Transcript Highlights:

• <00:55:25.119> a does create an additional um class a does create an additional um class a
• <03:34:13.120> B as such shall be guilty of a Class B as such shall be guilty of a Class B
• I'm just curious, looking through the difference between a Class A felony and a Class B felony.
• A and a Class B.
• > difference between a Class A Class B and difference between a Class A Class B and a<04:40:20.560>

Keywords: 1189, house, all

Transcript Highlights:

• You can, if you finish a class early, for example, want to get started on the next one, you can do that
• More levels of what classes are going to be taught at the university.
• So it does not increase or decrease the levels of classes or authorities. at an institution.
• A student in my Middle Eastern music class learned about his own Coptic Christian identity.
• I teach a class called History of the Modern Middle East in One Hundred Objects.

Bills: HB2476, HB2893, HB4848, HB5062, SB37, SB60, HB2860, HB4930, SB646, SB 37

Keywords: living expenses, higher education, student support, homeless students, financial aid, grant program, baccalaureate degrees, junior colleges, workforce development, Texas Higher Education Coordinating Board, competency-based education, baccalaureate degree, cost of attendance, dual credit, computer science, course credit, foreign language requirement, curriculum review, governing board, faculty council

Transcript Highlights:

• And so for this, it treats this particular taxpayer class separate from everybody else.
• As amended, this is classified as a class two felony. With that, I'm happy to answer any questions.
• Failure to do so will result in a class two misdemeanor.
• to a class six felony for failure to report.
• Celiana, a quick question: what is the maximum penalty for a class six felony? Class 6 felony.

Keywords: 1182, all

Summary: The caucus began with introductions from pages and interns, followed by a procedural reminder on consent calendars and how bills can be pulled for floor debate or amendment. Members were told that third-read consent bills bypass caucus debate, while caucus consent bills may have committee amendments adopted together unless pulled. The meeting then moved into Minority Caucus Calendar No. 2. A large number of bills were briefly presented, with several members pulling measures from consent or voicing opposition. Topics included appropriations and federal monies accounting (HB 2148), a Buffalo Soldiers memorial (HB 2062), school library funding restrictions (HB 2008), prayer at school governing body meetings (HB 2110), school safety center administration (HB 2142), parental rights and social transitioning disclosures (HB 2249), insurer assessments (HB 2091), agricultural property classification and inspection rules (HB 2104 and HB 2105), firefighter workers’ compensation definitions (HB 2138), truth-in-taxation bond notices (HB 2289), late tax filing penalties (HB 2016), engineering and professional licensing reciprocity (HB 2122), felony murder involving an unborn child (HB 2043), body concealment and mutilation penalties (HB 2044), domestic violence order-of-protection service rules (HB 2048), mandatory reporting of partial-birth abortions (HB 2074), unlawful flight sentencing enhancements (HB 2108), weapons trafficking and fentanyl sentencing changes (HB 2131 and HB 2132), drive-by shooting forfeiture rules (HB 2045), probation review notice changes (HB 2046), venue changes for cases involving court employees (HB 2126), and child support for pre-born children (HB 2144). Members repeatedly criticized several abortion-related bills, the library bill, and the tax and agriculture measures as harmful, unnecessary, or unfunded mandates. The latter part of the meeting focused on water and election legislation. Water bills included snowpack augmentation funding (HB 2024), water conservation grant disclosures (HB 2029), removal of education/research as an eligible water grant use (HB 2030), stormwater recharge mapping with an appropriation (HB 253), cesspool remediation assistance (HB 2096), groundwater pumping limits in INAs (HB 2097), Colorado River litigation funding (HB 2116), and natural resource conservation board changes (HB 2117). Election-related items included moving the primary date earlier and changing signature cure timelines and observer rules (HB 2022), a memorial urging designation of the Muslim Brotherhood as a terrorist organization (HCM 2001), a memorial urging review of CAIR for terrorist designation (HCM 2002), and a constitutional amendment on citizenship, voter ID, foreign contributions, and early voting limits (HCR 2001). Members raised concerns about voter access, anti-Muslim rhetoric, and the practical effects of the election changes. The caucus concluded with birthday acknowledgments and an announcement for Muslim Day at the Capitol before adjournment.

Transcript Highlights:

• So I got in, I took his classes, and he made it very accessible for me.
• So he, his class, allowed me to do it on my phone, on my iPad at the time.
• His class provided me a level of reference that I hadn't known.
• You know, I've been taking plenty of classes. I've gone to college.
• I've been taking plenty of classes. I've gone to college.

