Transcript Highlights:

• We know we want students to connect.
• How do we engage communities in supporting their students in accelerating and improving student outcomes
• of students earning a C or better.
• Asian Pacific Islander students.
• So our students are getting this opportunity to do that, to really build this asset lens for students

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• The academic goals for students were to graduate academically competent students, and as Elizabeth and
• As far as its public education students or public school students, they were expected to achieve competency
• students, white students, economically disadvantaged students, which in Arkansas refers to students
• White students had the highest four-year graduation rate at 91%, and English learner students had the
• For the five-year graduation rates by ESSA student subgroups, English learner students had the lowest

Keywords: 1204, all

Transcript Highlights:

• Our freshmen included 52 students and then 22 students for their sophomores.
• Students are fed.
• A non-beneficiary student is an individual who is a beneficiary students.
• This amount is the federal per-student rate for beneficiary students.
• The student representative asked for student advising to make sure students were not enrolling in a program

Committee: Joint Higher Education Institutions Committee

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

Transcript Highlights:

• retain those students.
• About 7% of our student population is from Canada, just under 200 students.
• students.
• So a lot more of those students are full-time students that are coming in as new students.
• students.

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

Transcript Highlights:

• slide um our student demographics slide um our students<00:42:51.920><c> are</c> students are students
• </c><00:43:03.440><c> are</c> students um M most of our students are students um M most of our students
• students, but the resources we get is only for 50 students.
• students, but the resources we get is only for 50 students.
• focus</c><00:59:28.200><c> on</c> that students our students can focus on that students our students

Committee: House Higher Education Finance and Policy

Keywords: 1183, house

Transcript Highlights:

• So students are paying, schools are paying $40 or less for every IDLA class that their students are enrolled
• For students.
• We are student focused.
• Why are we paying twice for the same student? The taxpayers are paying twice for the same student?
• Why are we paying twice for the same student? The taxpayers are paying twice for the same student?

Committee: House Education

Summary: The committee first considered RS 33030 C2, introduced by Representative Doug Pickett, which would add transparency and accountability requirements for virtual education programs, especially Idaho Home Learning Academy. He said the proposal would require school board approval of contracts with education service providers, confirm Idaho residency for students, require state standards for curriculum, disclose services and costs, address conflicts of interest, prohibit direct payments to parents, require certified teachers, and define eligible uses for supplemental learning funds. The committee voted to introduce the RS. Superintendent Jeff Simmons then presented on Idaho Digital Learning Academy (IDLA), describing it as the state virtual program created to provide choice, access, flexibility, quality, and equity through supplemental online courses. He said IDLA is funded mainly by a per-enrollment state appropriation and course fees, serves all students statewide, uses Idaho-certified teachers and principals, and offers a broad catalog including core classes, electives, dual credit, CTE, credit recovery, LaunchPad literacy support, and open educational resources. Anthony Butler, superintendent of Cambridge School District, testified that IDLA has been valuable for a small rural district by expanding course offerings, supporting dual credit, credit recovery, and helping students stay on track to graduate. Members questioned Simmons extensively about IDLA’s original purpose, its growth in budget and enrollment, teacher pay, audits, accountability, use by homeschool and private school students, and whether the program is serving rural students as intended. Simmons said the program remains supplemental, that most courses are asynchronous, that teachers are part-time and paid per enrollment, and that IDLA undergoes annual independent audits and reporting. He also said a proposed $10 million cut would significantly reduce services, likely affecting rural schools and programs like LaunchPad. The committee did not take a vote on IDLA during this portion, but the chair indicated further budget discussions would continue later.

Transcript Highlights:

• We have traditional students graduating from high school, also students taking dual credit.
• The students. Who preps them? The students. So, literally...
• my students.
• We have one high school student in the nursing program right now that's a dual student.
• students between us and Luna.

Committee: House Science, Technology & Telecommunications Committee

Transcript Highlights:

• of a student?
• of a student?
• And it's not just for students with disabilities. It's for all students.
• Special education students are general education students first.
• Special education students are general education students first.

