Transcript Highlights:

• Research has shown that suspension does not reduce future misbehavior nor do they improve academic achievement
• Research has shown that suspension does not reduce future misbehavior nor do they improve academic achievement
• Research has shown that suspension does not reduce future misbehavior nor do they improve academic achievement
• Research has shown that suspension does not reduce future misbehavior nor do they improve academic achievement
• improve uh do they improve academic improve uh achievement<00:37:05.119><c> School</c><00:37:05.640>

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• </c> Education found that high achieving Education found that high achieving students<00:53:41.640><c
• </c><00:55:53.200><c> uh</c> um moving along in your academic uh um moving along in your academic uh
• </c> examines the effects of academic examines the effects of academic acceleration<01:08:46.520><c>
• achievement for our students.
• </c> rigorous challenging successful academic rigorous challenging successful academic uh<01:35:15.840

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• associated with living on campus and attending a university are making it harder for students to achieve
• a degree which is students to achieve a degree which is the<00:04:35.479><c> very</c><00:04:35.680><
• Hunger jeopardizes students' ability to be academically successful, to reach their academic goals, and
• She works full-time in addition to her full academic course load.
• I'm the Chief Financial Officer and Senior Vice President of Academic Affairs at Central Care.

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• </c><00:54:17.559><c> performance</c> high standard of academic performance high standard of academic
• </c> students receiving costly academic students receiving costly academic support<01:03:58.319><c> not
• </c><02:04:35.760><c> achievement</c><02:04:36.559><c> in</c><02:04:36.760><c> part</c> lower academic
• achievement in part lower academic achievement in part because<02:04:37.320><c> many</c><02:04:37.520
• </c><02:27:46.359><c> achievement</c> finances but on academic achievement finances but on academic achievement

Keywords: 928, house, all

Summary: The hearing focused on House Bill 115-FN, which would remove the income cap from New Hampshire’s Education Freedom Account eligibility rules. Representative Valerie McDonnell, the bill’s sponsor, said the measure is intended to fund students rather than systems and to expand educational choice regardless of income or zip code. She described the change as a small statutory edit but argued it would have significant benefits, including helping families afford alternative education settings and testing costs such as AP exams. She also cited testimony from families who said EFAs helped children with special needs or difficult circumstances, and she argued the program is popular and cost-effective. Committee members questioned McDonnell about the bill’s fiscal impact and administration. One member asked whether removing the income cap would extend vouchers to families above the statewide median income and whether the change could cost more than $100 million annually; McDonnell said she did not agree with that estimate and pointed to Arizona as a comparison. Representative Wendy Thomas asked whether the bill should require stronger data-sharing from the Children’s Scholarship Fund, which administers the program, so the Department of Education and taxpayers could better track spending; McDonnell said the program already uses ClassWallet and regulated expenditures, and that the question was better directed to the administrator. Several members testified in opposition. Representative Wendy Thomas said the bill would increase costs for public schools, raise local property taxes, and worsen oversight problems. Representative Heath Howard argued the proposal would function as a subsidy for wealthy families already paying private tuition and said public education and special education should be funded first. Representative Megan Murray also opposed the bill, emphasizing the lack of a legal reporting requirement for EFA spending and the need for transparency, accountability, and attention to special education needs. Representative Sam Farrington supported expansion, sharing a constituent story about a student who left public school after harassment and benefited from private school placement. No vote or final action was taken in the portion provided.

Transcript Highlights:

• The Kentucky our academic standards.
• It's not necessarily used as an assessment for our academic standards.
• It's not necessarily used as an assessment for our academic standards.
• It's not necessarily used as an assessment for our academic standards.
• </c> these are aligned with Kentucky academic these are aligned with Kentucky academic standards. standards

Keywords: 0:00:03 - Call to Order and Roll Call 0:00:43 - Approval of October 14, 2025 and November 4, 2025 Minutes 0:01:15 - Acceptance of Office of Education Accountability Report: Analysis Of Student Discipline Data in Kentucky Schools 0:02:10 - Implementation Update on 26 RS HB 257 0:49:38 - Career and Technical Education in the Assessment and Accountability System 1:13:50 - Office of Education Accountability Annual Report 1:47:27 – Adjournment, 958, all

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• and has one of the widest math achievement gaps in the country.
• Without early intervention, small learning gaps often become permanent achievement gaps.
• success, even stronger than early literacy in predicting later achievement.
• The achievement gaps speak for themselves. You mentioned the statistics earlier.
• achievement, meaningful career pathways, and lifelong success.

