Transcript Highlights:

• student to student, and teacher to teacher.
• Our evidence shows that relationships are the first key step to engaging students.
• And once a student is engaged, they come to school more. Engaging students.
• And once a student is engaged, they come to school more, they get in trouble less, and they do better
• students and, There's an understanding that that is all public, but I think the more that we can engage

Committee: Joint Education Committee

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• And so, given the hard math that we have to engage in, in terms of the student tuition being a significant
• Together, these projects will provide about 2,388 affordable student housing beds for UC students. student
• modules, both for the student and for the student employee, because this student employee will have
• They are very excited about having partnerships with Southwestern College and being able to engage students
• students.

Transcript Highlights:

• c> in</c> pathways, students participate in pathways, students participate in hands-on<00:18:01.520><
• </c> These partnerships help the students These partnerships help the students understand<00:19:48.400
• That means more students are on track, more students are graduating on time, and more students are prepared
• That means more students are on track, more students are graduating on time, and more students are prepared
• That means more students are on track, more students are graduating on time, and more students are prepared

Transcript Highlights:

• Students that have...
• How you have 200 students or you have 100 students in the charter, what's the overhead cost?
• What's going to the student?
• The low amount of student population compared to him with 600 students to manage.
• Then Cottonwood Class School has economically disadvantaged students at 7%, ELL students at 1%, and students

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• Students League.
• DOE or the students.
• DOE or the students.
• DOE or the students.
• DOE or the students.

Transcript Highlights:

• </c> $860 so significant savings to students $860 so significant savings to students and<00:16:26.440
• </c><00:16:51.120><c> are</c> investment most of these students are investment most of these students
• </c><00:18:14.080><c> students</c><00:18:14.440><c> leaving</c> College Bound students students leaving
• </c> through the College Board student through the College Board student students<00:22:28.720><c> who
• </c> student again I if I'm a nursing student student again I if I'm a nursing student I<00:40:55.920

Summary: The Public Higher Education Study Committee held an organizational meeting and received an update from the university and community college systems on implementation of recommendations from the governor’s higher education task force. The systems said the task force report contained about 40 recommendations, and they have focused first on operational items while continuing to work on larger policy issues, including better alignment of public higher education with workforce and economic development needs. The committee also discussed reporting requirements under the amended law and whether quarterly reports are required or whether annual updates are sufficient unless the committee requests more. A major topic was expanding Early College and dual-enrollment opportunities. The chancellors reported strong growth in Early College participation, significant student and family savings, and state scholarship support that they described as producing a strong return on investment. They said the goal is to build clearer pathways so students can earn college credit, reduce debt, and stay in New Hampshire for postsecondary education. They also noted ongoing work to simplify admissions and transfer processes, including about 100 transfer pathways between the systems, direct-admit efforts for community college and university students, and continued development of transfer equivalency tools. Members pressed the systems and the Department of Education on direct outreach to high school students, especially juniors, so students would know they are eligible for direct admission and other opportunities. The main obstacle discussed was access to student contact information, with officials saying the issue may involve contract limits with the College Board and possibly statutory constraints on sharing data. Department of Education staff said they are meeting with the systems and vendors to determine what changes are needed. Committee members urged faster action so students and families can receive letters or other notices about in-state options, affordability programs such as Granite Guarantee, and pathways to community college and university enrollment.

Transcript Highlights:

• We need to engage in our community engagement process.
• That's 199,000 students.
• That's 199,000 students.
• That's 199,000 students.
• That's 199,000 students.

Transcript Highlights:

• Second Start, which re-engages with students who left CSU without completing, expanding access to summer
• Latinx students make up 60% of this undergraduate student growth.
• , Native American students, as well as Latino students, continue to lag behind white students.
• Native American students as well as Latino students continue to lag behind white students, and that is
• students.

Transcript Highlights:

• Phase two is stakeholder engagement and data collection, so we're pretty much there.
• Phase two, stakeholder engagement and data collection.
• Phase two, stakeholder engagement and data collection.
• This is for students—special education students with behavioral health issues, right?
• But yeah, as we engage with Rep.

