Transcript Highlights:

• The Assembly Budget Subcommittee No. 3 on Education Finance and the Assembly Education Committee will
• Education.
• , I've led in a county office of education for 11 years now.
• I don't think you can find an educator, and by educator I mean students, teachers, all the way to board
• educational equity within their communities.

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:

• We also are solely focused on nursing education so we would eat sleep and breathe nursing education.
• So what we do is we take in novice educators, Weise, give them the education for free.
• quality education.
• I'm an educator and we've done that in education for some period of time.
• I'm a special educate special needs educator.

Keywords: 999, senate, all

Transcript Highlights:

• </c> implementing the federal education implementing the federal education opportunity<00:04:02.720><
• </c> act relating to post-secary education. act relating to post-secary education.
• </c> States Department of Education funding. States Department of Education funding.
• . to post-secary education.
• </c> an act relating to health education. an act relating to health education.

Keywords: 958, all

Summary: The House convened with a quorum, approved the journal, excused absent members, and suspended rules to allow co-sponsorship and vote modifications. The Senate reported passage of Senate Bills 52 and 124, and several House committees reported favorable action on bills including HB 1, HB 2, HB 94, HB 246, HB 282, HB 299, HB 307, HB 519, HB 613, and HB 648. Most of those measures were ordered to first reading and placed on the calendar; HB 1 and HB 307 were sent to the Rules Committee after having had two previous readings. The House then recessed briefly before returning to the orders of the day. The chamber took up HB 568, relating to public adjusters. The sponsor explained that the bill would prohibit new public adjuster licenses, allow current licensees to renew, impose conflict-of-interest and contract requirements, set a 5% fee cap, and bar public adjusters from negotiating claims, citing consumer protection concerns and legal opinions about the practice of law. After debate and a brief explanation of vote from a member citing local storm-related abuses, the House voted on roll call and passed HB 568 with one nay vote. The House then considered HB 1, which would opt Kentucky into the federal education freedom tax credit program. Supporters said it would allow private donations to scholarship-granting organizations to benefit Kentucky students without using state general funds, and argued it could help public, private, and homeschool families with education-related expenses. Opponents criticized the speed of the process, warned it could open the door to vouchers and charters, and argued it would mainly benefit wealthier donors while public schools remain underfunded. Members also questioned the bill’s waiver of 11th Amendment immunity and received explanations that the waiver was limited to federal-court jurisdiction over the federal program and would not create individual liability for state actors. A motion to table the bill failed with 19 votes in favor, and debate continued.

Transcript Highlights:

• </c> documents and records of educational documents and records of educational attainment. attainment
• </c> Department of Education. Department of Education.
• <00:34:37.480><c> to</c><00:34:37.760><c> us</c> Education to us Education to us or<00:34:39.600><c>
• that they made educational attainment or achieved educational attainment.
• or achieved educational attain or achieved educational<00:43:32.000><c> attainment.

Keywords: 1189, house, all

Summary: The committee received an update from the LBA on three audits related to education programs. Christine Young reported that the special education audit is in report-writing, with 44 of 81 observations completed, and that a draft is expected early in the third quarter with a final report later in the summer. She also said the doorway program audit has a draft report with 12 observations, auditee responses were received May 14, an exit conference was held May 18, and the report is now expected to be presented at the June fiscal committee meeting. The bulk of the discussion focused on the education freedom accounts audit and a proposed expansion of scope. Beulah Skids explained that the original audit, required by the 2022 law creating the EFA program, would be expanded to examine whether students were New Hampshire residents at enrollment and throughout participation, and whether records of educational attainment satisfied program requirements. She described the current work, the draft cooperation agreement being developed with the Department of Education and the Children’s Scholarship Fund, and the department’s concerns about the audit period and the term "educational progress," which the LBA said it would revise. The committee discussed that the expanded work would depend on a written agreement giving the LBA access to needed records, policies, and staff, with the Department of Education potentially serving as an intermediary for data access. Members raised concerns about the scope period and data access. Senator Lang asked that the residency review be limited to the 2024-25 and 2025-26 school years, rather than the broader 2022-25 period, because those years captured the major program expansions; the committee appeared to agree, with clarification that the reference was to school years, not fiscal years. Members also discussed reconciliation of EFA funds, noting that the department has agreed to reopen rulemaking to make reconciliation more frequent so unused funds can be returned to the state sooner. Several members expressed frustration that access to data had been delayed, while LBA staff said the cooperation agreement is intended to prevent further roadblocks and that the AG’s office could review it if needed.

