Transcript Highlights:

• individual land owner that's enrolled individual land owner that's enrolled based<01:44:25.200><
• And so activity shifting leakage means that when you enroll in a carbon project, if you don't enroll
• And so activity shifting leakage means that when you enroll in a carbon project, if you don't enroll
• land that you don't enroll. land that you don't enroll.
• that land that is not enrolled. that land that is not enrolled.

Keywords: 1189, house, all

Summary: The meeting began with introductions, approval of the March 6 minutes as amended to add an attendee list, and a brief overview of the day’s agenda. The committee heard two presentations from carbon project developers, with the first from Dylan Jenkins of Finite Carbon. He described Finite Carbon’s work in improved forest management projects, its role in developing carbon methodologies and protocols, and its experience with projects in New England, Appalachia, Alaska, and Canada. He also outlined the difference between compliance and voluntary carbon markets, the role of registries and intermediaries, and the types of buyers in the market, including large corporate buyers and long-term off-take partners. A major focus of the presentation was how forest carbon projects are structured and how credits are monetized. Jenkins distinguished between removals and reductions, explaining that removals come from new forest growth while reductions are tied more closely to baseline assumptions and standing stock. He said improved forest management projects can generate both types of credits, and that removals generally command higher prices because they are easier for buyers to understand and verify. He also emphasized that carbon project commercialization can occur before, during, or after credit issuance, and that landowners may be paid through a variety of structures, including leases, advance fees, per-unit payments, or off-take agreements. Jenkins then addressed the committee’s tax-related questions, saying House Bill 123 appeared intended to treat carbon credit sales similarly to timber sales for local tax purposes. He argued that carbon credits are a forest product and that taxing them can be reasonable in principle, but he stressed that lawmakers should distinguish between commoditization and commercialization when deciding what event to tax. He noted that credits may be created but never sold, and that in some programs landowners retain timber and carbon rights while in others the developer has deeper control over those rights. In response to questions, he said the industry uses protocols, verification, and third-party oversight to address baseline and quality concerns, but acknowledged that baseline setting remains a major point of debate in the market.

Transcript Highlights:

• <00:48:04.200> just early on and but we will continue just early on and but we will continue
• <01:20:03.040> has<01:20:03.159> been our enrollment has been our enrollment has been
• enrollment enrollment declining declining declining so<01:20:44.120> and<01:20:44.400> I'm
• <01:25:14.560> come down as our enrollments come down as our enrollments come down<01:25:16.560
• <01:56:48.960> to we think that we're continuing to we think that we're continuing to demonstrate

Keywords: 928, house, all

Summary: The meeting was the first session of a newly created House Education Funding Committee, which also handles career technical education and higher education legislation. The chair explained that the committee was split off from the larger education committee because of the high volume of bills in the prior biennium, and said its focus would be on education funding policy and related fiscal issues. He noted that the committee had already reviewed major topics with the Department of Education, including the foundation formula, building aid, career technical education, special education aid, catastrophic aid, and higher education funding, and that chancellors from the university and community college systems were scheduled to appear later that morning. The bulk of the meeting was an orientation on committee procedures and decorum. The chair reviewed attendance and replacement rules, hearing procedures, time limits for testimony, and how the committee would handle crowded hearings, early bills, and fiscal notes. He emphasized that hearings are not debates, that sponsors and co-sponsors may present but should not use their position to dominate questioning, and that the chair controls whether additional technical questions are asked of witnesses. He also stressed neutrality, saying members should not display buttons or placards or engage in running debates with testifiers, and that the committee should treat all testimony respectfully regardless of party or viewpoint. Additional housekeeping guidance covered security procedures, use of cell phones and computers during hearings, breaks and hydration in the dry hearing rooms, and courtesy toward the clerk and other staff. The chair also asked members to notify leadership in advance of absences and explained that some bills may require larger rooms or overflow arrangements. No votes were taken and no bills were acted on during this portion of the meeting.

