so I wear a sponsor hat and a school
• so I wear a sponsor hat and a program so I wear a sponsor hat and a school<00:10:01.959> district
• Paul Public Schools, it's not financially tenable to maintain both a robust graduate residency program
• Then the school district or entity that is going to be a sponsor of the program needs to work with the
• Then the school district or entity that is going to be a sponsor of the program needs to work with the

Keywords: 1183, house

Transcript Highlights:

• We have engineering at Lyman High School, and we are very proud of the program that we have, but based
• We take field trips from our middle schools to our high schools so students can see those career programs
• Secondly, Lake Works, which is an innovative program that brings together Lake County Schools, Lake Technical
• We have high school dual enrollment students. We have three college-at-high-school programs.
• So what middle school has a program, because we are a choice district, so what middle school has a program

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.

Transcript Highlights:

• It's the $1 billion ongoing that will be the community schools apportionment program that school sites
• million is actually to pilot and implement the certification program for school sites to make sure that
• You know, community schools, obviously, the program is very nuanced in that you want each district and
• In relation to community schools, we appreciate the ongoing funding for the program.
• We strongly support the ongoing investment in the California Community Schools Partnership Program and

Keywords: 987, senate, all

Transcript Highlights:

• are having the program if they're different from schools that do not.
• We can do school A that has two programs, school B that has three programs, and school C that has one
• And actually differentiate those lines of growth for which schools have one program, two programs, or
• Programs happening in some of our secondary, middle school, and high schools, and we think that it's
• score to evaluate your school, your school program?

Transcript Highlights:

• Program means school grade level, program, or class.
• <00:21:07.040> program program means school grade level program program means school grade
• I think the CTE program is part of the public school programs that they offer.
• public school programs that they offer. public school programs that they offer.
• The charter school program runs separate from the district public schools, of course, especially when

Keywords: 1189, house, all

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• In FY26, you all appropriated $15 million for both out-of-school time programs and tutoring programs.
• They're interested in expanding out-of-school time STEM programs.
• And I just want to say we... it was a virtual program within a school district versus a charter school
• It was a virtual program within a school district versus a charter school that is an organized virtual
• So out-of-school learning programs are a pretty broad category of programming that often do include after-school

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• in the Florida Safe Schools K-9 program.
• We're modifying the school recognition program, limiting the bonus...
• for AP teachers and having this rich AP program in their school.
• for AP teachers and having this rich AP program in their school.
• to encourage public schools to have these AP and ACE programs.

Summary: The Appropriations Committee heard presentations on the Senate’s proposed 2025-2026 budget, SPB 25-200, totaling $117.4 billion. Chair Hooper and committee chairs highlighted major spending priorities including a 4% raise for state employees, continued health insurance contributions, investments in water quality, transportation, education infrastructure, and workforce development, along with reductions tied to long-vacant positions. Education funding was a major focus, with increases for K-12 public schools and scholarships, higher education workforce programs, nursing initiatives, tutoring, and university performance funding. Health and human services, criminal and civil justice, transportation/economic development, and agriculture/environment budgets were also outlined, including Medicaid, mental health, corrections staffing, affordable housing, beach restoration, citrus recovery, and water projects. Members then questioned several budget choices, especially K-12 funding. Senators Polsky and Smith raised concerns that the Senate’s AP and dual enrollment funding changes could disadvantage public schools, while Burgess argued the budget preserves the money in the FEFP and gives districts more flexibility rather than reducing support. Questions also addressed voucher availability, school stabilization funding, and the My Safe Florida Home program. The committee adopted 171 consent amendments and three late-file amendments, then approved SPB 2500 as a committee bill. It also favorably reported implementing and conforming bills for state employees, retirement, natural resources, judgeships, K-12 education, higher education, and health and human services, along with SB 7022 on Florida Retirement System contribution rates and elected-officer DROP options, CS/SB 1320 on the Resilient Florida Trust Fund, SB 7014 ending the Mediation and Arbitration Trust Fund, SB 7028 on cancer research, CS/CS/SB 170 on nursing home quality and oversight, CS/SB 168 on mental health diversion and behavioral health data, SB 114 creating an insurance and risk management research center at FSU, and SB 180 on emergency preparedness and post-storm recovery. Most bills were reported favorably with little or no opposition, though SB 180 drew discussion about local-government authority after storms and the need to balance recovery speed with local safety and planning concerns.

Transcript Highlights:

• ECHO program is in the top-performing schools of the state.
• You know, they're really focused on before- and after-school programming.
• You know, they're really focused on before- and after-school programming.
• , that out-of-school time learning could be... ...and then programming that out-of-school time learning
• It was supposed to support school districts and schools in determining which program should we apply

Keywords: 996, all

Transcript Highlights:

• Florida Safe Schools Canine Program.
• This includes an increase in operating funds for schools for school district workforce education programs
• To shift from a public school setting to a private school setting in the family empowerment program,
• to encourage public schools to have these AP programs.
• programs to private schools,...

Keywords: 999, senate, all

Transcript Highlights:

• , which is before- and after-school programs and summer programs for K through 8 students who struggle
• programs and summer after school programs and summer programs<00:25:06.520> through<00:25:06.880
• ALCs heavily depend on extended learning programs such as after-school credit recovery and summer school
• after-school programs that complement in-class learning.
• > Senate schools and athletic programs Senate schools and athletic programs Senate file<00:52:01.720

Keywords: 1187, senate, all

Transcript Highlights:

• our school letter grade system.
• year to this school year.
• How do we reach charter schools, private schools, and home school students to let them know these opportunities
• For the high schools and for the public schools.
• Or junior college and set up a program where the school actually does the training, but the company benefits

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:

• Enrollment in teacher ed programs rose to 13,675 in the 2024-25 school year.
• But they, let's say a large high school has a carpentry program. That's a CTE program.
• A large high school has a carpentry program. That's a CTE program.
• Even in our high school program, like those kids know in high school if they want to be a teacher.
• It is just the mentoring program within your local school district, the beginning teacher assistant program

Keywords: 959, house, all