Transcript Highlights:

• They are able to then learn in school to be successful. The earlier we get to this, the better.
• We need to create the Early Steps Senator Harrell: Early Steps is a key part.
• We have Early Steps expansion now.
• The learning loss is so significant and parents really don't have any options.
• Early diagnosis, treatment, and intervention make the difference.

Keywords: 998, house, all

Transcript Highlights:

• to early May.
• to early May.
• This is a pre-K program provided to increase access to early learning experiences for high-need communities
• This is a pre-K program provided to increase access to early learning experiences for high-need community
• . to increase access to early learning experiences for high-need communities.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• <00:32:04.240> learning really devastate Hawaii's early learning really devastate Hawaii's
• early learning network<00:32:05.440> and<00:32:05.760> will<00:32:06.000> ripple
• We all know that 85% of early learning happens in the first three years of life and that in our state
• We all know that 85% of early learning happens in the first three years of life and that in our state
• We all know that 85% of early learning happens in the first three years of life and that in our state

Keywords: 910, house, all

Summary: The House Committee on Human Services held an informational briefing on the impacts of federal funding cuts, inflation, labor shortages, and chronic underfunding on Hawaii’s nonprofit social safety net. Hawaii Community Foundation opened with a story about a federal worker family relying on food pantry support, then described a “perfect storm” facing human services nonprofits: historically high demand, rising costs, staffing challenges, federal cuts, and state and county contracts that do not cover true service costs. The foundation said it has reactivated its Hawaii Resilience Fund, launched strengthened service grants, and is tracking policy changes and data to help nonprofits respond. Trey Gordner of UHERO presented research on the vulnerability of Hawaii’s nonprofit sector, explaining a framework that assessed political, financial, and structural risk. He said about 8,200 501(c)(3) nonprofits are active in Hawaii, but only about 200 receive direct federal funds; 74 grants to 59 organizations were flagged as politically at risk, totaling about $126 million in unpaid obligations. He said about 68 of the direct-funding recipients rely on federal funds for more than 20% of annual revenue, and that human services nonprofits are among the most exposed subsectors because they serve vulnerable populations and depend heavily on federal support. Catholic Charities Hawaii and the Hawaii True Cost Coalition said community-based organizations were already under strain before the current crisis, with most contracts not covering full costs and many groups depending on private philanthropy to fill gaps. They reported that half of surveyed organizations expect to reduce programs, more than a third may decline future contracts, and some are waiting months for reimbursements. Examples included reduced shelter admissions, fewer case management hours, and cutbacks in kūpuna services. The coalition urged higher contract rates, regular inflation and cost-of-living reviews, and timely reimbursement; no votes or formal actions were taken. Partners in Development Foundation described the loss of Native Hawaiian education funding as especially damaging, saying the federal Department of Education has zeroed out support that creates a roughly $46 million gap, including about $20 million for early childhood programs. The speaker shared a family story from the Nā Pono program to illustrate how early learning services support both children and parents, and warned that the organization’s federal funds make up 72% of its budget. The briefing ended with a call for continued emergency funding and longer-term structural changes to sustain nonprofits statewide.

Transcript Highlights:

• Learning.
• <00:01:34.880> So, Executive Office of Early Learning.
• So, Executive Office of Early Learning.
• office of early learning. office of early learning.
• about early childhood. about early childhood.

Bills: SB2901, SB2902, SB2903, SB2904, SB2905, SB2906, SB2907, SB2908, SB2909, SB2910, SB2911, SB2912, SB2913, SB2914, SB2915, SB2916, SB2917, SB2918, SB2919, SB2920, SB2921, SB2922, SB2923, SB2924, SB2925, SB2926, SB2927, SB2928, SB2929, SB2930, SB2931, SB2932, SB2933, SB2934, SB2935, SB2936, SB2937, SB2938, SB2939, SB2940, SB2941, SB2942, SB2943, SB2944, SB2945, SB2946, SB2947, SB2948, SB2949, SB2950, SB2951, SB2952, SB2953, SB2954, SB2955, SB2956, SB2957, SB2958, SB2959, SB2960, SB2961, SB2962, SB2963, SB2964, SB2965, SB2966, SB2967, SB2968, SB2969, SB2970, SB2971, SB2972, SB2973, SB2974, SB2975, SB2976, SB2977, SB2978, SB2979, SB2980, SB2981, SB2982, SB2983, SB2984, SB2985, SB2986, SB2987, SB2988, SB2989, SB2990, SB2991, SB2992, SB2993, SB2994, SB2995, SB2996, SB2997, SB2998, SB2999, SB3000