Keywords: 1183, house

Transcript Highlights:

• class for it.
• It's a class system. It's um categorized by Class 1 through Class 9.
• one and Class two, which would be the smallest producers out there.
• or class 2 under the agency's fees, it will cost you $100 a year for fees.
• one or class two.

Transcript Highlights:

• The cool teacher next door lets me use my cell phone during class; why can't you?
• The cool teacher next door lets me use my cell phone during class; why can't you?
• The cool teacher next door lets me use my cell phone during class; why can't you?
• The results were staggering: nearly 1,100 notifications in just one class.
• <01:00:49.640> the notifications in just one class the notifications in just one class the

Keywords: 1187, senate, all

Summary: The Minnesota Senate Education Policy Committee heard testimony on Senate File 508, a bill to restrict cell phone use in schools. Senator Mann said the proposal was based on roundtables with school districts across the state and on reports from other states, and argued that cell phones are harming student attention, mental health, classroom culture, and student-teacher relationships. She said K-8 restrictions are broadly supported, while high school policies should be more flexible, and emphasized that districts should control implementation. The bill also includes funding for education efforts around why the restrictions are being adopted and how students can use technology responsibly. Testifiers largely supported the bill or the general goal of limiting cell phone use. Dr. Anna Tyranny, a parent and licensed psychologist, said cell phones and social media can contribute to anxiety, poor concentration, cyberbullying, and inappropriate sharing, and urged a balanced approach that includes digital literacy education. St. Cloud Area Public Schools Superintendent Laori Pam and Tech High School staff member Molly Kenzie described their district’s policies, which keep phones away for the day in elementary and middle school and restrict them during class in high school. They cited U.S. Department of Education guidance, research on mental health and sleep disruption, and the need for age-appropriate, equitable, and consistently communicated policies. St. Cloud reported that its middle school policy, piloted and then expanded districtwide, led to a 50% reduction in cell phone discipline referrals and fewer classroom power struggles. The district said high school violations remain concentrated in certain grades, especially ninth and eleventh, and that it continues to address the issue through PBIS teams. No vote or final committee action on the bill was described in the transcript.

Transcript Highlights:

• Uh, the only changes that class it changed the first offense on attempting to allude to Class A and then
• Uh, the only changes that class it changed the first offense on attempting to allude to Class A and then
• Uh the only changes that<00:08:53.839> class<00:08:54.160> it<00:08:54.399> changed<
• /c><00:08:54.640> the<00:08:55.040> uh<00:08:55.200> first that class it changed
• offense on attempting to allude to class offense on attempting to allude to class A<00:08:58.080

Bills: SB233, SB233

Keywords: ad valorem, taxation, local governance, advisory committee, Alabama Department of Revenue, eluding officers, law enforcement, penalties, public safety, criminal justice, 1136, house, all

Transcript Highlights:

• He has taken language and culture classes in elementary at Cochiti Elementary.
• He also took language and cultural classes in middle school.
• a more advanced class than I have now.
• When you talk about advanced class, you talk about language class or any other content classes in your
• We can identify that; the team can identify that by looking at the class code.

Keywords: 996, all

Transcript Highlights:

• But I'm just curious: how do you find this impacting members of your class?
• But I'm just curious, how do you find this impacting members of your class?
• chosen for that class by the professor.
• The class was taught with more passion and depth than many of the classes I've taken.
• That class was taught with more passion and depth than many of the classes I've taken that rely on traditional

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• So that can be the difference between an individual elective class or a life skills class.
• So consider the difference between a class where students improve their basketball skills versus a class
• It's really weird, but they didn't have any classes in that.
• They failed a class for a semester.
• In one of the classes that they are not interested in.