Summary: The meeting began with approval of the May minutes and then moved into administrative updates on several 2025 legislative workstreams. Staff reported progress on two marketing efforts tied to the youth mental health crisis: one focused on increasing awareness and use of urgent crisis centers, and another broader crisis-continuum campaign led by United Way. Both projects are refining materials based on working-group feedback and aim to have materials ready before the start of the school year. Updates were also given on the UCC private insurance review and the crisis continuum review, both of which are gathering data and reconvening working groups over the summer. The main discussion centered on a Civic Solutions Group update on Medicaid school billing. The contractor explained that the project is examining why Connecticut schools are not billing for behavioral health and related services, with the goal of maximizing federal reimbursement. Members clarified that the study is about schools billing for services, not private providers billing in schools. Questions focused on whether Medicaid has caps or authorization issues when students receive services both in school and in the community, and whether recent federal or state changes affect billing. The contractor said the work is still in data collection and analysis, and that some issues, such as reauthorization procedures, were outside his scope. Participants also raised concerns about perceived barriers, fee-for-service limitations, and the need to distinguish school-based billing from provider billing. A second major presentation came from Disability Rights Connecticut on a separate legislative study concerning behavioral health issues affecting students receiving special education. The subgroup is examining the feasibility and impact of requiring evidence-based interventions, especially for challenging behaviors that can lead to restraint and seclusion, and is also looking at monitoring and random audits of restraint and seclusion practices. The team described its project plan, including literature reviews, interviews, focus groups, surveys, and data requests from the State Department of Education and other stakeholders. Members emphasized that the work is aimed primarily at private providers under the statute, but may have broader relevance. Questions from the group focused on whether the study would include public schools, how evidence-based practices apply to students with intellectual disabilities and autism, and whether caregivers or parents would be interviewed; the presenters said caregiver input is not currently part of the charge. The meeting ended with reminders about the July 15 meeting, which will include a Solnit briefing, and a note that August TCB meetings will not be held, though a workshop on the Connecticut Children’s Behavioral Health Provider Survey is being planned for late July or early August.

Transcript Highlights:

• And actually are working to try to identify ways to engage more of our male students to return to college
• And if that has gone up or down as far as state students, in-state students?
• Creating a supportive and engaging environment where we retain and graduate our students in a high-performance
• In addition, we frequently engage local K-12 students and their families on our campus to explore arts
• And you... 25% of our students, our undergraduate population, are transfer students.

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.

Transcript Highlights:

• She said she regularly engages in conversations with fellow students and co-workers about these issues
• in conversations with my fellow engage in conversations with my fellow students<00:17:28.039><c> and
• Many of the students I engage with are the first in their families to attend college outside of school
• </c><00:20:11.559><c> I</c><00:20:11.720><c> engage</c> students many of the students I engage students
• many of the students I engage with<00:20:12.480><c> are</c><00:20:12.720><c> the</c><00:20:12.840><c

Transcript Highlights:

• career and leadership development events for students.
• But FFA is not just for students who want to be production farmers.
• to the education that the students are receiving doing to learn refers to the experiences that the students
• Our students earn some of the most rigorous industry certifications available.
• Okay, our students graduate college or are career ready.

Summary: The Agriculture Committee took up SB 806, the consumer and agricultural equipment right-to-repair bill by Senator Trumbull. Trumbull said the measure would expand repair options for portable wireless devices and farm equipment while protecting trade secrets. The committee adopted two amendments: one clarifying the bill does not apply to motor vehicles, and a technical staff amendment. Testimony was mixed: an Everglades Equipment representative opposed the bill, warning it could weaken local dealer support, reduce parts inventory, and increase downtime for farmers; the Consumer Technology Association also opposed the bill in its current form, citing concerns about a patchwork of state repair laws, private lawsuits, and inconsistent standards. The bill was reported favorably as CS for SB 806 by a roll call vote of 4-0, with Senator Rouson not voting. The committee then heard a presentation from Florida 4-H state officers Timmy Hawes, Summer Wayne, and Taylor Thigpin. They described 4-H as a youth development organization focused on citizenship and leadership, agriculture, STEM, and healthy living, serving more than 216,000 youth statewide. They highlighted personal stories about how 4-H built confidence, leadership, and entrepreneurship skills, and they outlined goals to grow participation to 300,000 youth and to invest in 4-H camps, especially Camp Cherry Lake and Camp Timpoochee, as year-round learning sites. Senators praised the program and asked questions about how youth get involved and what drives participation. Florida FFA state officers Hope Storder and Isabel Jenkins then presented on agricultural education and FFA. They explained FFA’s three-part model of classroom instruction, supervised agricultural experience, and leadership development, and noted that Florida now has more than 65,000 FFA members and that state funding has allowed all agricultural education students to participate at no cost. They emphasized agriculture’s role in feeding a growing population and discussed how technology, innovation, and urban agriculture can help meet future production needs. Senators commended the organization’s work and its role in preparing future leaders and agricultural professionals. At the end of the meeting, Senator Burton requested a group photo with the students, and the committee agreed.