Transcript Highlights:

• </c> them pay for their education. them pay for their education.
• </c> that adequate education. that adequate education.
• Um home educated my my educator.
• a home educator and when a home educated a home educator a<00:48:52.080><c> parent</c><00:48:53.320>
• Education. Education.

Keywords: 1191, senate, all

Transcript Highlights:

• </c> Governor on issues of higher education. Governor on issues of higher education.
• </c> agenda for higher education. agenda for higher education.
• </c> for for higher education overall. for for higher education overall.
• ><c> that</c> education post secondary education that education post secondary education that we<00:13
• </c> trying to attain their education. trying to attain their education.

Keywords: 958, all

Summary: The Budget Review Subcommittee on Education met for an overview of the Council on Postsecondary Education (CPE). After approving the prior meeting minutes, staff from CPE explained that the council was reconstituted in 1997 and serves as Kentucky’s statewide coordinating body for higher education, with responsibilities including advising the General Assembly and governor, coordinating the postsecondary system, supporting budget and performance funding work, and using data to track outcomes. They described Kentucky’s governance structure, including the KCTCS governing board, independent boards at public universities, and CPE’s role in licensing private institutions and overseeing transfer, closed-school records, and tuition approval. CPE staff emphasized statewide strategic planning and the “60 by 30” goal of having 60% of working-age Kentuckians hold a meaningful credential by 2030. They said the agency uses dashboards, KPIs, and peer comparisons to set targets for institutions and monitor enrollment, retention, and graduation. They also highlighted the Kentucky Graduate Profile, a voluntary effort to embed 10 essential workforce skills into general education and major programs, and noted ongoing work on academic program approval, performance funding, and a biennial budget request. The presentation also focused on student support and workforce alignment initiatives. Staff described the Kentucky Advising Academy, the Commonwealth Education Continuum, and the Kentucky Student Success Collaborative, which work with K-12 partners and campuses to improve advising, transfer, wraparound supports, and career planning. They also discussed GEAR UP, the Futurity career-planning platform, and efforts to connect education pathways to workforce needs, including healthcare, veterans, and other adult learners. CPE reported that student debt at graduation has fallen to $10,168 at public institutions and that six in ten Kentucky undergraduates graduate debt free.

Transcript Highlights:

• Juanico is here from the Public Education Department as the Assistant Secretary for Indian Education,
• The Higher Education Department highlighted the potential role of the American Indian Education.
• Public Education Department.
• So again, moving this work to the Indian Education Division, the Language and Culture Education Division
• We need you in education.

Keywords: 996, all

Transcript Highlights:

• Not that they don't care about education, but sometimes in education we have acronyms.
• We have the State Board of Education separately from the Department of Education, separately from the
• the State Board of Education.
• By unifying the Department of Education and the State Board of Education.
• and the State Board of Education.

Keywords: 988, house, all

Transcript Highlights:

• It is critically important and part of education.
• The first portion pertains to educational service districts.
• for the preparation and certification of educators, including periodically reviewing approved educator
• Educational quality and equity demand investment. ...the most on public education.
• Education is a proven way to interrupt this cycle.

Bills: SB6130, SB6247, SB6260, SB6268, SB6278

Keywords: voter registration, elections, national holiday, civic engagement, government initiative, school funding, financial management, budgeting, transparency, district governance, SB 6260, public education, K-12, Washington State, OSPI, Office of Superintendent of Public Instruction, education finance, school transportation, school buses, zero-emission bus

Transcript Highlights:

• Instead of focusing fully on her education, Instead of focusing fully on her education, she was distracted
• Transitioning to higher education, whether from a K-12 school or as an adult returning to the education
• Transitioning to higher education, whether from a K-12 school or as an adult returning to the education
• I work in education as a paraprofessional supporting special education, so I have experienced this from
• Assembly Higher Education meeting.