Keywords: geological subsurface characterization, groundwater, geothermal resources, environmental review, Hawaii groundwater and geothermal resources center, scientific research, non-extractive, public trust doctrine, clean energy, greenhouse gas, carbon sequestration, climate change, energy policy, Hawaii state energy office, emissions reduction, sustainable development, fare-free transportation, greenhouse gas emissions, public transit, tax on petroleum

Transcript Highlights:

• And this is really to support the early infrastructure projects and flights in Florida.
• We're always going to take a step back and evaluate lessons learned. How do you? Started.
• It's kind of the more unknown than it is, then, you know, wanting to learn about it.
• We need to be... ...than it is, then, you know, wanting to learn about it.
• I think we're learning from even some of the drone communities.

Summary: The Senate Transportation Committee met and first received an update from FDOT on the Sun Trail shared-use nonmotorized trail program. FDOT said the program, created in 2015 and expanded by 2023 legislation, now includes connections to the Florida Wildlife Corridor and received a one-time $200 million appropriation plus increased annual funding. The department reported programming about $180 million of that funding, completing 42 construction projects totaling nearly 95 miles in 21 counties, and installing trail counters and QR-code surveys to measure usage and economic impact. Members expressed support for the program and asked no substantive questions. The committee then heard a presentation on FDOT’s locally administered state transportation funding programs, including SCOP, SCOPM, SCRAP, SIGP, and TRIP. FDOT explained these programs support local roadway resurfacing, bridge repair, drainage, paving unpaved roads, and safety or capacity improvements, with varying state match levels depending on the program and eligibility. FDOT said its adopted five-year work program includes more than $1.4 billion for local transportation improvement projects. A member asked whether toll revenues from Miami-Dade, Broward, and Palm Beach counties fund these programs; FDOT said it would research the funding source and follow up. The committee’s main discussion was a panel on advanced air mobility (AAM), including FDOT and industry representatives from Supernal, Joby, Atlantic Aviation, Hillsborough County Aviation Authority, and Eve Air Mobility. FDOT described its AAM planning work, advisory committee, local government guidebook, and upcoming training, while panelists emphasized Florida’s leadership, the likely use of existing airport and heliport infrastructure first, and the expectation that private investment will fund much of the early vertiport buildout. Members raised concerns about community acceptance, privacy, zoning, airspace congestion, security, and lessons from scooters and drones. Panelists repeatedly stressed a “crawl, walk, run” rollout, local government coordination, multimodal connectivity, and public outreach. No votes were taken, and the committee adjourned after the panel.

Transcript Highlights:

• Uh we are learning about right now we are learning about the functions of government.
• about uh h on influence. are learning about uh h on influence.
• >> Early voting. How many of you want early voting for the state of Alabama?
• So, 47 states out of 50 have some form of guaranteed early voting.
• <00:09:28.959> this students here and getting up early this students here and getting up early

Bills: HB272, HB272

Keywords: HB272, LASEA, AMSTEP, Alabama Commission on Higher Education, State Department of Education, teacher loan repayment, student loan forgiveness, educator shortage, teacher shortage, acute educator shortage, acute shortage location, public K-12 schools, school systems, math teachers, science teachers, computer science teachers, charter schools, failing schools, underperforming schools, teacher recruitment

Transcript Highlights:

• Oh, say can you see, can you see by the dawn's early light, what so proudly...
• And whereas the YMCA is the largest child care provider in the state with more than 20 early learning
• And whereas the YMCA is the largest child care provider in the state with more than 20 early learning
• Please take a moment to review the pamphlet to learn more about their impact. And also, Mr.
• We have breakfast provided, so if you get there a few minutes early, you can eat.

Keywords: 996, all

Transcript Highlights:

• In our early learning silo, we restore the funding for the Gold Seal Program, the Local Match Program
• because we know early learning is the foundation.
• Early learning school readiness is incredibly important to all of us.
• at the Department of Early Learning.
• I am the Director of Early Learning for Leon County Schools.