Transcript Highlights:

• would be smaller than the prior incoming class.
• At the moment, we have been increasing our incoming class... ...prior incoming class.
• How comfortable is it to get to class? How safe is living near campus?
• How comfortable is it to get to class? How safe is living near campus?
• We are proud to increase the entering class of UC students and to have that class more closely reflect

Summary: The Assembly Budget Subcommittee on Education Finance, chaired by Assemblymember Alvarez, held a hearing focused on University of California budget issues. The committee reviewed UC core operations funding, enrollment trends, federal funding threats, Title IX implementation, and basic needs support. Major themes included the end of the Governor’s multi-year UC compact, the state’s fiscal outlook, UC’s enrollment growth, and the potential impacts of federal policy changes on research, health care, and student aid. On core funding, the Department of Finance described the Governor’s proposal to continue compact-related support, defer some payments, and authorize a cash-flow loan. The LAO recommended a smaller or no base increase, earmarking some funds for capital renewal, retiring deferrals when possible, avoiding new compact commitments, and funding UC annually rather than through compacts. UC argued that the compact has supported enrollment growth, student services, and operating costs, but said campuses face rising expenses, structural deficits, and limited reserves. Members questioned the effects of deferrals on students and discussed the need to prioritize less harmful reductions if cuts become necessary. The enrollment panel focused on UC’s growth in California resident enrollment and the nonresident replacement plan at Berkeley, UCLA, and UC San Diego. The LAO recommended maintaining the current enrollment target, funding enrollment separately from base increases, pausing the nonresident replacement plan, and holding enrollment flat in 2027-28. UC said it has already met compact enrollment goals, grown California undergraduate enrollment by about 18,800 students, and that further growth depends on ongoing state support. The committee also discussed the cost of enrollment growth, possible differential nonresident tuition, and a reporting request for UC to analyze the nonresident replacement approach; the motion to adopt supplemental reporting language passed. The hearing also covered federal funding risks, with the LAO and UC warning that federal changes could affect research grants, medical center reimbursement, and student financial aid. UC said research cancellations and suspensions are disrupting labs and graduate student support, while federal health policy changes could increase uncompensated care at UC hospitals. In the Title IX update, UC described its systemwide civil rights structure, annual student training, and campus support offices, and members praised the work while asking about ongoing concerns and intersegmental collaboration. The final basic-needs item began with Finance stating the Governor’s budget does not change ongoing support, but the transcript cuts off before further discussion or action.

Transcript Highlights:

• We produce world-class graduates, groundbreaking research. and innovations that fuel our local, state
• Last fall, I told you the course catalog at the University of Texas includes over 400 classes. gender
• There were no classes with Abraham Lincoln in the title. concerning than the proliferation of these classes
• My classes are quite diverse. I probably have fewer white students than any other, and that's...
• But with my undergraduate students, they come into my class as either a sophomore or a junior. coming

Bills: SB37, SB1489, SB452, SB724, SB1067, SB1741, SB1273

Keywords: higher education, curriculum review, governing board, faculty council, ombudsman, faculty governance, decision-making, transparency, public meetings, department head, employment approval, public institutions, institutional oversight, education, funding, accountability, state budget, school performance, employment, Texas legislation

Transcript Highlights:

• A personal example: my sister, she was supposed to be the first graduating class, mind you, the class
• graduating class uh mind you the class graduating class uh mind you the class of<00:06:21.479>
• I have four open classes that I need to fill based on what my school offers.
• I have four open classes that I need to fill based on what my school offers.
• I have four open classes that I need to fill based on what my school offers.

Keywords: 958, all

Summary: The committee heard House Bill 342, which would require all Kentucky students to complete a one-credit financial literacy course for graduation, with the credit able to count toward math, social studies, or an elective. Representative Meredith and student advocate Patrick Rovi argued the current financial literacy mandate is too weak without a credit requirement, citing low implementation across schools and the need for practical instruction in loans, credit, investing, and budgeting. Members generally supported the bill, while Representative Tipton raised concerns about adding credit requirements and limiting dual credit options, and Representative Willner questioned whether it would create an unfunded mandate. Supporters responded that the bill is designed to fit within existing graduation requirements and that free curriculum and professional development resources are available through groups like Next Generation Personal Finance. HB 342 passed the committee unanimously with an expression of opinion that it should pass. The committee next considered House Bill 661, a technical cleanup bill related to the previously enacted nine-passenger van option for school transportation. Representative Emily Callaway said the measure only adjusts regulations needed for KDE to implement the earlier law effectively. The bill passed without opposition. House Bill 208, sponsored by Representatives Josh Bray and James Tipton, would require school districts to adopt policies limiting cell phone use during the school day and, in the updated version, restrict social media access as well. Supporters said the bill is intended to improve student attention, reduce cyberbullying and mental health harms, and address concerns raised by school disruptions and social media use. Members asked about exemptions for students with medical needs, emergency access, and whether districts would need new software; sponsors said existing district technology and local discretion should handle those issues. The bill passed unanimously. The committee then began taking up House Bill 430, which would let certain small-transportation districts seek an exemption from the KDE requirement for four annual bus safety trainings, provided they adopt a local safety policy and submit it to KDE. A district superintendent testified that the current blanket requirement causes significant instructional disruption for districts with very limited daily transportation needs.