Summary: The House Education Committee held a work session on reducing restraint and eliminating isolation in schools, then moved into a public hearing on House Bill 1795 and its proposed substitute. Chair Sharon Santos reviewed committee procedures and emphasized the short session timeline, then framed the discussion as part of a longer-running effort to address student restraint and isolation. Representative Callan, the bill sponsor, said the committee’s pilot and demonstration sites would help identify both benefits and implementation challenges for legislation. OSPI Acting Director of Policy and Legislative Affairs Misha Cherniski presented an update on the state’s demonstration project, saying it is in its third year and has $2 million per year in the current budget for fiscal years 2026 and 2027. He described intensive, targeted, and universal supports, including grants to pilot and demonstration districts, a technical assistance manual, and statewide professional learning. He reported that 68% of project sites saw reductions in restraint and isolation compared with the prior year, and said OSPI’s immediate policy recommendations are to extend prohibitions on dangerous restraints such as prone, supine, wall, mechanical, chemical, and noxious spray restraints, and to clarify the definition of “imminent likelihood of serious harm.” Committee members asked for more detailed disaggregated data by race, ethnicity, grade level, incident type, and sample size, and raised questions about authorized entities, student movement, and whether data captures incidents in nonpublic settings. Representatives from Auburn, Bainbridge Island, and Concrete school districts described how the grant-funded work has affected their districts. Auburn reported major reductions in isolation after removing its last isolation room, expanding behavior supports, and training staff through multiple professional development options; the district said the biggest challenge has been shifting staff mindset and navigating delayed access to vendors and grant systems. Bainbridge Island said it has used grant funds for universal staff training, administrator training, social-emotional MTSS work, and partnerships with multiple providers; it reported zero isolations and sharply reduced restraints, while noting the need to monitor nonpublic agencies closely. Concrete, a much smaller district, said the grant allowed it to hire a part-time BCBA, adopt Safety-Care training, and use OSPI’s manual and tracking tools, but staffing shortages and limited substitute coverage make it hard to attend demonstration sites or training in person. During the public hearing, the substitute bill was summarized as prohibiting certain restraints, banning isolation as a planned intervention, narrowing the definition of serious harm, and extending requirements to other providers of public educational services, while preserving lawful duties of school resource officers. Proponents included disability advocates, the Washington Education Association, and public school employees, who said the bill would reduce trauma and align practice with student safety and dignity. A parent testified about a child harmed by a room that was later used for involuntary confinement. A representative from a specialized learning center testified in opposition, arguing that a complete elimination of isolation for younger students could increase danger in some settings, that medical-provider requirements could be difficult to meet, and that specialized providers need broader exemptions. No vote was taken in the portion of the meeting provided.

Transcript Highlights:

• It protects students from predatory financing for private loans and Students from predatory financing
• We put up enough roadblocks in the world for our students or future students. ...for our students or
• outcomes for all of our students.
• Who are the staff that are working with the students? We are on the ground with the students.
• This continues that trend of enabling our campus to serve students and serve students well.

Committee: House Higher Education

Keywords: 988, house, all

Transcript Highlights:

• Improving student outcomes.
• students?
• and student groups.
• at $16,000 per student.
• And it's not just our all students; it's our at-risk students as well. 79% of our low-income students

Keywords: 996, all

Transcript Highlights:

• students.
• So a lot more of those students are full-time students that are coming in as new students.
• students.
• So a lot more of those students are full-time students that are coming in as new students.
• students.

Committee: Joint Higher Education Institutions Committee

Keywords: 908, all

Transcript Highlights:

• So a student takes the test.
• So they have their student data.
• It is awarded on a per-student basis, a per-student amount based on the percentage of students eligible
• decrease of $15 per student from 2023 and more than $260 more than per-student funding.
• learner students but declined within enhanced student achievement, or ESA.

Keywords: 1204, all

Transcript Highlights:

• students.
• students.
• </c> supports for students. supports for students.
• One student 539 students for every high One student 539 students for every high school<00:29:09.440><
• is</c><00:46:34.600><c> a</c> eligible students, a free student is a eligible students, a free student

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• We're very proud of our outcomes for students in all majors, and whether the student is a first-gen student
• We're very proud of our outcomes for students in all majors, and whether the student is a first-gen student
• We're very proud of our outcomes for students in all majors, and whether the student is a first-gen student
• We're very proud of our outcomes for students in all majors, and whether the student is a first-gen student
• The student is a first-gen student or a fourth-gen student or somewhere in between.

Committee: House Higher Education Finance and Policy

Keywords: 1183, house

Transcript Highlights:

• I have the pleasure of sharing a student testimony today from Christopher Anthony, a graduate student
• Students per year.
• , more students of color, more Native students, and more Californians go to college.
• and prospective students.
• and student parents.