Summary: The Assembly Higher Education Committee heard a long policy agenda focused largely on student access, equity, and institutional oversight. Bills discussed included AB 2236 on common course numbering and streamlined articulation across the community colleges, CSU, and UC; AB 2422 on protections when financial aid is delayed; AB 1669 on medical and mental health leaves of absence; AB 1713 on accepting IEPs and 504 plans as proof of disability for accommodations; AB 2766 on priority housing and related supports for foster youth and students experiencing homelessness; AB 2212 on tech-facilitated sexual harassment and AI-generated intimate images; AB 2504 on a pilot to upskill creative-industry workers for AI-related changes; AB 1734 on preserving and expanding California food insecurity data collection; and AB 2771, the sunset bill for the Bureau of Private Postsecondary Education. The committee also took up a consent calendar of three bills earlier in the hearing. Testimony was overwhelmingly in support from student groups, advocacy organizations, and system representatives, with many speakers describing personal experiences with transfer confusion, delayed aid, mental health crises, disability documentation barriers, housing instability, and online sexual harm. AB 2236 drew support from community college, CSU, UC student associations, and college-opportunity advocates, while the CSU Academic Senate registered opposition. AB 2771 drew a notable exchange over the cost and scope of the Bureau of Private Postsecondary Education, with Vice Chair DeMaio opposing the extension on fiscal and bureaucracy grounds; the author responded that the bureau is fee-funded and that its fees had not been raised in years. AB 1734 also prompted skepticism from DeMaio about the survey’s cost, methodology, and whether the work should be competitively bid, though supporters argued the existing California Health Interview Survey infrastructure was the most efficient way to preserve critical food insecurity data after federal cuts. The committee voted to advance the measures it heard, generally on party-line or near-party-line votes, with several bills held open for additional members to add on. AB 2236, AB 2422, AB 1669, AB 1713, AB 1734, AB 2766, and AB 2212 all received do-pass recommendations and were re-referred to the appropriate policy or fiscal committees. AB 2771 was also moved forward to the Committee on Business and Professions after debate over the bureau’s reauthorization and fee structure. The hearing ended with the committee beginning consideration of AB 2504, the AI-related workforce upskilling pilot for creative industries.

Transcript Highlights:

• </c> conclusion of a student's educational conclusion of a student's educational career.<00:03:37.920
• </c> um the Minnesota Department of Education um the Minnesota Department of Education provides<00:10
• </c> additional revenue on special education. additional revenue on special education.
• </c> this particularly in special education. this particularly in special education.
• </c> education funds to cover the gap. education funds to cover the gap.

Bills: HF3790, HF3654, HF3371, HF3470, HF1099

Keywords: education finance, lease levy authority, graduation ceremonies, school districts, Minnesota Statutes, local revenue, funding increase, education, state appropriation, local control, HF3371, local optional revenue, school finance, general education aid, school district funding, referendum revenue, referendum market value, equalization aid, state aid, property tax levy

Transcript Highlights:

• education local plan area, or SELPA, will receive the same base rate per pupil for state special education
• Education.
• Costs in special education are escalating at a much, much higher rate than our general education costs
• It's based on district-wide ADA, right, of general education and special education together.
• Special education services are mandated, and as such every dollar that's not funded for special education

Keywords: 988, house, all

Transcript Highlights:

• </c> based on pupil needs, special education based on pupil needs, special education needs,<00:18:16.720
• </c> to continue to provide education to continue to provide education services<00:24:45.080><c> for<
• They make educated guesses. And I think that they can also make this educated guess.
• </c> they can also make this educated guess. they can also make this educated guess.
• </c> than say special education. than say special education.

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:

• </c> changes in education law. changes in education law.
• </c> education policy. education policy.
• </c> Board of Education. Board of Education.
• </c> Compact for Education. Compact for Education.
• > quality</c> Education updates the education quality Education updates the education quality standards

Keywords: 926, house, all

Transcript Highlights:

• Agriculture education has proven to be one of the most influential forms of education I have ever experienced
• I'm the program director for Agriculture Education on the Move, which is an agriculture education program
• We know that ag education is an intricate part of informing and educating students... in secondary education
• We know that ag education is a intricate part for informing, educating students.
• music education, and we have PE.

Keywords: 959, house, all

Transcript Highlights:

• for students and public institutions of higher education.
• HB 2674 prohibits the Texas Education Agency, the State Board of Education, and any other state educational
• service provider, vendor of educational products, or program participants.
• service provider vendor of educational products or program participants.
• and eventually to broader special education services.