Transcript Highlights:

• So continuing on with House Bill 1 in and of itself, so on slide 7, just a few highlights.
• And is that a trend that will continue? Thank you.
• So that will continue to happen under a, you know.
• There is a continuous enrollment requirement in Senate Bill 2, so like if a student enrolled, the payments
• to the ESA, I think the payments So there is some sort of continuous enrollment requirements, but it's

Keywords: 1184, house, all

Transcript Highlights:

• That's less than 1% of customers enrolled with a supplier.
• Then Attorney General, now Governor Healy's testimony continued.
• Continue. Sure.
• I don't understand that whole story, but I will continue.
• But I'll continue. We need consumer protection.

Keywords: 995, all

Summary: The committee heard testimony on several energy-related bills, with the main focus on H. 3534/S. 2255, which would ban or sharply restrict residential third-party electric suppliers, and on related reform proposals. Supporters included the Attorney General’s office, municipal and regional planning officials, environmental justice groups, consumer advocates, and city officials from Boston and Chelsea. They argued that the residential competitive supply market has produced higher bills, deceptive sales tactics, auto-renewals into higher rates, and disproportionate harm to low-income residents, seniors, communities of color, and people with limited English. Witnesses cited AG reports estimating hundreds of millions of dollars in overcharges over time, described door-to-door and storefront marketing abuses, and said municipal aggregation programs have saved residents money while offering more stable rates. Several supporters said the Legislature should either ban residential competitive supply or adopt strong guardrails such as ending automatic renewals, banning incentive-based commissions, and capping rates relative to basic service. Opponents or industry representatives from the Retail Energy Advancement League, Vistra, and Constellation argued that the market can provide savings, longer-term price stability, and value-added products such as renewable options and time-of-use offerings. They said Massachusetts has already improved consumer protections through DPU proceedings, that complaints are relatively few compared with the size of the market, and that a ban would eliminate consumer choice. They also defended direct sales and commissions as normal features of a retail market, while saying they would support additional protections, licensing, bonding, and stronger oversight of bad actors. Committee members pressed both sides on whether the market truly saves money, whether automatic renewals should be banned, and whether the AG’s proposed reforms would be enough. The committee also heard testimony on H. 3972, a bill to extend utility shutoff protections during extreme heat, with Rep. Mindy Domb arguing that Massachusetts should treat extreme heat like extreme cold and protect customers facing financial hardship. Rep. Barrett also testified for H. 3450, a municipal broadband/right-of-way bill, arguing that communities need easier and cheaper access to utility poles and public rights of way to build municipal broadband. In addition, Senate Majority Leader Creem testified for S. 2239, which would bar utilities from recovering ratepayer funds for lobbying, promotions, trade association dues, and similar expenses. No votes were taken during the hearing.

Transcript Highlights:

• <00:11:24.760> is enrollment is enrollment is declining<00:11:26.600> on<00:11:26.760><
• :39.440> Hampshire<00:25:39.880> enrollment actually our New Hampshire enrollment actually
• <00:28:12.440> to headwinds and we need to continue to headwinds and we need to continue to
• need to have the discipline to continue need to have the discipline to continue to<01:00:32.200>
• Dual and concurrent enrollment Dual and concurrent enrollment program<01:34:22.800> um<01