Transcript Highlights:

• support beginning as early as first grade.
• And that's only this bill addresses early childhood literacy.
• Early intervention.
• There's intervention, summer learning, additional support.
• If we get reading right early, everything else gets better.

Bills: SB1778, SB1570, SB134, SB1966, SB1636, SB1725, SB1726, SB259, SB504, SB592, SB2030, SB1572, SB843, SB1242, SB1255, SB1262, SB1264, SB1286, SB1581, SB1290, SB1316, SB1319, SB1369, SB1379, SB1381, SB1400, SB1427, SB1436, SB1461, SB1496, SB1509, SB1534, SB1553, SB904, SB1592, SB1645, SB1684, SB1767, SB1772, SB1813, SB1894, SB1928, SB1946, SB1980, SB2040, SB2060, SB2061

Keywords: reading instruction, literacy, educational equity, intervention services, third grade retention, Strong Readers Act, child welfare, child safety, administrative transition, Department of Child Safety and Well-being, Oklahoma Commission on Children and Youth, juvenile justice, foster care, retirement, public employees, reemployment, benefit adjustment, Oklahoma Public Employees Retirement System, memorial highways, bridge designations

Transcript Highlights:

• Bilay-Hale-Hol Systems Learning African-American hub.
• I'm a program manager with Whole Systems Learning.
• I am a program manager over at Whole Systems Learning.
• I am a program manager over at Whole Systems Learning.
• I'm coming from Whole Systems Learning and I'm here to ask that you reject the systems learning and I'm

Summary: The Assembly Budget Subcommittee on Health held an informational hearing on the Governor’s May Revision, focusing first on the Commission on Behavioral Health, then EMSA, and then the California Department of Public Health (CDPH). The Department of Finance said the state faces a third consecutive deficit and that the May Revision includes difficult trade-offs, including proposed eliminations or reversions of some behavioral health and public health funds. The LAO echoed concern about the structural deficit and said it was still awaiting some budget details before offering a full analysis. For the Commission on Behavioral Health, Finance proposed eliminating $20 million in Mental Health Wellness Act funds, arguing the money would help offset General Fund costs and noting future Proposition 1 innovation funding. The commission strongly opposed the cut, saying it would eliminate or delay launch-ready grants for early childhood supports, full-service partnerships, and peer respite, and would eventually end ongoing grant programming. Several advocates and commissioners testified that the funds support underserved communities and that Proposition 1 is not a substitute for the existing programs. The chair asked Finance to look for alternatives, but no vote was taken. EMSA presented mostly technical budget adjustments: increased authority for the California Poison Control System, a correction to EMSIS funding, and a reappropriation for enterprise services and data management. CDPH then reviewed a broader set of May Revision proposals, including reversions from the California Reducing Disparities Project, workforce development, STD prevention, hepatitis C prevention, hospice, and extreme heat funding, as well as a new generative AI pilot for health facility survey reporting. Members raised concerns about cuts to CRDP and gender health equity programs, especially because many grants are mid-contract and serve underserved communities; CDPH said the reversions were part of solving the deficit and that CRDP had been successful, while also clarifying that abortion.ca.gov would not be eliminated. Public comment was overwhelmingly opposed to the CRDP and related cuts, with many speakers describing the programs as life-saving and cost-effective. No formal votes or actions were taken during the hearing.

Transcript Highlights:

• learning and to alleviate problems that result from low vision or blindness.
• I am Kay Larson, the HHS Early Childhood Director.
• I'm just grasping at straws is what we learned from the study.
• I'm just grasping at straw is what we learned from the study.
• The Early Childhood section tracks the Bright and Early North Dakota participants, and these are the