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• The School Board's number one goal is to promote academic achievement, and we're behind the intent of
• We appreciate also that the bill defines a certified academic language therapist, or CALT, requiring
• We appreciate also that the bill defines a certified academic language therapist, or CALT, requiring
• It is for academic purposes.
• It's really time to address student achievement in our schools. There's no better time than now.

Bills: SB234 , SB210 , SB243 , SB244 , SM16 , HB8

Committee: House House Education

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Summary: The committee heard Senate Bill 37, the High-Quality Literacy Instruction Act, which would strengthen reading instruction and educator preparation around the science of reading. The sponsor and supporters said the bill requires evidence-based, culturally and linguistically responsive literacy instruction, including support for English learners and students in bilingual and dual-language programs, use of approved high-quality instructional materials for K-3 reading and interventions, a K-3 reading assessment, literacy coaches, and parent progress reports. An amendment package was adopted to clarify biliteracy language, broaden references to bilingual/dual-language and Indigenous language settings, remove awkward phrasing, and adjust reporting requirements from monthly to four times per school year. The committee then moved forward with the amended bill. Public testimony was largely supportive. Students, educators, school leaders, advocacy groups, and tribal representatives said structured literacy has improved reading outcomes and can help struggling readers, including students with dyslexia and multilingual learners. Several speakers emphasized that the amended bill better protects bilingual, dual-language, and Native language programs, and some noted the importance of parent communication and early intervention. Supporters also cited recent literacy gains in New Mexico and said the bill aligns teacher preparation, materials, assessment, and coaching. Opposition focused mainly on concerns that the bill could still privilege English over Indigenous languages, that high-quality materials requirements may be too restrictive or costly for districts, and that testing and reporting could add workload. Tribal speakers from Acoma and Taos said they could not support the bill without further changes to explicitly protect Native language revitalization. Other opponents raised concerns about funding for materials and coaches, the burden on teachers, and whether the assessment and HQIM requirements would be flexible enough for local needs. In committee discussion, the sponsor and PED said existing funds and staff could support implementation, that the assessment would be formative and teacher-focused, and that the bill was intended to complement, not replace, Native and bilingual education programs.

Transcript Highlights:

• a premier leadership and recognition initiative that honors exceptional teens for their service, academic
• a premier leadership and recognition initiative that honors exceptional teens for their service, academic
• a premier leadership and recognition initiative that honors exceptional teens for their service, academic
• a premier leadership and recognition initiative that honors exceptional teens for their service, academic
• a premier leadership and recognition initiative that honors exceptional teens for their service, academic

Summary: The House convened, opened with prayer and the Pledge of Allegiance, approved the journal, and recognized the Doctor of the Day, Dr. May Modi. A series of personal privilege introductions followed, including the Chief of Security, members of the Junior League of Phoenix, several Boys and Girls Club Youth of the Year candidates, and a student guest. Members also read a proclamation honoring the Junior League of Phoenix for civic engagement and volunteer service. The chamber then handled several procedural matters, including a motion to not concur in Senate amendments to HB 2010 and appoint a conference committee. The House moved through multiple Committee of the Whole calendars and adopted recommendations on a number of Senate bills. On the first calendar, SB 1009, SB 1046, SB 1143, SB 1221 as amended, and SB 1613 were advanced, with SB 1221 receiving an Olson floor amendment. On the second calendar, SB 1013, SB 1338, SB 1540 as amended, and later SB 1121 as amended, SB 1318, SB 1549, and SB 1786 as amended were all reported do pass, while SB 1270, SB 1400, and SB 1582 were retained on the calendar. Several bills drew debate. SB 1013 prompted discussion over merit-based hiring and whether the bill’s exclusions of sexual orientation and gender identity were appropriate. SB 1540 drew criticism as special legislation favoring the fuel industry, while supporters said it was a fairer approach to theft penalties. SB 1121 was described as a bipartisan health-care worker safety measure addressing radiation exposure, though opponents called it a vendor-driven mandate. SB 1318 was presented as a cleanup bill to align breast cancer notification language with federal standards, and SB 1786 received a technical amendment. The House also passed SB 1113, SB 1193, SB 1448, and SB 1503 on third reading, with SB 1503 receiving the required three-quarters vote and emergency clause. The House appointed a conference committee on HB 2003, and adjourned until 10 a.m. on Tuesday, April 14, 2026.