Transcript Highlights:

• That is up 11% for the class of 2025.
• Those classes are available to people to see what we offer.
• , so they could go and be in class.
• get maybe a class of five after we lose some students.
• the classes.

Summary: The Assembly Higher Education Committee held an oversight hearing on how federal actions are affecting California higher education, with opening remarks from the chair and members emphasizing the importance of state-federal shared governance and the need to protect access, affordability, and campus diversity. The first panel included leaders from the CSU, University of the Pacific, California Community Colleges, and UC, who described broad impacts from federal grant terminations, changes to student aid, loan limits, visa and immigration policy, and proposed reductions to research support. Testimony focused on the elimination of Grad PLUS loans, caps on Parent PLUS and Pell-related changes, the loss or suspension of hundreds of grants, and the resulting harm to student support services, research, workforce pipelines, food assistance, and health care training. UC and CSU representatives warned of major losses in research funding, indirect cost reimbursement, and student opportunities, while community college leaders highlighted uncertainty around federal grants and the need to maintain services for low-income, first-generation, undocumented, and other vulnerable students. Committee members asked how the state could respond, including through intersegmental partnerships, dual enrollment, transfer pathways, and support for basic needs and nutrition programs. Witnesses said California could help by sustaining financial aid, protecting minority-serving institution programs, and investing in research, housing, and workforce development. Several speakers stressed that federal changes were creating instability for students and campuses, and that the effects would likely be long-lasting, especially in health care, teaching, STEM, and social work pipelines. A second panel then focused on equitable access. The California Student Aid Commission described state efforts such as the $3.9 billion investment in aid programs, the Cal Grant system, the Dream Act, and possible reforms to better serve adult learners, foster youth, undocumented students, and students with dependents. The Los Angeles Community College District reported that federal cuts and policy shifts are discouraging students from applying for aid, threatening TRIO and MSI/HSI-funded services, and reducing support for basic needs, counseling, and workforce programs. The Association of Independent California Colleges and Universities and the CSU Academic Senate echoed concerns about FAFSA confusion, international student restrictions, grant losses, and the erosion of equity-focused programs. No formal votes or legislative actions were taken during the hearing; the committee primarily received testimony and discussed possible state responses.

Transcript Highlights:

• Now, we had a particularly engaged class, and I worried that in future iterations of the class, United's
• school class signed this petition. school class signed this petition.
• going to class. going to class.
• Um um and logistic time to get to class.
• Um, it was just a were turning to class.

Keywords: 1187, senate, all

Transcript Highlights:

• operation whether that be through class operation whether that be through class engagement<00:13
• annivers of a first graduating class. annivers of a first graduating class.
• So, you have about 40, 35 in each<00:37:48.240> class? each class? each class? >> Yes.
• Because if you come in and you need three English classes and four math classes to graduate, well, we
• Because if you come in and you need three English classes and four math classes to graduate, well, we

Keywords: 958, all

Summary: The committee met with a quorum, approved the September meeting minutes, and heard presentations from Carter G. Woodson Academy in Lexington and related school programs in Fayette County Public Schools. School leaders described the academy as an all-male public school option focused on culture, belonging, and opportunity, with a mission to educate, empower, and equip young men academically, socially, and morally. They emphasized culturally responsive instruction, restorative practices, mentorship, brotherhood circles, and access to advanced coursework, dual enrollment, and career pathways. Student speakers highlighted school culture, leadership opportunities, and clubs such as SGA, Beta Club, FFA, and the Bow Tie Club, along with service and community engagement. Presenters said the academy began in 2012, is housed with Frederick Douglass High School, uses an application and lottery process, and can serve up to about 350 students but is intentionally kept near 300 because of space. They reported 302 enrolled students, about 38 seniors, a 100% graduation rate, 95% average attendance, 100% postsecondary success, and $1.8 million in scholarship offers last year. They also shared demographic and achievement data, noting growth in MAP scores, strengths in reading and writing, and math as an ongoing focus area. The school said 90% of high school scholars are taking at least one dual credit class this year, and some students have earned opportunities at selective programs such as Gatton Academy and Craft Academy. Committee members praised the school’s results and asked about enrollment, funding, and whether the model could be replicated statewide. School leaders said the program is fully funded through Fayette County Public Schools, could be replicated with committed staff and training, and that teachers receive preparation through the Gearing Institute to better understand how boys learn. They also noted that Fayette County has other specialized programs, including girls’ academies and other options for underrepresented students. Members expressed interest in long-term tracking of graduates, and the school said it is preparing to study outcomes as the first graduating class approaches its 10-year anniversary.