Keywords: 928, house, all

Summary: The committee heard a presentation from the University System of New Hampshire chancellor on the system’s budget, enrollment, finances, workforce role, and response to federal policy changes. The chancellor said the governor’s recommended budget would reduce university system funding by about $16.5 million over the biennium, or roughly 8.3%, and asked that state funding be held at the governor’s level. She described planned cost reductions already underway, including lower headcount, reduced benefits and retirement contributions, property sales, and lease reductions, and said the system expects to remove about $20 million from its cost structure in fiscal year 2026. A large portion of the discussion focused on enrollment and finances. The chancellor said fall 2024 enrollment was about 23,000, with New Hampshire enrollment increasing for the first time since 2013, and noted that the system remains a major workforce pipeline, with about 3,000 graduates entering the state workforce each year. She explained that net tuition has fallen over time because of declining enrollment and increased financial aid, while research grants and contracts have grown significantly. She also walked through endowment funding, explaining that payouts are based on a 12-quarter rolling average and are intentionally smoothed to reduce volatility; members asked for follow-up information on payout comparisons, administrative salaries, headcounts, and compensation per student. Members questioned the university about the relationship between state support, tuition, endowments, and research spending. The chancellor said the system has used state capital support to leverage major investments, including the UNH Life Sciences building, Plymouth’s Hyde Hall, and the Olson Advanced Manufacturing Center, and described partnerships with businesses such as Lonza and regional manufacturers. She also explained a long-running New Hampshire 529-related revenue stream that has built endowment support for scholarships, and said the system’s endowment now totals about $988 million. In response to questions about possible cuts, she said the system is considering academic program sharing, consolidation of specialties, online delivery, AI-assisted administrative efficiencies, and footprint reductions, but declined to name specific programs. The committee also discussed DEI-related issues and federal grants. The chancellor said the system is reviewing executive orders and a U.S. Department of Education Dear Colleague letter, and that general counsel is working through websites, programs, and more than 1,200 federal grants to ensure compliance. She said the system spends about $3 million on what it calls DEI-related offices and services, but emphasized that these services include disability support, veteran support, Title IX, ADA, and employment-law compliance, and that the system does not have race-based programs, separate housing, or separate graduation ceremonies. She reported that the system had received stop-work orders on four federal grants totaling about $700,000 and warned that reductions in federal direct or indirect costs could affect research, jobs, and innovation.

Transcript Highlights:

• Each district's enrollment peaked in 1996.
• Rural districts have experienced enrollment declines, like Greg just pointed out.
• We look forward to continuing to work together on these issues. Questions from the committee.
• I return today as the urgency remains and the impact on our community continues to grow.
• For example, our current kindergarten class has an enrollment of four students.

Keywords: 995, all

Summary: The hearing focused primarily on H. 517/S. 314, a bill to provide a sustainable future for rural schools, and H. 697, a bill to require full funding of regional school transportation. Witnesses from rural districts, school committees, superintendents, students, and local officials described chronic underfunding, declining enrollment, high fixed costs, special education and transportation burdens, and the loss of programs, staff, and extracurriculars. Several speakers argued that rural aid should be funded at $60 million annually and made non-discretionary, while others emphasized that transportation reimbursement for regional districts has repeatedly fallen short of the state’s promise and is driving budget crises and overrides. A number of students testified in support of rural aid, describing cuts to classes, counselors, and activities, and the impact on their schools and communities. Committee members also discussed whether transportation policy should be revisited to address underlying cost drivers, including bus bidding practices and whether regional districts should have more flexibility in transportation requirements. The committee also heard H. 515, concerning Hancock Elementary School and a school choice-related exemption from a state requirement that has created a large financial burden for the district. Hancock’s superintendent and Rep. John Barrett explained that a decades-old regulation, recently enforced by DESE, would require Hancock to pay tuition for choice-in students through high school graduation even though the district only serves pre-K through grade 6 and sends its own students elsewhere for middle and high school. They said the rule creates a significant per-student shortfall and has forced Hancock to opt out of school choice. Committee members asked for clarification about how the arrangement works and how the costs fall on Hancock. Additional testimony supported related transportation bills for non-regional districts, especially Plymouth/Carver and North Middlesex, describing high and rising bus costs, special education and McKinney-Vento transportation expenses, and the strain on local budgets. Speakers repeatedly said that state reimbursement has not matched actual costs and that communities are being forced to choose between transportation and classroom services. No votes or final actions were taken in the hearing; the committee simply received testimony and closed the hearing on the bills discussed.