Transcript Highlights:

• These programs focus so much on academics, so much on lesson design and pedagogy, all these things which
• Let schools provide classic academics and let doctors and hospitals provide medical care.
• We've shifted in Texas and in the nation away from academics to the behavioral, social emotional learning
• Look, we want our kids to focus on academics such as math, science, and reading.
• I was an academic mentor at Texas A&M.

Bills: HB6 , HB27 , HB123 , HB210 , HB213 , HB222

Committee: House Public Education

Keywords: hemp, consumable hemp products, hemp-derived cannabinoids, CBD, cannabidiol, CBG, cannabigerol, Texas hemp law, hemp regulation, cannabinoid products, delta-9 THC, intoxicating hemp, hemp gummies, hemp vape, retail registration, product registration, QR code labeling, child-resistant packaging, youth access, minor sales

Transcript Highlights:

• We made difficult reductions in order to protect our core academic mission.
• to the non-academic sphere.
• This has resulted in fewer academic programs, fewer class offerings, and larger class sizes.
• She was overwhelmed, isolated, struggling, and not just academically, but emotionally.
• They can't reach academic advisors because of staffing cuts.

Summary: The committee heard public testimony on House Bill 2070, which would create state funding parity for Western Washington University by tying appropriations to a per-student funding ratio. The prime sponsor and Western officials said Western has long been the lowest-funded public four-year institution on a per-student basis, leading to budget cuts, reduced student services, and delayed graduation. Students, faculty, and university leaders testified in support, while some members questioned whether the bill should instead address a broader higher-education funding formula for all institutions. Central Washington University also supported the bill but suggested a broader approach. No vote was taken on HB 2070. The committee then heard House Bill 2671, which would expand eligibility for state financial aid to certain nonprofit out-of-state branch campuses operating in Washington if they meet specified accreditation, duration, and authorization requirements. Rep. Timmons said the bill is intended to help students in an accelerated nursing program at Northeastern University in Seattle access aid and support workforce needs. Northeastern’s dean testified in support, saying the bill would align financial aid law with prior changes to degree-granting statutes and would not increase state spending. The hearing on HB 2671 was then closed. House Bill 2617, dealing with the higher-education “fund split,” drew extensive testimony. The bill would gradually shift more of employee compensation increases and central services costs to state funding, and would require a study of essential student services. The sponsor and many university, faculty, staff, and student witnesses argued that the current funding practice shifts costs to tuition, contributes to layoffs, program cuts, larger classes, and reduced student support, and creates instability across public higher education. Community and technical college representatives also said underfunding COLAs harms operations and students. The committee then moved to executive session on Senate Bill 6258, which would authorize the Washington Medical Commission to create a non-disciplinary pathway for voluntary license relinquishment; the committee approved it 14-0 with a due-pass recommendation, with three members excused.

Transcript Highlights:

• And again, just to achieve policy goals as well, you know, if this is a direction we want to take, we
• And again, just to achieve policy goals as well, you know, if this is a direction we want to take, we
• And if I may add to that, we've got a large number of Missourians that have some academic credit but
• And if I may add to that, we've got a large number of Missourians that have some academic credit but
• It also means sharing academic credit, and that goes back to transfer.

Committee: House Joint Committee on Education

Keywords: 959, house, all

Transcript Highlights:

• fund may be used for grant-related activities consistent with the federal guidelines, including academic
• We've been great stewards of the funds that we've received and have achieved tremendous results because
• Additionally, we've achieved the highest first-year retention rate in each of the last two years, going
• I don't want to be limited in what our university can achieve because, Representative Haley, I'll tell
• Again, this program has allowed us to see the improvements academically that our institution has achieved

Committee: House Higher Education and Workforce Development

Keywords: 959, house, all

Transcript Highlights:

• It does take a couple years to get to the end. ...offenses and increased achievement.
• , you hear me up here all the time talking about let's focus on what we need to improve our core academic
• , you hear me up here all the time talking about let's focus on what we need to improve our core academic
• This is one of those things that we need to improve our core academic instruction.
• And the third year is where they really saw some student performance with academic achievement.