Transcript Highlights:

• Between 2021-22 and 2023-24, the share of students Between 2021-22 and 2023-24, the share of students
• , having staff that look like our students and that our students can relate to.
• And I want to be able to reach so many more students because we know there are students who might be
• and 23% for white students.
• They dampen student attendance, and they disproportionately affect students of color.

Transcript Highlights:

• The legislation also requires many adults to engage in what are called community engagement activities
• It limits the amount of federally subsidized student loans for graduate and professional students.
• It prohibits the use of federal direct student loans to enroll students in an education program with
• It prohibits the use of federal direct student loans to enroll students in an education program with
• In that first year, when new students are no longer eligible, it will impact about 1,700 students.

Summary: The Assembly Budget Subcommittee on Accountability and Oversight held its fifth hearing of the year to examine the newly enacted federal H.R. 1 and its effects on California. Members and the chair described the law as a major threat to state health, food, education, and climate programs, and emphasized that California would not be able to fully backfill the federal cuts. Several members also highlighted the bill’s tax provisions, including temporary deductions for tips, overtime, seniors, and auto loan interest, while warning that the largest benefits flow to higher-income taxpayers and that major cuts to Medi-Cal, CalFresh, and clean-energy incentives are delayed or phased in over time. The Legislative Analyst’s Office and the Department of Finance presented detailed overviews of the bill’s likely impacts and implementation timelines. They identified the main affected areas as health care coverage and financing, food assistance, higher education, personal income taxes, and clean-energy/electric-vehicle credits. They explained that H.R. 1 limits provider taxes used to finance Medi-Cal, adds work and redetermination requirements, restricts CalFresh eligibility and increases state costs, changes student loan and Pell Grant rules, extends and modifies federal tax provisions, and phases out many clean-energy credits. Finance also noted major rescissions of Inflation Reduction Act funds, new border and immigration enforcement spending, and the possibility of PAYGO sequestration if Congress does not act to offset the deficit increase. During member questions, the committee focused on likely enrollment losses, administrative burdens, and fiscal exposure for the state and counties. Witnesses said many details still depend on federal guidance, but they estimated significant impacts on Medi-Cal, CalFresh, and graduate/professional student borrowing, and noted that California’s high CalFresh error rate could increase state costs. UC testified that the elimination of Graduate PLUS loans would affect thousands of professional students, especially in health, law, and other high-cost programs. Members asked for follow-up data on county, health, and tax impacts, and staff agreed to provide additional tables and estimates as implementation guidance becomes clearer. Public commenters from counties, early childhood advocates, health coalitions, disability rights groups, immigrant-rights organizations, and other stakeholders urged the Legislature to mitigate the law’s effects. They warned of higher county costs, reduced access to health care and food assistance, increased administrative burdens, and harm to children, immigrants, people with disabilities, and low-income families. Several urged new state revenue solutions and stronger protections for Medi-Cal, CalFresh, child care, and home- and community-based services. No votes were taken; the hearing was informational and ended with a commitment to continue monitoring federal guidance and to work on state responses in the budget process.

Transcript Highlights:

• And I want to thank them for being here and for taking the time and not seeing a robbery to be engaged
• And we partnered with the SUNY Chancellor John King to spark interest for agriculture students across
• AND WE PARTNERED WITH THE SUNY CHANCELLOR JOHN KING TO SPARK INTEREST FOR AGRICULTURE STUDENTS ACROSS
• Engage, empower, and elevate.
• To every alum, current and future student, and the faculty and staff, I say congratulations.

