Transcript Highlights:

• in student support services and student success and access, excuse me.
• Together, these projects will provide about 2,388 affordable student housing beds for UC students. student
• Students may go through that as students. Employees on campus, I'm not sure.
• modules, both for the student and for the student employee, because this student employee will have
• students.

Keywords: 988, house, all

Transcript Highlights:

• </c> student Achievement High School students student Achievement High School students currently<00:05
• If a student does not have that ID, a student can get a notarized College Board student ID in order to
• A student can get a notarized College Board student ID in order to take the exam.
• Thank you to the three students—two students that testified. Love hearing from you as well.
• Thank you to the three students—two students that testified. Love hearing from you as well.

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• our class sizes, student success, and student services.
• At least amount possible students in student support services and student success and access, excuse
• and all students.
• modules, both for the student and for the student employee, because the student employee will have an
• As a student and... For your support for the UC students.

Summary: The Assembly Budget Subcommittee on Education Finance held an extended hearing focused primarily on University of California budget issues, enrollment, housing, and Title IX. Chair David Alvarez opened by noting the governor’s proposed 8% ongoing General Fund reduction to UC, the deferral of compact funding, and the College of the Law budget item, while emphasizing that no votes would be taken that day. Public commenters, including UC Davis employees and lecturers, urged restoration of UC funding and opposed the hiring freeze, saying cuts would worsen staffing shortages, reduce research capacity, and harm students and patients. On UC core operations, the Department of Finance said the governor’s budget maintains the compact but defers $240.8 million in ongoing support and continues a planned 7.95% reduction, while the LAO recommended rejecting the deferrals and instead making any changes in the budget year. UC San Diego’s chancellor and UC Office of the President argued the cuts and deferrals would create major campus shortfalls, force hiring freezes, larger class sizes, fewer course offerings, delayed projects, and possible layoffs. Committee members questioned whether cuts could be shifted away from students and toward administration, discussed UCOP reserves and bond debt, and noted that UC’s budget structure makes the campus-level impact larger than the headline reduction. The committee also reviewed enrollment trends and nonresident replacement. The LAO said UC resident enrollment has grown and recommended revisiting 2026-27 targets and pausing the nonresident replacement plan if state funding does not improve. UC said it has exceeded California undergraduate enrollment and nonresident replacement goals, but warned that continued growth without funding would force enrollment reductions and harm quality. Members discussed the role of nonresident and international students, tuition rates, and the value of UC as a pathway for California students and a source of talent for the state. A separate housing item covered the state’s Higher Education Student Housing Grant Program. UC reported that recent bond savings could support additional affordable beds at UC Davis and UC Santa Barbara, but the LAO and Finance noted the Legislature would need to decide how to use the $6.2 million in savings from the original projects. The committee also heard a Title IX update from UC’s systemwide civil rights office, which described campus Title IX structures, training, and policy enforcement, and said the system has been working to improve confidentiality guidance and streamline complaint processes after survey feedback showed confusion and lengthy procedures.

Transcript Highlights:

• Why this matters for students: All students are impacted by these dynamics.
• These students are showing up.
• and student support services.
• Students of UW Tacoma.
• , serving eligible students.

Summary: The Senate Higher Education and Workforce Development Committee began with a work session on student complaints in higher education. Faculty, union, and research witnesses argued that current complaint systems are sometimes misused in bad faith, disproportionately affecting faculty of color, women, and contingent faculty, consuming institutional resources, and chilling academic freedom. They called for an initial screening process for bias or retaliation, routine data collection and equity review, and a faculty bill of rights. Committee members asked about FERPA, Title IX, and how complaint data could be tracked consistently across institutions. The committee then held public hearings on several bills. SB 6090 would create a Heritage Orchard Program at Washington State University to register and preserve heritage orchards and rare apple varieties; Senator Braun said it would honor Washington’s apple history and support research at low cost. SB 5931 would make technical changes to the Workforce Education Investment Oversight Board, including two-year co-chair terms, a later annual report date, and removal of a dashboard requirement; WASAC, labor, and Microsoft testified in support. SB 5963 would automatically qualify Passport to Careers students as income-eligible for the Washington College Grant and align financial aid definitions; WASAC, College Success Foundation, students, and student advocates supported it as a way to reduce barriers for foster and homeless youth. The committee also heard SB 5978, which would codify and expand the Washington Guaranteed Admissions Program and require annual student notifications about admissions, financial aid, dual credit, and related opportunities. Supporters included the Council of Presidents, faculty, students, parents, and the Washington Roundtable, who said guaranteed admission and better outreach would reduce anxiety, improve transparency, and help more students enroll. Finally, SB 6082 would direct JLARC to audit fraud in state financial aid programs, including fictitious students and AI-enabled abuse; the sponsor cited recent fraud concerns, while community and technical college officials said colleges already have fraud controls in place, warned the audit was unfunded and potentially duplicative, and asked for more resources. No votes were taken, and the committee adjourned after closing the hearings.