Bills: SB23 , SB73 , SB210 , SB234 , SB243 , SB244 , SM16

Committee: Senate Senate Education

Keywords: student use, wireless devices, public schools, policy implementation, education technology funding, driver education, driver's ed, driving school, motorcycle safety, traffic safety, vulnerable road users, pedestrian safety, bicycle safety, cyclist, bike lane, micromobility, scooter, moped, motorcycle training, DWI prevention

Transcript Highlights:

• They have to meet certain qualifications academically to be in those schools.
• They have to meet certain qualifications academically to be in those schools.
• </c> be given every opportunity to achieve be given every opportunity to achieve and<00:19:40.000><c>
• </c><01:11:21.840><c> So</c> in WKU for all of their academics.
• So in WKU for all of their academics.

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• First, the role of a school counselor involves responsibilities intended to support a student's academic
• achievement, career readiness, and general well-being.
• Counselors typically serve a broad swath of the student body and perform tasks including academic and
• And so I think we're very open to exploring a number of pathways and how that can be achieved.
• And that turned into GES—Gender Effectiveness, Student Achievement—and I think that was.

Keywords: 996, all

Transcript Highlights:

• It sends a loud and clear message to those in the academic world that they are not free to speak, and
• For those who value academic excellence and freedom of thought, I urge you to vote against SB 37.
• With that, members, I urge you to vote against SB 37 and preserve the academic freedom that has made
• So how will this amendment ensure... that the purpose is truly academic and not religious?
• I think that it's not connected to student achievement.

Bills: SB37 , SJR84 , SJR87 , SJR27 , SB8 , SB10 , SB227 , SB261 , SB15 , SB12 , SB25 , SB57 , SB127 , SB293 , SB441 , SB3059 , SB512 , SB241 , SB1718 , SB140 , SB2055 , SB2075 , SB2018 , SB1534 , SB1567 , SB785 , SB1233 , SB1580 , SB1663 , SB413 , SB447 , SB519 , SB467 , SB1579 , SB1191 , SB1021 , SB1838 , SB2807 , SB2835 , SB546 , SB2121 , SB2167 , SB2035 , SB2024 , SB1032 , SB1049 , SB1266 , SB1400 , SB1302 , SB401 , SB1596 , SB1281 , SB1242 , SB1343 , SB310 , SB1346 , SB2753 , SB2703 , SB2221 , SB1719 , SB2177 , SB800 , SB790 , SB748 , SB571 , SB1957 , SB1923 , SB1896 , SB1760 , SB1335 , SB2368 , SB2477 , SB2587 , SB2972 , SB2986 , SB2965 , SB1563 , SB1467 , SB1164 , SB1137 , SB614 , SB705 , SB961 , SB918 , SB955 , SB869 , SB850 , SB863 , SB1610 , SB1055 , SB2206 , SB457 , SB2337 , SB1362 , SCR9 , SB2405 , SB2406 , SB2407 , SB2166 , SB2148 , SB535 , SB777 , SB827 , SB1141 , SB1330 , SB1352 , SB1664 , SB1862 , SB1936 , SB1453 , SB1448 , SB1398 , SB2137 , SB2111 , SB53 , SB226 , SB1677 , SB1723 , SB1839 , SB36 , SB38 , SB815 , SB1856 , SB552 , SB646 , SB37 , SJR84 , SJR87 , SJR27 , SB8 , SB10 , SB227 , SB261 , SB15 , SB12 , SB25 , SB57 , SB127 , SB293 , SB441 , SB3059 , SB512 , SB241 , SB1718 , SB140 , SB2055 , SB2075 , SB2018 , SB1534 , SB1567 , SB785 , SB1233 , SB1580 , SB1663 , SB413 , SB447 , SB519 , SB467 , SB1579 , SB1191 , SB1021 , SB1838 , SB2807 , SB2835 , SB546 , SB2121 , SB2167 , SB2035 , SB2024 , SB1032 , SB1049 , SB1266 , SB1400 , SB1302 , SB401 , SB1596 , SB1281 , SB1242 , SB1343 , SB310 , SB1346 , SB2753 , SB2703 , SB2221 , SB1719 , SB2177 , SB800 , SB790 , SB748 , SB571 , SB1957 , SB1923 , SB1896 , SB1760 , SB1335 , SB2368 , SB2477 , SB2587 , SB2972 , SB2986 , SB2965 , SB1563 , SB1467 , SB1164 , SB1137 , SB614 , SB705 , SB961 , SB918 , SB955 , SB869 , SB850 , SB863 , SB1610 , SB1055 , SB2206 , SB457 , SB2337 , SB1362 , SCR9 , HB5560 , HB762 , HB 107 , HB 114 , HB300 , HB138 , HB4386 , HB2495 , HB581 , HB3348 , HB5323