Summary: The committee first heard an update on North Dakota’s Interagency Council on Homelessness and Continuum of Care funding. Jennifer Henderson of the North Dakota Housing Finance Agency reported that homelessness remains driven by tight housing markets, low incomes, rising rents, and barriers to rental assistance, public benefits, and disability determinations. She said the state’s one-time North Dakota Homeless Grant is serving all regions but reaches far fewer households than the former Rent Help program, and that aging homelessness, shelter staffing shortages, and limited affordable units are growing concerns. Members discussed the need for more housing supply, better coordination with Health and Human Services, landlord engagement, reentry housing, and possible continued one-time funding for the $10 million Homeless Grant and $25 million Housing Incentive Fund. Henderson also warned that federal Continuum of Care funding is uncertain, with HUD expected to issue a new notice June 1 and possible shifts away from permanent supportive housing toward transitional housing and other models. The committee then took testimony on accessibility of government services for people who are blind, visually impaired, deaf, or hard of hearing. Paul Olson of North Dakota Vision Services School for the Blind described the school’s services for infants, children, and adults, including screenings, mobility training, assistive technology, and outreach across the state. He said the agency works closely with Vocational Rehabilitation and is also involved in improving website and document accessibility, especially for PDF materials. Public testimony highlighted barriers such as inaccessible CAPTCHA systems, online forms, driver’s license requirements on job applications, and limited transportation in rural areas. A deaf resident urged broader use of video remote interpreting and video relay services, along with training so people know how to use them effectively. Finally, Kay Larson presented the final report on the child care provider licensing study. The report recommended streamlining North Dakota’s child care licensing structure into three provider types plus a preschool designation, while preserving health and safety standards and maintaining eligibility for child care assistance. The committee discussed simplifying training and qualification rules, revising ratio and group-size requirements, and adjusting age bands for infants and toddlers. The report also noted that some changes would require statutory amendments and later administrative rule changes, with a transition period likely extending through 2029. No formal votes were taken in the transcript, but the committee accepted the updates and scheduled follow-up presentations for a later meeting.

Transcript Highlights:

• Before third grade, you are learning to read. You're learning to read from zero to third grade.
• At third grade, you are now reading to learn.
• We're investing early to avoid more intensive...
• We're investing early to avoid more intensive and costly remediation later on.
• And I've learned from them that we need to do more to build a pipeline.

Keywords: 995, all

Summary: The Senate considered a series of amendments to a primary care health care bill and also took up a separate literacy bill. Several amendments were withdrawn, including one on artificial intelligence in health care and others related to cost controls, direct primary care, and provider studies. The Senate adopted amendments on preserving access to treatment for serious mental illness, modernizing the definition of primary care, clarifying payment rates for community health centers, excluding pharmaceutical spending from primary care expenditure calculations, and strengthening health equity reporting. Other amendments on rate bands, alternative payment systems, private equity reporting, scope of practice, and ownership disclosure were rejected. The Senate then approved the Ways and Means amendment and ordered the primary care bill to a third reading. The chamber also took up final passage of An Act Relative to Teachers Preparation and Student Literacy, with senators describing it as a long-awaited compromise focused on improving early reading outcomes. Supporters said the bill requires evidence-based K-3 literacy curricula, regular student screening and family notification, dyslexia screening protocols, professional development for teachers, and a free state-developed curriculum option. Senators emphasized the need to address declining third-grade reading proficiency and equity gaps. The bill passed to be enacted by a unanimous roll call and was sent to the Governor. After the literacy bill, the Senate returned to the primary care bill, where senators again debated cost containment, innovation, and access. The final version included the adopted amendments and was passed to be engrossed by a roll call vote of 35-4. The Senate then adopted an adjournment order and recessed, adjourning in memory of Henry Thomas III, former Representative Ben Swan, and Mr. Dennis Frane.

Transcript Highlights:

• So back in 2015, in response to a landscape analysis we did with the then Office of Early Learning, now
• Division of Early Learning, we articulated a professional learning program that has grown to include
• learning system.
• learning.
• And when I see from learning, teaching teachers to help our students learn, but also from the various