Summary: The Senate opened with prayer, the Pledge of Allegiance, and approval of the prior day’s journal, then moved through a series of introductions and resolutions recognizing Women’s History Month honorees, Prince Hall Masons and Eastern Stars, Agriculture Week, Pakistan-American Heritage Day, visiting Mercaz Academy students, and the 175th anniversary of Albany Law School. Several senators spoke in support of the commemorations, and each resolution was adopted. The chamber then took up a number of bills on the calendar. Among the measures passed were bills related to insurance, private housing finance, public health, mental hygiene, real property, elder law, public authorities, and environmental conservation. One bill on the Environmental Conservation Law drew a procedural challenge over a proposed amendment; the Chair’s ruling that the amendment was nongermane was upheld by a show of hands, after which the bill passed. Another bill amending the Emergency Tenant Protection Act was debated on the issue of vacant rent-stabilized units and LLC ownership transparency, with supporters saying it would help identify responsible owners and opponents arguing it was too broad and could impose unclear penalties; it ultimately passed. The most extended debate centered on a real property bill concerning electronic rent payment systems and automated clearinghouse fees. Supporters framed it as a transparency measure that lets tenants choose whether to use such systems, while critics questioned how fees would be handled and whether the bill would affect landlord costs. After debate, the bill passed. A public health bill sponsored by Senator Webb also passed after she explained it was intended to improve transparency and oversight of changes to maternity and perinatal services amid concerns about maternal health deserts and hospital closures. The Senate then completed the calendar and adjourned until the next day.

Transcript Highlights:

• . students.
• students. students in the state of Texas.
• Having our most highly qualified faculty engaged with our students at this critical building block juncture
• of student workers.
• We have 260 law students, 88 optometry students, and 107 pharmacy students.

Committee: House Higher Education

Transcript Highlights:

• The intention of the grant is to serve secondary students, but it may also serve post-secondary students
• The intention of the grant is to serve secondary students, but it may also serve post-secondary students
• The student in the bottom right-hand corner, that's Brant Neal. He is a dual-enrolled student.
• When you look at the honor students, 88.9% of those students are accepted.
• To watch our students know, “I did that.

Committee: Senate Education Postsecondary

Summary: The Education Postsecondary Committee met to hear an overview of Florida career and technical education (CTE) from Chancellor Kevin O’Farrell and presentations from Big Bend Technical College and Santa Fe College. O’Farrell described Florida’s CTE structure, including career clusters, postsecondary program types, enrollment and completion growth, apprenticeship expansion, and the state’s credentials review process. He said postsecondary CTE enrollment is near 480,000 students and completions reached a record 76,806, with strong growth in nursing, law enforcement, EMT, and other public-safety credentials. He also discussed the CTE audit, which uses retention/success, employment or continued education, and labor-market demand metrics; programs not meeting thresholds would eventually require phase-out plans beginning in 2026. He highlighted the workforce development capitalization grant as a major driver of program expansion and facility renovation, and answered questions about business outreach, construction trades, apprenticeships, and space-industry training. Shelby McCall of Big Bend Technical College described how the college responded to hurricanes, mill closures, and regional economic disruption by expanding rural workforce training. She highlighted aluminum welding, millwright, welding technology, health sciences, and a new advanced manufacturing facility funded by state grants and local partnerships, along with a new LPN-to-RN bridge program. She said the college has strong placement and certification results and is working with employers such as Lippert, NAMO, and others to align training with local demand. Senator Simon praised the college’s role in Taylor County’s recovery and workforce development. Dr. Paul Brody of Santa Fe College said state workforce grants have helped the college expand nursing, skilled trades, apprenticeship, automotive, diesel, and manufacturing programs, including partnerships with Bradford County Technical College, UF Health, Habitat for Humanity, and local employers. He reported growth in CTE enrollment, nursing credentials, apprenticeship enrollment, and job placement rates, and described new efforts in semiconductor training, CDL training, and a charter school model that combines high school, an AS degree, and industry credentials. The committee took no formal action beyond hearing the presentations and adjourned after Senator Berman moved to adjourn.

Transcript Highlights:

• We must continue to engage in thoughtfully and responsibly.
• So we're looking at dollars already committed to students and staff that would be drained.
• Continued engagement with our labor remains a top priority for me.
• Sometimes these temporary part-time, short-term jobs reflect student populations.
• . ...students with IEPs, students with a disability.