Transcript Highlights:

• <00:43:59.040> to continue to continue to increase<00:44:00.880> so<00:44:01.680> um
• so though we've had 62 52 enrollments so though we've had 62 52 enrollments over<01:13:18.800>
• You'll see in there a request to increase dual and concurrent enrollment, allow us to continue to grow
• <01:26:44.679> to<01:26:44.840> grow enrollment allow us to continue to grow enrollment
• college came through students enrolled college came through students enrolled at<01:31:57.159>

Keywords: 928, house, all

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

Transcript Highlights:

• We need to continue to be competitive.
• That contract doesn't go into effect until they enroll in school.
• We're not providing compensation until they're enrolled.
• Moladena for his continued advocacy this session and in his testimony.
• May God continue to bless you. Thank you for being here. Thank you very much.

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:

• Classification as a sport will continue Classification as a sport will continue to<00:44:38.160>
• :12.560> education continue to classify Hawaii's education continue to classify Hawaii's education
• <00:53:53.359> in shall be entitled to me enrollment in shall be entitled to me enrollment
• Um, would you be... enroll in school, participate in enroll in school, participate in activities,<01:
• Um continue the misconduct.

Keywords: 910, house, all

Summary: The committee heard testimony on HB 2185, which would add protections for sports officials. The Department of Education, the State Public Charter School Commission, the Hawaii Association of Independent Schools, HSTA, HGA, school administrators, the Hawaii High School Athletic Association, the Hawaii State Basketball Officials Association, and several individuals testified in support. The Department of the Attorney General offered comments and recommended amendments, especially on the bill’s civil-action provisions and criminal language, saying the measure should be made more consistent and narrowed to clarify who is covered. The Office of the Public Defender opposed the increased criminal penalties but said its concerns were limited to that portion of the bill. The chair repeatedly noted the committee’s education-policy focus and limited discussion of legal issues. The committee then took up HB 2621 on student misconduct. The Department of Education testified and answered questions about its student discipline data, explaining that much of the information is kept in the department’s internal Infinite Campus system and is not public, but that some additional information could be added to the annual report while still protecting student privacy. Members discussed whether the department tracks incidents consistently across schools and whether more public reporting would help identify where violence or discipline issues are occurring. The department said it was not seeing an increase in suspensions in the data it had, though it acknowledged internal data showed more detail than the annual report. HB 2179, concerning DOE and e-pipes, drew comments from the Department of Education, support from the Department of Health, the Hawaii Bicycling League, and other individuals. The committee then heard HB 2534, which would recognize robotics in schools as an interscholastic sport. The Department of Education offered comments, the State Public Charter School Commission supported the bill, and multiple students and robotics participants testified in strong support, arguing that robotics provides STEM opportunities, competition, and career pathways, and that formal recognition and funding would help sustain teams and compensate mentors. No votes or final actions were taken on the bills in the portion of the meeting provided.

Transcript Highlights:

• <00:11:07.360> effort,<00:11:08.160> um continued effort, um continued effort, um where
• Uh part of the enrollment standards.
• Uh deal of effort uh about enrollment.
• I I think the discussion will continue I I think the discussion will continue on<00:51:44.040>
• <01:00:42.440> high-risk for currently enrolled high-risk for currently enrolled high-risk

Keywords: 1187, senate, all

Transcript Highlights:

• teacher dual enrollment is where school teacher dual enrollment is where it's<00:45:47.119> taught
• used in the concurrent enrollment used in the concurrent enrollment program<00:46:37.680> down
• exclusively for those dual enrollment exclusively for those dual enrollment college<01:03:59.720
• or concurrent enrollment course.
• Even with school administrators cutting teachers based on enrollment numbers, the budgets continue to