Summary: The Assembly Higher Education Committee heard several Senate measures focused on student access, workforce needs, and institutional stability. Senator Laird presented SJR 4, which urges the federal government to restore NIH funding cuts and protect California’s research universities; UC testified in support and there was no opposition. Senator Ashby presented SB 761, the CalFresh for Students Act, to connect Cal Grant applicants with potential CalFresh eligibility and expand qualifying programs; the bill drew broad support from higher education, student, anti-hunger, and county groups, with members sharing personal experiences with food insecurity and no opposition. Senator Cabaldon presented SB 520 to create a California Nurse Midwifery Education Fund for a new master’s-level nurse midwifery program, citing maternal health disparities and provider shortages, especially in rural and Central Valley communities. Supporters from the California Nurse Midwives Association and the Black Wellness and Prosperity Center emphasized workforce shortages and maternal mortality; one member raised concerns about the bill’s use of inclusive language, but the bill was otherwise well received. Cabaldon also presented SB 640, which would create a statewide direct admissions process to CSU for eligible high school seniors using existing data systems; supporters said it would reduce barriers, improve equity, and help declining-enrollment campuses, while members raised questions about special education students, rural access, dual enrollment, and measuring effectiveness. The committee voted SB 640 out on a 6-0 roll call. Cabaldon’s SB 744 would preserve California students’ access to enrollment and financial aid if a federally recognized accrediting agency loses approval, by treating affected institutions as accredited for state purposes; the bill drew no public testimony and advanced on a 4-2 roll call. Senator Cortese’s SB 494 would require classified school employees’ disciplinary appeals to be heard by an administrative law judge, matching protections already available to teachers and community college faculty; labor groups supported the bill, while school districts and administrators opposed it over cost, local control, and implementation concerns. The committee also heard SB 550, a revised pilot to allow San Jose State and a nonprofit, state-accredited law school to jointly develop a public law school pathway; supporters argued it would expand affordable legal education and public-interest careers, while UC and independent colleges opposed it as inconsistent with the Master Plan. Members debated access, jurisdiction, funding, and bar pass rates, and the bill advanced on a 4-2 roll call to the Judiciary Committee.

Transcript Highlights:

• Undergraduate students are, for the most part, full-time students, except the College of Professional
• </c> students um AR undergraduate students students um AR undergraduate students for<00:11:08.760><c>
• is who our students are: 40% are 25 and older; two-thirds are part-time students.
• Most of our students are not two-year and four-year students; most of our students are going to be four
• , non-traditional students.

Keywords: 928, house, all

Summary: The committee received an orientation from University System of New Hampshire Chancellor Katherine Preventure and Senior Director of Government Relations Lauren Banker on the system’s enrollment, finances, workforce role, and academic programs. They described the system as consisting of UNH, Keene State, and Plymouth State, with about 23,000 students, $928 million in FY24 operating expenses, a $3.7 billion economic impact, and UNH’s R1 research status. They emphasized the system’s role in graduating students into the New Hampshire workforce, its statewide Cooperative Extension and regional campus presence, and its alignment of degree offerings with top occupations identified by New Hampshire Employment Security. The presentation also highlighted partnerships with businesses, internships, and collaboration with the community college system, including 100 transfer pathways and a direct-admit program. A substantial portion of the discussion focused on tuition, state support, and student costs. The chancellor said the state invested $95 million in FY25, with about $81 million used to reduce resident tuition and about $14 million for statutory programs such as Cooperative Extension and the Agricultural Experiment Station. She said the state subsidy is about $7,300 per New Hampshire student, and that resident net tuition averages about $7,000, while nonresident net tuition averages about $16,600. She provided published tuition figures for UNH, Plymouth State, and Keene State, and explained that resident tuition has been held flat for five years while financial aid has increased, reducing average net tuition and fees for New Hampshire students from about $10,500 in 2020 to $9,800. Members asked for clarification on how residency and workforce-retention percentages were calculated, and the chancellor said she would follow up. Members also asked about comparisons with peer institutions, housing and meal costs, research funding, and the reasons for declining enrollment and staffing reductions. The chancellor said peer comparisons were based on flagship universities for UNH and smaller regional publics for Plymouth and Keene, and noted that out-of-state tuition has risen about 2.5% annually. She said housing for a UNH double room is $8,536 and a meal plan is $5,100, and offered to provide a consolidated cost document. On research, she said the system’s direct research spending includes federal funding and that indirect costs were about $34 million last year, with a follow-up promised on the federal/state and direct/indirect split. She attributed enrollment declines largely to demographics and said the system is responding by reducing costs, selling buildings, exiting leases, moving the system office to NHTI, and implementing Workday. She also noted that Plymouth received approval for five three-year bachelor’s degree programs and that members praised the shorter, workforce-focused pathways, especially for manufacturing and other in-demand fields.

Transcript Highlights:

• A school district is authorized to suspend or expel a student for up to one year if the student acts
• to re-engage the student.
• six months until the student is re-enrolled full-time at the educational setting from which the student
• student was suspended or expelled.
• and students of color.