Keywords: higher education, curriculum review, governing board, faculty council, ombudsman, tax exemption, property tax, homestead, fire damage, constitutional amendment, bail reform, criminal justice, felony offenses, public safety, judicial conduct, state commission, judicial misconduct, commission membership, immigration enforcement, ICE agreements

Transcript Highlights:

• I'm an academic who measures things for a living.
• I'm an academic who measures things for a living.
• As an academic, I don't know if that's bad news or good news.
• HAP played a significant part in how we achieved these outcomes.
• HAP played a significant part of how we achieved these outcomes.

Summary: The Assembly Budget Subcommittee on Accountability and Oversight held a hearing on the Homeless Housing, Assistance and Prevention (HAP) program, focusing on how state homelessness dollars are spent, what accountability measures are in place, and whether those measures are helping or hindering results. The chair framed the discussion around the state’s large homelessness population, the roughly $5 billion invested in HAP since 2018, and the need to balance transparency, performance, and administrative burden as the Legislature considers future funding and possible trailer bill changes for Round 7. Testimony from the Legislative Analyst’s Office and the Department of Housing and Community Development described HAP’s evolving accountability structure, including regional planning, system performance measures, housing element and pro-housing requirements, encampment policies, and public dashboards. LAO noted that added requirements have lengthened the application and award timeline, while HCD emphasized that the program is increasingly directing funds toward evidence-based housing solutions and that public reporting has improved transparency. HCD also said HAP has helped move more than 90,000 people into permanent housing statewide and that the department is working to reduce duplicative reporting and improve speed. Local officials from Oakland, Alameda County, and Riverside County largely supported HAP but urged the Legislature not to overcorrect with punitive or overly burdensome accountability rules. They argued that homelessness is driven by broader housing shortages and outside factors, that one-time funding should be stable and predictable, and that metrics should focus on program-level outcomes rather than system-wide homelessness counts alone. Several witnesses described HAP as essential to keeping shelter, interim housing, and permanent housing programs operating, with Riverside citing a 19% reduction in unsheltered homelessness and Alameda citing over 6,000 people moved into permanent housing through HAP-funded programs. Members asked about point-in-time count reporting, fraud safeguards, federal funding threats, and whether accountability requirements should be streamlined. Some members emphasized the need for faster disbursement and stable metrics, while others raised concerns about data consistency across counties and the impact of federal cuts to vouchers and supportive housing. No formal vote was taken; the hearing was informational, with members indicating follow-up discussions and future budget negotiations on HAP accountability and funding.

Transcript Highlights:

• What do you think they should be doing, and how can you help them achieve those goals? Yes, ma’am.
• What can trustees do about academic freedom and freedom of speech?
• You can pass the Schill's Academic Freedom Report, which is a University of Chicago document.
• They expect to see them at athletic events, academic events.
• UWF was also designated in Nature's Center for Academic Excellence in Cybersecurity.