Summary: The Education Postsecondary Committee held its first meeting and focused on state university centers and institutes, with an overview from the Board of Governors on how the more than 500 centers and institutes across Florida’s public universities are categorized, overseen, and reported. The Board described three categories: state-level centers, legislatively established centers, and university-established centers. Members were told universities must maintain policies, notify the Board of changes, publish public inventories, and submit annual reports and compliance certifications. Senator Harrell asked about funding sources and whether underperforming centers are reviewed for elimination; the response was that funding varies by center and that universities decide whether to maintain or disband centers under their own policies, with annual reporting and audit findings shared with the Board. Four university presentations followed. Florida Atlantic University highlighted its Center of Excellence in Biomedical and Marine Biotechnology, describing research in marine-derived drug discovery, genomics, imaging, cancer, neurodegenerative disease, and ocean sustainability, along with spin-off institutes and partnerships that have generated significant grant and contract support. FIU presented its Center of Excellence for Hurricane Damage Mitigation and Product Development, emphasizing the Wall of Wind facility, hurricane and water intrusion testing, code and product innovation, insurance modeling, and future expansion toward higher wind speeds and flood simulation. Florida State University’s High-Performance Materials Institute described work in advanced materials, aerospace composites, sensors, nanocomposites, and AI-enabled materials development, along with patents, industry partnerships, and new facilities tied to economic development. The University of Florida’s Lastinger Center for Learning outlined its work on teacher professional learning, literacy, New Worlds Reading, tutoring, and mathematics supports, including microcredentials, statewide book distribution, and early results showing improved reading confidence and growth. Members generally praised the centers for their research, commercialization, workforce development, and education impacts. Senator Jones and Senator Harrell commended the Lastinger Center’s literacy work and the broader return on investment from these programs, while Senator Berman noted the value of the synergies across institutions. The chair emphasized that future funding requests should clearly show measurable success, commercialization, and statewide impact. The committee then adjourned without any formal votes on legislation.

Transcript Highlights:

• There is much to be learned.
• And I was happy and encouraged that she was learning much more about the Holocaust than I learned.
• That she was learning much more about the Holocaust than I learned when I went to public schools.
• They don't learn, many don't eat.
• We want our students to feel safe, and we want them to learn.

Summary: The Assembly Education Committee heard a series of bills focused largely on school safety, immigrant student protections, Holocaust and genocide education, civic engagement, and workforce pathways. SB 631 would expand the charter school revolving loan fund by increasing loan amounts and broadening eligibility, including for charter schools affected by natural disasters; it drew support from the Treasurer’s Office and the California Charter Schools Association and was advanced on a 4-0 vote, with the bill held on call. SB 472 would reinforce Holocaust, slavery, and genocide education requirements and create or expand teacher training and grants; it received strong support from survivors, educators, and Jewish organizations and passed 6-0, with several members asking to be added as coauthors. The committee also took up a package of immigration-related school bills. SB 48 would bar school officials from allowing immigration enforcement access to campuses without a judicial warrant and protect student records; it was backed by Superintendent Tony Thurmond, teachers, school districts, and many advocacy groups, and passed 5-0 to the Judiciary Committee. SB 98 would require K-12 schools and higher education institutions to notify campus communities when immigration enforcement is present; it also drew broad support from student groups, colleges, and education organizations and passed 3-0 to Higher Education, with the bill held on call. Both measures were presented as responses to recent immigration enforcement activity near schools and the chilling effect on attendance and student well-being. Other measures advanced included SB 848, which would strengthen protections against employee sexual misconduct in schools by updating safety plans, training, reporting, and misconduct tracking; it was supported by education groups and a survivor who described grooming at her high school, and passed 6-0 to Public Safety. SB 638 would create a statewide coordinating entity for education and workforce programs and support career pathways, with testimony emphasizing the need to align fragmented funding and improve access for underserved communities; it passed 7-0 to Higher Education. SB 316, on high school voter registration and pre-registration, passed 8-0 to Elections after testimony from students and civic engagement advocates, and SB 334, which would add sexual harassment prevention content and a Sexual Harassment Safety Week to school curriculum, was presented with support from student advocates and AAUW, with no opposition noted in the portion of the transcript provided.

Transcript Highlights:

• Also the adult learning theory.
• We learn better when we can connect to the material that we're learning.
• How do you learn how to create these tables where families feel, How do you learn how to create these
• , how they're doing learning it, and how they're showing their learning.
• It is that they're learning, how they're doing learning it, and how they're showing their learning.

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

Transcript Highlights:

• <00:47:06.240> In learning if they're unexcused. In learning if they're unexcused.
• And I do early in the in this stage?
• classroom ready to learn. classroom ready to learn.
• In third grade, they're learning to read, and after that they are learning to read and learn when they're
• to learn and to thrive. Thank you. to learn and to thrive. Thank you.

Keywords: 1183, house

Transcript Highlights:

• So right now we've seen a big boost in early college, and early college has really expanded dramatically
• So right now we've seen a big boost in early college, and early college has really expanded dramatically
• I'll highlight one of them, which is the early college program.
• And when I was there, I really learned.
• I really learned to rely on the support system that's over the devil.