Summary: The House Education Committee first heard House Bill 2246, which would update school discipline rules for firearm-related violations. Committee staff explained that the bill extends existing firearm expulsion and readmission provisions to charter schools, state tribal education compact schools, the School for the Blind, the Center for Deaf and Hard of Hearing Youth, and educational service districts, and would allow governing boards to deny readmission or limit participation in activities after a firearm-related incident. Representative Lowe said the bill was prompted by a local incident and was intended to give districts more flexibility and clarity while still ensuring students continue receiving educational services. Committee members questioned how the bill interacts with constitutional rights to public education, whether it applies to imitation firearms or social media threats, and whether the school board or administration should make the initial discipline decision. OSPI testified “other,” noting concern about limiting appeals to one reconsideration and citing 48 firearm-related expulsions and 198 suspensions in 2023-24. Team Child testified in opposition, arguing the bill would make reentry harder and could unnecessarily exclude students from extracurriculars after they had served their discipline period. The public hearing on HB 2246 closed with 246 pro, 7 con, and 1 other signed in. The committee then heard House Bill 2360, which would allow public and private schools to maintain stock albuterol under a statewide standing order for use in asthma or other respiratory emergencies. Staff described the bill as authorizing trained school personnel or nurses to administer school-supplied albuterol in certain circumstances, including on school property, buses, and sanctioned excursions, with limited liability protections and a refusal option for employees not wishing to administer it. Representative Donaghy said the bill was meant to address life-threatening asthma attacks, especially when a student’s own inhaler is unavailable or when emergency response times are long. OSPI and the Washington State Nurses Association/School Nurse Organization of Washington testified in support, emphasizing the prevalence of asthma, the bill’s permissive nature, and the need for a standing order. The Department of Health had sent a letter asking to strike one section, and some witnesses raised concerns about administering albuterol to students without a prior prescription or diagnosis. Opponents, including a school nurse, argued the bill should wait until the state has clearer protocols, more training, and better staffing, and said nurses should not be asked to diagnose or medicate without physician orders. Supporters, including a pediatric pulmonologist and school nurses, said stock albuterol is safe, can prevent emergency room visits and deaths, and should be paired with parent notification and follow-up care. The public hearing on HB 2360 closed with 113 pro, 2 con, and 1 other signed in.

Transcript Highlights:

• </c> student mental health. student mental health.
• ><c> students</c><00:19:56.120><c> with</c> low-income students, and students with low-income students
• c> and</c> with students, not just students and with students, not just students and families. families
• . students. students.
• . students. students.

Bills: HF3493 , HF4114

Committee: House Education Finance

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy, 1183, house

Transcript Highlights:

• engagement specialists, and student support staff; and the inclusion of student voice with student attendance
• </c> what are the reasons why our students what are the reasons why our students are<00:12:35.680><c>
• on the students.
• </c><00:48:46.040><c> the</c><00:48:46.160><c> time</c> students I talk to students all the time students
• So if a student comes later, if a student leaves early, they would make the correction to that.

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• grants for students who qualify.
• We are pro-student.
• students.
• that ensures student success.
• I want students and I know students will express themselves in many ways that I may not love.

Summary: The committee held public hearings on several bills related to higher education, workforce training, student protections, campus encampments, and EMT recertification. HB 2427 would require tattoo artists to complete annual human trafficking awareness training through the Department of Licensing; the prime sponsor and supporters said tattoo artists may be among the few people trafficked survivors encounter and could help identify and refer victims, while one opponent argued the bill imposes compelled speech and burdens small businesses. HB 2458 would expand Washington College Grant eligibility to approved non-degree credential programs; supporters from community and technical colleges, workforce organizations, and employers said it would help low-income students access short-term training tied to high-demand jobs, while one member raised concerns about short-term credentials and their long-term value. The committee also heard HB 2474, which would strengthen consumer protections when a private institution or program closes by expanding use of the Student Achievement Council tuition recovery trust fund, requiring teach-out or transfer options, and voiding certain student debts if closure rules are violated. The sponsor and agency witnesses said the bill responds to recent closures and gaps in federal oversight, while Independent Colleges of Washington opposed the bill as overly broad and potentially harmful to program innovation, and asked that private nonprofit campuses be excluded. Testifiers from student groups and a national higher-education advocacy organization supported the measure and argued that protections should also apply to public institutions. HB 2589 would regulate campus encampments at institutions of higher education by requiring advance notice, limiting authorization to registered student organizations or recognized bargaining units, and allowing institutions to impose content-neutral time, place, and manner restrictions to protect safety and access. The sponsor said it codifies existing practice and does not ban protest, but several testifiers described recent encampments as disruptive or unsafe, while others warned the bill could chill student expression and should not apply to private nonprofit campuses. Finally, HB 2540 would extend EMT recertification intervals from every three years to every six years for EMTs certified in Washington for at least 10 years; firefighters and EMS supporters said it would reduce administrative burden without changing training requirements. The committee took no votes and adjourned after hearing all testimony, with a reminder about amendment deadlines for upcoming bills.