Summary: The committee first took up a confirmation for UCF trustee reappointment candidate Mr. Christie, who described his long service on the board, his UCF business-school background, and his focus on strengthening UCF’s financial foundation, workforce alignment, and engineering and technology programs. Members praised his service and asked about UCF’s future direction, including its role in Florida’s space and engineering sectors. He was allowed to leave early for a meeting with the governor. The committee then heard the Higher Education Appropriations budget presentation for fiscal year 2025-26. The chair outlined a proposed $11.5 billion higher education budget emphasizing workforce education, Florida College System operations, career and technical education, the GATE program, nursing education through the Florida Center for Nursing, UF/IFAS agriculture technology, tutoring, autism and neurodevelopment services, student financial aid, and $250 million for state universities through the Board of Governors. Senator Davis asked about line grant flexibility, and the chair said a conforming bill would address details. The committee adopted a motion allowing technical corrections and then adopted the budget proposal as a recommendation to the full Appropriations Committee. The remainder of the meeting focused on confirmations for university boards, especially the University of West Florida, where several nominees were questioned about Title IX compliance, free speech, workforce readiness, military/veteran ties, and prior statements about privatization and higher education. Rebecca Matthews, Rachel Moyah, Ashley Ross, and Adam Kessel each described their backgrounds and goals for UWF; Kessel faced extensive questioning about his past writings on privatization, the GI Bill, and speech suppression, and said he would not recommend privatizing Florida universities and supported veterans’ education benefits. Public testimony on UWF was largely opposed, with speakers arguing the nominees lacked local ties and warning the slate would harm the university and community. The committee also heard from FAMU reappointment nominee Judge Belvin Perry, who emphasized student success, workforce quality, and FAMU’s continued rise, and from UCF nominee Mark Philburn and FSU nominee Peter Jones, both of whom highlighted their professional experience and commitment to student success and prudent stewardship. The meeting extended its time to 6:30 p.m. to continue hearing nominees and public testimony.

Transcript Highlights:

• We've been great stewards of the funds that we've received and have achieved tremendous results because
• Additionally, we've achieved the highest first-year retention rate in...
• Additionally, we've achieved the highest first-year retention rate in each of the last two years, going
• I don't want to be limited in what our university can achieve because Representative Haley, I'll tell
• Again, this program has allowed us to see the improvements academically that our institution has achieved

Committee: House Higher Education and Workforce Development

Summary: The Committee on Higher Education and Workforce Development heard two bills. House Bill 3221, sponsored by Rep. Castile, would bar state funds from supporting higher education degree programs that the federal government designates as low-earning, with the Coordinating Board for Higher Education reviewing the federal list and reporting impacts. The sponsor framed it as taxpayer accountability and return on investment, while many committee members and witnesses argued it was premature, lacked data, and could harm essential but lower-paid fields such as education, social work, early childhood education, counseling, and the arts. Supporters said the bill would mirror federal policy and affect only a small number of programs; opponents warned it could discourage universities from offering needed programs and would not account for long-term career outcomes or transferable skills. No vote was taken, and the sponsor said the bill was still a work in progress. Testimony in support of HB 3221 came from a lobbyist for FGA Action and others who said federal law is already moving in this direction and cited a small number of affected programs. Opposition came from representatives of independent colleges, community colleges, and other witnesses who said the federal rules are still being developed, the earnings test is based on a limited snapshot, and some low-wage programs serve important workforce needs or lead to later advancement. Several members asked for more information on the federal list, the number and demographics of affected students, and possible unintended consequences for rural schools and workforce development. The committee then heard House Bill 3416, sponsored by Rep. Bosley, which would create the Strengthening HBCUs Fund and direct a portion of gaming and classroom trust revenues to Lincoln University and Harris-Stowe State University for capital improvements and related support. The sponsor said the bill is intended to address historic underfunding of HBCUs and align Missouri with similar efforts in other states and at the federal level. Lincoln University President John Mosley testified in support, describing recent growth, major campus projects, and the need for additional infrastructure funding without increasing debt. Committee members asked about the funding amounts, whether Lincoln receives any special state support, and how the money would be distributed. No opposition testimony was heard, and the committee adjourned after the HB 3416 hearing without taking a vote.

Transcript Highlights:

• existing STEM programs, CalBridge and Enlace, to help students from underrepresented communities to achieve
• a Ph.D. and join the state's science ...to help students from underrepresented communities achieve a
• IT workers, early care providers, teachers, and even film students can earn a certificate as they achieve
• Under AB 1784, no student can be pushed out of the class, forced to withdraw, or penalized academically
• AB 2229 would require the trustees of the CSU, in collaboration with the Academic Senate, to approve

Committee: House Higher Education

Keywords: 988, house, all