Transcript Highlights:

• ><c> with</c> students and independent students with students and independent students with dependents
• students only $851.
• students.
• And I'm really pro- student. I choice. And I'm really pro- student.
• </c><01:21:24.000><c> from</c> generation student, college student from generation student, college student

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• students, that percentage of students in special education is going to increase substantially.
• So again, larger districts have more high-need students, smaller districts, of high-need students.
• per student decreases.
• as the general student body.
• as the general student body.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• And we know who bore the brunt of this failure: Black students, Indigenous students, students of color
• And we know who bore the brunt of this failure: Black students, Indigenous students, students of color
• c> indigenous students and students of indigenous students and students of color<01:15:18.400><c> and
• </c> only effective at keeping student only effective at keeping student students<01:29:01.840><c> out
• students and staff every student students and staff interviews<01:42:45.360><c> need</c><01:42:45.520

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• students, that percentage of students in special education is going to increase substantially.
• per student decreases.
• students are in special education.
• as the general student body.
• So you could think about students in special education receiving about 20% more funding than students

Committee: House Education

Summary: The committee first approved the minutes from February 2 and 3. It then introduced RS 3-1308, sponsored by Representative Raymond, which would change public school digital content and curriculum funding from a first-come, first-served process to an as-needed, scored application process so districts with greater need would receive funds. The motion to introduce passed without opposition. The committee next heard a presentation from the Office of Performance Evaluations on its K-12 district characteristics and funding study. Casey Petty explained that Idaho’s support unit funding model tends to provide more state funding per student to smaller districts and less per student to larger districts, but that funding does not consistently rise with higher proportions of high-need students such as special education or English learner populations. He said Idaho’s special education formula assumes only about 5.8% of students are in special education, while actual enrollment was about 11.5% in 2023, contributing to an estimated $37.7 million gap in support-unit funding for special education. Members asked about the support unit model, district size effects, charter school data limitations, Medicaid, and whether the formula should be revised. The committee then considered House Joint Memorial 11, which urges Congress to fully fund the Individuals with Disabilities Education Act at the promised 40% level. Representative Furman and several educators and administrators testified in support, describing the strain on district budgets and citing large local shortfalls in Boise and Fruitland. Witnesses said districts are covering mandated special education services with local and state funds, and that increased identification, early intervention, and behavioral needs are driving costs. Some members raised questions about over-identification, eligibility criteria, and behavioral issues, but the memorial was ultimately sent to the floor with a due pass recommendation by voice vote. The meeting then adjourned.

Transcript Highlights:

• outcomes are students achieving?
• student populations are achieving that two-credit threshold and beyond and which students are not.
• For students, about opportunities to encourage that focus for students where that might make sense.
• And so we knew we couldn't set up students who took CTE versus students who didn't take CTE, because
• students within an IB curriculum may make that, and just say because it's a small share of students

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:

• , students of color, students with disabilities, and other high-need students.
• , students of color, and students with disabilities, and other high-need students.
• So we've had persistent disparities impacting low-income students, students of color, and students with
• This legislation is critical to protecting students of color, non-binary students, and disabled students
• students.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• In student government, we advocate on behalf of the roughly 40,000 undergraduate students on the Twin
• </c> five University of Minnesota students five University of Minnesota students struggle<00:03:51.360
• students United supports hungry students students United supports a<00:14:55.600><c> direct</c><00:14
• Parenting students make up almost a quarter of the undergraduate student population in the U.S.
• being brilliant students.

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• There's nuance between a Chinese American student versus a Filipino American student versus a student
• There's nuance between a Chinese American student versus a Filipino American student versus a student
• student is...
• students have.
• students have.

Committee: Senate Education

Keywords: 987, senate, all

Transcript Highlights:

• Roughly 500 students enrolled are prior homeschool students.
• Roughly 500 students enrolled are prior homeschool students.
• students.
• students.
• students.

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and heard first from the Washway Nicotine Youth Advocacy Group, which urged stronger enforcement of Kentucky’s Tobacco 21 law. Youth advocates described the harms of flavored vaping products, argued that nicotine use is targeting children, and called for retailer licensing, annual compliance checks, harsher penalties for illegal sales, and more funding for enforcement. Committee members praised the presentation, and one senator said he had heard a bill on licensed retailers may be coming soon. The committee then heard a lengthy presentation from Cloverport Independent School District and the Kentucky Virtual Academy about the state’s virtual school model. Superintendent Keith Haynes and principals Brandy Fagan and Sally Johnson said KYVA serves about 2,800 students, many of whom are at-risk or have health, safety, behavioral, or family reasons for choosing virtual education. They emphasized that the program uses live synchronous instruction, provides devices and materials, and offers special education and related services. They also said the school had a large wait list and that virtual programs need more flexibility in staffing ratios, scheduling, and testing windows. School leaders acknowledged criticism of KYVA’s proficiency scores and said many students entered far below grade level, with 59% not proficient in English language arts and 79% not proficient in math on recent state testing. They argued the program is too new to judge solely on one year of data and pointed to growth in MAP scores, as well as middle and high school rankings in the top half of Kentucky schools. Fagan and Johnson outlined improvement efforts, including daily interventions, small-group instruction, literacy programs, staff training, and expanded clubs and student activities. No votes or formal committee actions were taken in the portion provided.