Summary: The committee heard several bills related to public employment. AB 1601, by Assemblymember Rogers, would give Sonoma County flexibility to work with its retirement board and actuaries on a possible retiree cost-of-living adjustment; supporters said Sonoma is the only 1937 Act county system without an automatic COLA and that retirees have gone since 2008 without an increase, while no opposition testified. The bill passed on a do-pass vote and was placed on the floor. AB 1729, by Assemblymember Lee, would update state telework policy by requiring written telework plans, adding more structure before return-to-office decisions, and restoring public reporting on telework savings. Supporters, including SEIU Local 1000, the Association of California State Supervisors, and many state workers, argued telework improves productivity, reduces emissions and commute costs, and could save the state about $225 million annually; there was no opposition. The committee approved the bill 6-0 and re-referred it to Appropriations. AB 1630, by Assemblymember Colosa, would allow union representatives to invite bargaining-unit members to observe meet-and-confer sessions, including remotely, to increase transparency and engagement. UC and CSU opposed the measure, saying observer rules should be negotiated at the table and warning the bill lacked clear limits on the number of observers and could create logistical and security problems. The bill passed 5-0 with one member not voting and was sent to Appropriations. AB 1750, also by Assemblymember Colosa, would require school employees who exhaust sick leave and are absent due to illness or injury to receive full salary for an additional five months. CTA supported the bill as a needed safety net for teachers and classified staff, while school districts and administrators opposed it over cost, staffing, and student stability concerns, saying it could encourage longer absences and strain already tight budgets. The committee passed the bill 5-0 and sent it to Higher Education. AB 1896, by Assemblymember Gonzalez, would bar people who participated in immigration enforcement from holding California public employment, with supporters framing it as a response to ICE and Border Patrol actions and opponents warning it was overbroad and could exclude otherwise qualified applicants from law enforcement jobs; the bill passed 5-1 and was referred to Public Safety.

Transcript Highlights:

• students notifying them of the delinquent accounts.
• , were the charges—the overcharges to students—reimbursed to the students?
• So I'll start with the student fees.
• And then do you engage in that process as well?
• it was open for students to participate.

Summary: The Higher Education Budget Subcommittee met to hear a presentation from the Florida Auditor General’s office on recent operational audits of four universities and to discuss how audit findings are handled. The Auditor General explained that financial audits occur annually and operational audits at least every three years, with universities required to respond in writing to findings; the office generally follows up in the next audit cycle, though it can audit sooner if needed. Members asked about accountability, whether findings are referred to other bodies, and how internal university audit functions interact with the state audit process. The chair emphasized the committee’s oversight role in ensuring public funds are used appropriately. The audit findings highlighted issues at New College of Florida, Florida A&M University, the University of Florida, and Florida Atlantic University. At New College, auditors cited invoice/payment errors, delinquent student account collection delays, prohibited extra compensation, exceeding state remuneration limits for certain employees, weak purchasing card controls, construction management cost documentation issues, and subcontractor licensing documentation gaps. At FAMU, auditors found investment accounting classification issues, delayed bank reconciliations, late vendor payments, and incomplete annual employee evaluations. At UF, auditors reported concerns over a $6.4 million consulting contract, event and catering spending, president’s office hiring and salary practices, bonus and relocation payments, continued high compensation after the president transitioned to another role, travel expenses including charter flights, and remote work agreements. At FAU, auditors found distance learning fee revenue exceeded allowable costs by about $2.8 million, carry forward funds were underreported by about $77 million, and credit card controls needed improvement. Members pressed the Auditor General on whether overpayments were refunded, whether any findings involved statutory violations, and what enforcement exists beyond the audit report. The auditor said some issues were corrected by the universities, such as New College recovering excess compensation from foundation funds, but others would be revisited in future audits; if potential fraud were identified, it would be referred to the state attorney’s office. The chair closed by noting that accountability for public spending rests with the Legislature and the committee, and the meeting adjourned without any vote or formal action beyond receiving the presentation.

Transcript Highlights:

• And so I thank you for engaging with me on this.
• Students are eligible for CalFresh.
• ago, the student caseload has grown by over 258%, from 158,000 students to over 200,000 students monthly
• ago, the student caseload has grown by over 258%, from 158,000 students to over 200,000 students monthly
• students from accessing the benefits promptly.