Bills: HB126, HB121

Keywords: election laws, attorney general, prosecution, criminal offenses, voting integrity, education, property values, school districts, comptroller, funding formula

Summary: The Senate Committee on Education K-16 met to hear testimony on a full agenda of education-related bills. Several measures were laid out and left pending, including HB 322 to allow JET Grant funds to be used for subscription-based and ongoing technology costs for career and technical education; HB 3062 to require fentanyl and drug-poisoning prevention instruction for entering college students; HB 121 to update school safety laws, including TEA peace officer commissions, annual renewal of certain safety exceptions, new reporting requirements, and special education behavior threat assessment changes; HB 3627 to let the State Board of Education chair employ staff; HB 5515 to curb inflated shipping and handling charges on instructional materials; HB 2674 to prohibit new state regulation of homeschool programs; HB 2310 to require a statewide strategic plan for early learning and inclusion for young children with disabilities; HB 367 to standardize documentation for excused absences due to serious illness; HB 1178 to speed certification for out-of-state educators and military spouses; and HB 1481 to expand cell phone restrictions to the full school day. Testimony was generally supportive on most bills, with some concerns raised on HB 121 about school district police departments investigating misconduct and on HB 2674 about how it would interact with the new ESA program in SB 2. HB 5515 drew support from instructional materials coordinators who described extreme shipping invoices and argued the bill would restore transparency and fiscal responsibility. HB 2310 was supported by disability advocates and early learning groups, who said a coordinated state plan would improve access and inclusion for children with disabilities. HB 367 was presented as a simple clarification to reduce confusion for medically vulnerable students and families, and HB 1178 was described by TEA as a modest pathway that would help bring experienced out-of-state teachers into Texas schools more quickly. HB 126, updating Texas’ NIL law to align with the pending House settlement and allow direct payments and pre-enrollment NIL agreements, received extensive testimony from university counsel and committee questioning about the settlement, recruiting, and future college athletics rules. HB 1481, expanding school cell phone restrictions from instructional time to the entire school day, drew strong support from parents, students, educators, and advocates who linked phones to distraction, cyberbullying, and mental health harms; one teacher asked for flexibility so phones could still be used for limited academic tasks. No bills were voted out; each measure heard was left pending subject to the call of the chair, and the committee then recessed to attend the floor session.

Transcript Highlights:

• higher education education public higher education Enterprise<00:12:20.120><c> in</c><00:12:20.360><
• , regular education.
• , regular education.
• , regular education.
• </c><04:35:01.080><c> your</c><04:35:01.279><c> cost</c> educate educate inous um but your cost educate

Keywords: 928, house, all

Summary: The committee first discussed HB 443, which would change terms and vacancy language for members of a higher education commission. Members raised concerns that the bill was too narrow to address broader issues with commission membership, including expired appointments, attendance expectations, and whether the Department of Education could replace the commission’s role. Several members suggested the bill was not ready for action and favored holding it for further work, possibly through a subcommittee or work session. One member suggested that if attendance standards were added, no more than two unexcused absences should trigger removal, given the commission’s meeting schedule. The chair said he would defer action and form a small subcommittee to report back before the committee deadline. The committee then moved to HB 484, dealing with repurposing Career and Technical Education classroom space after 20 years of exclusive use. The chair explained that the bill was aimed at the Milford CTE project, where shared use of space could allow a school to repurpose part of a CTE facility while still using it for CTE-related instruction. Members discussed other possible situations around the state, including Claremont, North Conway, and Jaffrey/Rindge, and whether the bill should be limited to Milford or broadened to allow local districts more flexibility. Some members favored passing the bill now to help CTE projects move forward, while others argued for an amendment removing the requirement that the space be vacated specifically to expand the CTE program occupying it. Testimony and discussion emphasized that the Milford project had state approval but reduced funding, requiring a smaller scope and repurposing of existing space. Supporters said the bill could help preserve CTE programs while also benefiting general education space needs, and that local districts should have flexibility after 20 years. Opponents or cautious members noted that the language might not fit every district situation and asked for feedback from Director Beard and Steve Rothenberg before final action. The committee did not take a final vote in the portion provided, and instead discussed waiting for an amendment and additional input before acting.