Transcript Highlights:

• Uh, Frell Seymour, new executive director of CLASS.
• Uh, Frell Seymour, new executive director of CLASS.
• from that class that appeared in<00:08:52.959> the<00:08:53.040> Mobile<00:08:53.519><
• and and also to honor those class and and also to honor those students.<00:10:08.720> I<00:10
• This tag is a personal thing to me because there was a fourth grade class that came up with this idea

Bills: SB211, SB305, SB300, SB211, SB305, SB300

Keywords: school safety, local law enforcement, superintendent, complaints, school bus regulations, education funding, RAISE Act, student outcomes, public schools, local education agencies, accountability, weighted allocations, special education, English language learners, gifted students, tax exemption, ad valorem tax, tangible personal property, business incentives, economic impact

Transcript Highlights:

• Today she is here with students from the introduction to poetry class she teaches as visiting faculty
• She said, "What is so incredible about this class is that although it is an introduction to poetry class
• classes on poetry and poetic study. classes on poetry and poetic study.
• "What is so incredible about this class "What is so incredible about this class is<00:05:11.120>
• , I have seen nothing but to poetry class, I have seen nothing but a<00:05:16.000> group<00:05

Keywords: 926, house, all

Summary: The House opened with a devotional by Vermont poet laureate Bianca Stone, followed by remarks recognizing her work and the presence of students from her Dartmouth poetry class, as well as a separate recognition of community-based domestic and sexual violence advocates in the House gallery. Members also noted Creative Arts Day in Vermont and announced a reception, and later corrected a location for the Sportsmen’s Caucus meeting. No bill introductions were made. The main legislative item was H.527, extending the sunset of 30 V.S.A. section 248A, the telecommunications siting process that allows certain cell tower projects to be reviewed by the Public Utility Commission instead of Act 250. The committee report said testimony showed broad agreement that the process needs improvements in notice, transparency, fairness, and local participation, while preserving a statewide framework for telecommunications infrastructure. The bill would extend the sunset from July 1, 2026, to July 1, 2030, and direct the PUC to hold public workshops, consult with stakeholders, and report recommendations by December 15, 2027. The House adopted the committee amendment and ordered third reading; the committee vote was reported as 5-3-1. The House also took up JRS 37, a joint resolution supporting gender equality in Nordic combined Olympic competition and urging the International Olympic Committee to require both men’s and women’s divisions for new Olympic sports. The committee heard from the lieutenant governor, the Senate sponsor, and the Vermont Ski Areas Association president, and recommended adoption in concurrence by a vote of 10-1. After an interrogation clarified that the resolution calls for separate men’s and women’s divisions rather than combined teams, the House ordered third reading. The body then adjourned until Friday, February 13, 2026, at 9:30 a.m.

Transcript Highlights:

• Many classes where people have passed their grace period. no problem passing the class, and no problem
• And our class here in Texas is only four hours.
• Utah is a four hour class as well, but like.
• So this is required, mandatory training, but in the 24-hour... class, would that be a condensed class
• First is criminal mischief, which is a Class C misdemeanor.

Bills: HB214, HB626, HB647, HB658, HB668, HB674, HB908, HB214

Keywords: firearm acquisition, gun smuggling, criminal offenses, ammunition, terrorism, public safety, Texas criminal procedure, federal law enforcement, state arrest authority, search and seizure, felony offenses, federal air marshal, Transportation Security Administration, Department of Defense police, military police, Homeland Security, Public Safety, veterans affairs, federal officers, joint law enforcement authority

Transcript Highlights:

• the state had won four consecutive Class the state had won four consecutive Class 7A<00:12:10.600
• <00:14:58.480> 7A its fourth consecutive AHSAA Class 7A its fourth consecutive AHSAA Class
• It takes it from a class B felony to a class A. With that, I move for the BR.
• to a class A. to a class A.
• CDL as a Class D felony. CDL as a Class D felony.

Keywords: 1136, house, all