Keywords: 928, house, all

Summary: The committee first heard House Bill 362, which would grant the Department of Education rulemaking authority related to educator licensure and testing requirements, including passing scores on professional education assessments. Representative Ladd said the bill is intended to preserve New Hampshire’s standards for classroom teachers and CTE instructors, while allowing DOE flexibility through rulemaking. He emphasized maintaining high standards, including for career and technical education, and said he was open to DOE clarifying the language further. Committee members raised concerns that the bill, as written, could remove language recognizing industry-recognized credentials for CTE instructors. Department of Education Director Steven Appy said DOE had drafted an amendment to clarify that the requirement applies to an initial New Hampshire license, to exempt CTE teachers from content exams, and to preserve current administrative practice allowing basic academic skills testing and industry-recognized credentials as substitutes. The committee discussed the distinction between basic academic skills tests and content assessments, and Appy said the amendment was meant to avoid conflating those requirements. The chair said the committee would take up executive session on HB 362 and related bills later. The committee then took up House Bill 90, which narrows and defines the rules for part-time teachers, especially in concurrent enrollment settings. Representative Ladd explained that the bill is meant to allow qualified college faculty or adjuncts from the University System or Community College System to teach high school concurrent-enrollment courses when local schools lack a teacher with the needed master’s-level credentials, particularly in math and STEM subjects. He said the bill is intended to expand student access to college-level coursework, save money, and preserve standards, while still requiring background checks and adherence to ethics and conduct rules. Members began asking questions about how the bill would work in practice, including certification and endorsement issues, but the hearing was not concluded in the portion provided.

Transcript Highlights:

• COVID, we had some of their district schools actually increase enrollment.
• We then get actual enrollment numbers to compare that enrollment projection to.
• That is not on our property but continues to need upkeep.
• And so we can continue to focus on what's currently going on.
• This continues; opinions are no longer anything that's being discussed.

Transcript Highlights:

• <00:17:26.439> to budget so we will need to continue to budget so we will need to continue
• <00:24:39.640> of continuation of continuation of that<00:24:41.799> on<00:24:41.960>
• confident that with your continued confident that with your continued support<00:25:27.399> we
• do have certain areas where enrollment do have certain areas where enrollment is<00:40:18.480>
• We have to continue.

Keywords: 910, house, all

Summary: The Committee on Finance received an informational briefing from the Department of Education on its budget request for the upcoming fiscal year. The Superintendent and staff described the department’s mission, enrollment and staffing scale, recent gains in NAEP reading and math, persistent attendance problems since the pandemic, and the need for resources to support student recovery, middle school math, and other strategic priorities. The department said its proposal is intended to be aligned with its 2023–2029 strategic plan, fiscally balanced, and reliable for schools, while also addressing inflation, workforce needs, and uncertainty in federal funding. Assistant Superintendent and CFO Brian Hallet reviewed federal grants, non-general funds, and the budget development process. He said federal funds make up about 11% of the department’s FY25 appropriation and warned that House budget proposals could threaten predictable funding for core programs. He also explained that the department began its biennial budget work in April 2024 and used an internal review group to identify possible reallocations. The department characterized its request as a “flat” budget proposal overall, with a large share devoted to continued funding for existing recurring needs, and noted challenges including a projected state funding decline, inflation, lingering pandemic impacts, recruitment and retention, and uncertainty about future federal support. A major topic was the department’s capital improvement program. DOE officials argued for a risk-based, proactive approach using lump-sum “buckets” to manage facilities and deferred maintenance across more than 21.5 million square feet at 268 sites. They said this would allow more efficient prioritization of projects and better coordination with complex area superintendents, principals, and legislators. Members asked about how legislative priorities would fit into the bucket system, county-versus-state property jurisdiction issues affecting school facilities, enrollment decline and staffing ratios, and how the department plans to adjust facilities and human resources to shifting enrollment patterns. DOE said it is studying enrollment trends, will brief the Board of Education next month, and is willing to provide further briefings to legislators. No votes or formal actions were taken during the informational briefing.