Transcript Highlights:

• At the Ways and Means Committee on Education and Local Aid, it was made very clear that the Education
• However, this quality of education is not actually ranked top in education in this country.
• Special education obviously hits really hard and home for me as a special educator for over 20 years.
• We're both retired educators.
• They will be our early childhood educators. They will be our early childhood educators.

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• The Extended Education Committee will come to order.
• We obviously have our Secretary of Education here.
• Growing up here, being a state-educated child myself, with two educating parents, I have a real passion
• Education is something I'm passionate about.
• They get their education, they get their job.

Summary: The Extended Education Committee met to consider a long slate of gubernatorial nominations and reappointments to education-related boards and commissions. The committee heard brief introductions from sponsoring senators and remarks from nominees for the Oklahoma Lottery Commission, State Board of Career and Technology Education, Regional University System of Oklahoma, State Board of Education, Oklahoma State Regents for Higher Education, Board of Regents for the Oklahoma Agricultural and Mechanical Colleges, the Secretary of Education, several university and college boards, the Oklahoma Student Loan Authority, the State Textbook Committee, the Oklahoma Arts Council, and the Langston University board, among others. Many nominees emphasized their backgrounds in public education, higher education, business, agriculture, health care, or community service, and several acknowledged family members or institutional leaders present in the room. A few nominations drew questions or discussion. John Wesley Nofire was asked about working with the State Board of Education and about the social studies standards process, and he explained the board followed statutory public-comment procedures and made changes before final adoption. Secretary of Education Dan Hamlin received supportive comments from multiple senators, who praised his data-driven approach and urged that he be retained by future administrations. Michael McElroy, Brian Beller, Christopher Franklin, Dr. Michael Peck, and others also answered questions about the role of their boards and their experience with the institutions they would oversee. The committee voted on each nomination, with most receiving unanimous approval and a few passing with one or two dissenting votes. Notable vote totals included David McKenzie and Michael McElroy passing 9-2 and 10-1 respectively, while the rest of the nominees generally passed 8-0, 9-0, 10-0, or 11-0. At the end of the meeting, the chair thanked members for their work on the large number of executive nominations and announced that the committee was adjourned for the year.

Transcript Highlights:

• So it would move it from a bucket that is not educational buildings to the bucket that is educational
• It would treat it in the same way that other educational, that other educational, that other It would
• This bill allows for our education...
• My path through higher education My path through higher education has taken longer because I am raising
• Education is a right, not a privilege.

Summary: The committee first adopted its 2025-26 rules on a 7-0 roll call, then approved three consent items—AB 88, AB 240, and AB 313—on a due-pass motion to Appropriations. The hearing then moved to AB 648, which would give community college districts the same zoning authority as the UC and CSU systems to build student and staff housing on property they own or lease. The author and supporters argued the bill would help address severe housing insecurity and homelessness among community college students, while opponents and some members raised concerns about local control, zoning exemptions, and the impact on nearby communities. AB 648 passed the committee on a 5-2 vote and was sent to the Local Government Committee. The committee next heard AB 466, which would require California Community Colleges and CSU campuses to provide organ and tissue donor registry information during student orientation, and request UC campuses to do the same. Supporters shared personal stories about transplants and donation, saying college orientation is a good opportunity to increase registrations. Some members worried about information overload during orientation and suggested campuses have flexibility in how they present the material, but the bill advanced on a unanimous 7-0 vote to Appropriations. AB 326 followed, proposing campus-by-campus external audits of the CSU every three years and public release of the audits. The author, faculty supporters, and a student argued that systemwide audits do not provide enough transparency about how money is spent at individual campuses, citing examples of financial mismanagement and fee increases. CSU opposed the bill, saying it already conducts annual consolidated external audits and that campus-level audits would add cost without added benefit. After extensive discussion about transparency, audit scope, and implementation, the bill passed 6-1 to Appropriations. The committee then took up AB 335, which would create a California Black-Serving Institution Grant Program to support Black student success and broader underserved student services; supporters emphasized persistent equity gaps and low completion rates, while an opponent argued the bill needed to be carefully amended to comply with Proposition 209 and equal protection requirements. The transcript ends during that item’s discussion, before a final vote is shown.