Transcript Highlights:

• About two-thirds of the recipients are dependent students, and about 15% of students overall are student
• the students the student themselves the students family<00:02:46.200><c> as</c><00:02:46.360><c> well
• We have more students, again more students, more need, more needy students.
• Our student body includes 23% students of color, 29% Pell-eligible students, and within six months of
• </c><01:30:06.840><c> of</c> students includes over 65% students of students includes over 65% students

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• Student Access Grant, among other programs that address students' unique circumstances.
• the 23 legislative session, this program became a student financial aid program and students for students
• Over 90,000 students and secondary students participated in dual enrollment in 23, 24.
• heard earlier, who are private school students or home education students or public school students who
• This enables 77% of our students to enroll without a student loan, which means our students are graduating

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:

• by students in the UC system.
• of its students today.
• the needs of our students.
• voting student members.
• And thank you to our student speakers for your testimonials about student voice and student representation

Summary: The Assembly Higher Education Committee met for a hearing with one item on the agenda, ACA 18, a constitutional amendment to expand student representation on the University of California Board of Regents. The authors, Assemblymembers Celeste Rodriguez and Anamarie Farías, said the measure would double the number of student seats on the board and ensure both an undergraduate and a graduate student voice, arguing that students are the primary stakeholders and should have more meaningful input on decisions affecting tuition, housing, basic needs, and other campus issues. The authors accepted committee amendments that cleaned up language and the appointment process for student regents and their nonvoting designates. Supporters included UC student leaders, alumni, and advocacy groups. Testimony emphasized that the UC system has far more students than the current single voting student regent can represent, that student input has helped shape policies on housing, basic needs, campus policing, and tuition, and that the UC should align with the CSU and community college systems, which already have two student voting members. No opposition testimony was presented. Committee members voiced support, with several noting the importance of student voice and representation. The committee then voted to pass ACA 18 as amended and re-refer it to the Committee on Appropriations. The roll call ultimately finished at 9-0 in favor, and the measure was reported out of committee.

Transcript Highlights:

• students can access.
• those students, fulfill the child find needs, and identify students as needed.
• So students are...
• for that student.
• What are our students like? Our students are, we have a majority of our families.

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:

• students right now.
• So under elevating student success, this priority focuses on graduating students on time, minimizing
• students.
• We offer workshops for our students.
• On the right is a student, one of our students that I met a couple of years ago, Zoe Cole, who actually

Committee: Senate Education Postsecondary

Summary: The Committee on Education Postsecondary held an informational hearing focused on how Florida’s public colleges and universities are aligning bachelor’s degree programs with workforce needs and improving student outcomes. Chancellor Kathy Hebda described Florida College System enrollment growth, the state college system’s workforce-oriented bachelor’s degrees, approval and accountability processes for those programs, and outcomes data showing strong completion and wage results, especially in health care. Emily Sykes of the Board of Governors outlined the State University System’s program review practices, performance-based funding metrics, strategic emphasis programs, and the MyFloridaFuture tool that lets students compare earnings, debt, and employment outcomes by major and institution. University and college leaders then described campus-level workforce initiatives. Florida Gulf Coast University highlighted employer-driven microcredentials, digital badges, internships, career fairs, service learning, and partnerships with regional employers. UCF discussed its career navigator requirements, major industry partnerships such as Lockheed Martin, nursing and faculty career-integration efforts, and a centralized career development center. Northwest Florida State College and the University of West Florida emphasized their bachelor’s programs, transfer pathways, teacher and nursing outcomes, military and defense-related workforce pipelines, cybersecurity training, and stackable credentials tied to regional labor needs. During member questions, senators asked how microcredentials and military experience translate into college credit, whether credentials transfer across institutions, and what legislators can do to help. Witnesses said the state’s common course and articulation systems already support transfer, and they encouraged continued legislative support for innovation, faster curriculum alignment, internships, and specialized transfer degrees. No bills were voted on, and the meeting ended with no public comment and an adjournment motion adopted.

Transcript Highlights:

• Student.
• We had 913 dual credit students last fall—913, about half of our students. 209 of those students were
• Twenty-one of those students were homeschooled students, and the remainder is 600 students taking courses
• Now, from the instructor's perspective, in a perfect world, a student is a student is a student.
• student to student, and teacher to teacher.

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:

• students.
• our students matters.
• </c><00:51:09.799><c> and</c><00:51:09.920><c> I</c> student can be a math student and I student can
• > let's</c> students fulfilled students um let's students fulfilled students um let's change<00:53:39.280
• students do well options these students students do well in<01:10:25.960><c> school</c><01:10:26.520

Committee: Senate Education Policy

Keywords: 1187, senate, all