Transcript Highlights:

• to respond to increased enrollment to respond to increased enrollment demand<00:18:52.240> by
• Uh not just in declining enrollment.
• population that's most likely to enroll population that's most likely to enroll full-time<00:20:
• I might I might be enrollment.
• enrolling in college to to get a leg up. enrolling in college to to get a leg up.

Keywords: 910, house, all

Transcript Highlights:

• We expect that enrollment to grow to about 5,000 students and I cybersecurity in computing and continue
• We've continued to this day.
• We hope to continue initiative about $925,000 in funding. We hope to continue it.
• We continue.
• So we will we will continue to do that.

Keywords: 999, senate, all

Transcript Highlights:

• May I continue? You are recognized. There was one...
• steadily increased with enrollment.
• So starting with enrollment data for the past three school years.
• Traditional programs make up over half of all enrolled students in Arkansas.
• And within the total enrollment, enrollment from alternative programs is growing while enrollment from

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• landscape as well as their continuing landscape as well as their continuing progression<00:07:51.640
• <00:31:32.200> And that will continue to pay out. And that will continue to pay out.
• Please continue. So we get to Thanks. Please continue.
• :46:58.680> breakout The enrolled employers industry breakout The enrolled employers industry
• <01:13:24.160> on um preference, they would continue on um preference, they would continue

Keywords: 1187, senate, all

Transcript Highlights:

• And for the a decline in enrollment.
• , seeing uh an increase in enrollment, seeing uh an increase in enrollment, which<00:31:03.200>
• Like Senator Fate said, you know, we had decades or more kind of lull in enrollment, low enrollment,
• <00:37:51.680> low kind of lull in enrollment low kind of lull in enrollment low enrollment
• promise uh with our commit our continued promise uh with our commit our continued commitment<00:

Keywords: 1187, senate, all

Transcript Highlights:

• They're enrolling in more online classes because they fear being caught up in ice, They're enrolling
• So we're going to continue to help.
• All of our students transfer into our intersegmental partners to continue on their education and to continue
• I'm sure some of you will be in these seats one day and continue. ...seats one day and continue to hold
• Students will continue to feel the impact.

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:

• In the interest of time, I will not go over each of the offers other than to say that we continue to
• Second, most dual enrollment courses have a completely different cost structure than typical high school
• Second, most dual enrollment courses have a completely different cost structure than typical high school
• Third, accurately projecting student enrollment in our scholarship programs and in our schools.
• files to verify that the applicant is not enrolled in a public school.

Summary: The conference committee met to discuss the Senate’s second budget offer and its first offer on SB 7030. The chair said the budget proviso and back-of-bill offers were continuing to close out remaining issues, and explained the Senate’s approach to the new academic accelerated option supplement in the FEFP as restoring about 80% of prior weighted FTE funding for acceleration options other than dual enrollment, citing existing statutory requirements and the different cost structure of dual enrollment. Senator Gates then presented the Senate’s modified SB 7030 offer, saying the bill was intended to address problems tracking roughly 23,000 students moving among public schools, private schools, and homeschooling, and to better ensure funding follows students correctly. He said the offer would preserve key parts of SB 7030 while making changes such as extending the fall application window, delaying some spring-term documentation, modifying background screening requirements, and allowing the commissioner to extend deadlines in extenuating circumstances. The offer also kept the Family Empowerment Scholarship Program as a separate FEFP categorical, expanded the Education Stabilization Fund, created fall and spring application windows, required enrollment cross-checks and student IDs, changed scholarship payments to monthly with front-loaded options, and required scholarship funding organizations to return funds tied to Auditor General FTE audit findings. A public commenter, a longtime teacher from Daytona Beach, urged that the financial literacy course be taught at a later grade level, such as 11th or 12th grade, and suggested a system of diverse guest speakers in classrooms to encourage more students from underrepresented groups to consider business ownership. No questions were raised from the committee after the Senate offer, and no vote was taken. The vice chair said the House would take the offer back for review, and the chair announced there would likely be one more meeting with a one-hour notice before the meeting adjourned by motion without objection.