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on “Protecting Equity in Higher Education” and emphasized that no bills were being heard. Members and witnesses focused on the effects of recent federal actions on DEI, admissions, financial aid, student loans, international students, and campus equity efforts in Massachusetts. Opening remarks from the co-chairs and the chair of Higher Education highlighted Massachusetts’ investments in free community college, expanded financial aid, and early college programs, while warning that federal policy changes could undermine those gains. Testimony from BU law professor Jonathan Feingold argued that many DEI practices remain legally defensible after Students for Fair Admissions v. Harvard, and that the decision did not end all race-conscious or equity-oriented efforts. He said the Trump administration’s anti-DEI actions and funding threats were legally suspect and had created confusion and a chilling effect. Bahar Akman-in-Boden of the Hildreth Institute testified that proposed federal cuts to TRIO, Gear Up, Pell Grants, SEOG, work-study, and student loan programs would disproportionately harm low-income, first-generation, Black, Latino, and other underserved students, and urged the state to prepare hold-harmless and advising supports using Fair Share revenue. Commissioner Noe Ortega described Massachusetts’ long history of equity in higher education and said the state has expanded aid, success programs, and early college, but still has work to do on attainment and completion. He said the state responded to SFFA by creating ACARE and continuing to defend equity practices, while also warning that federal disruptions and “dear colleague” letters have created uncertainty. In the second panel, state university leaders and campus officials said federal threats to Pell, DEI grants, Medicaid, and international student policies could affect access, campus operations, and the economy; they stressed that most state university graduates stay in Massachusetts and that institutions are continuing their equity practices despite federal pressure. Roxbury Community College’s president said RCC remains committed to open access and inclusion, noted enrollment growth, and said executive orders do not change existing law or the college’s obligations.

Transcript Highlights:

• The learning gap is there because of the...
• Our county office is a safety net of public education and directly serves students in early learning,
• Our county office is a safety net of public education and directly serves students in early learning,
• Through the fee schedule, there is a real opportunity for schools, early learning centers, and other
• prevention and support, especially in community and early learning settings.

Keywords: 987, senate, all

Transcript Highlights:

• c> the Early Learning services from the Early Learning services from the Department<00:04:35.080>
• access and supporting high-quality early education opportunities, as well as the early learning workforce
• access and supporting high-quality early education opportunities, as well as the early learning workforce
• access and supporting high-quality early education opportunities, as well as the early learning workforce
• access and supporting high-quality early education opportunities, as well as the early learning workforce

Keywords: 1183, house

Transcript Highlights:

• And members, I would tell you, early detection is key. My mother had a mastectomy.
• I mean, as you know, early detection, like you mentioned before, is so important.
• So why am I going to spend all these extra dollars to go to this early intervention?
• Chair, for allowing me to help lead and learn how to... ...enjoy that part of the job.
• Chair, for allowing me to help lead and learn how to... ...allowing me to help lead and learn how to

Summary: The Health Care Facilities and Systems Subcommittee met and heard two bills. HB 141, by Rep. Woodson, would require the state group insurance program to cover out-of-pocket costs for diagnostic and supplemental breast examinations for covered employees, with the goal of improving early detection and reducing the chance that patients skip follow-up imaging because of cost. Woodson described her personal experience with breast cancer screening and emphasized that the bill would help state employees get recommended mammograms, MRIs, ultrasounds, and related tests without financial barriers. The American Cancer Society and Cancer Action Network supported the bill, and several members spoke in strong support, citing the importance of early detection and employee retention. The committee voted 15-0 to report HB 141 favorably. The committee then heard CS for HB 839, by Rep. Booth, which would shorten the period for health insurers to seek overpayment claims against participating psychologists from 30 months to 12 months, aligning psychologists with other health care providers and applying to claims on or after January 1, 2026. Booth said the change would improve access to mental health care by encouraging more psychologists to participate in insurance networks. The Florida Psychological Association appeared in support, and there was no debate. The committee voted 15-0 to report the bill favorably. At the end of the meeting, the vice chair, ranking member, and chair each offered brief remarks thanking members and staff for their work during the session. The chair noted the committee had focused on implementation and oversight issues and described the process as member-driven. The meeting then adjourned by motion to rise.