Transcript Highlights:

• ,<01:23:48.080> and to schools and districts for CTE, and to schools and districts for CTE
• <01:23:50.000> funding considerations for secondary CTE funding considerations for secondary CTE
• The calculation for the number of CTE The calculation for the number of CTE students<01:29:28.520
• We are a national membership CTE is.
• So, although it is state CTE system.

Keywords: Meeting Start 00:00:00 Budget Process 00:02:28 Allotment Process 00:10:30 School Facilities Construction Commission 00:29:10 Role of KDE in School Facilities Funding 00:47:00 Kentucky School Boards Association 01:13:25 Elementary and Secondary School Construction 01:20:40 Perkins V Funding 01:35:32, 958, all

Transcript Highlights:

• > vital<02:04:22.080> absolutely abs CTE programs are vital absolutely abs CTE programs
• the CTE programs face. the CTE programs face.
• other CTE other CTE programs<02:20:12.160> could<02:20:12.479> could<02:20:12.720>
• did come from the CTE did come from the CTE uh<03:27:19.840> and<03:27:20.160> from
• uh that this would not damage the CTE uh that this would not damage the CTE that<03:28:41.040>

Keywords: 928, house, all

Summary: The committee opened a hearing on Senate Bill 185, which would add timelines to Office of Professional Licensure and Certification (OPLC) investigations. Senator Howard Pearl said the bill was prompted by concerns from the New Hampshire Association of Realtors about delays at the Real Estate Commission, and he explained that the proposal would require OPLC staff to make an initial determination within 30 days and, if misconduct is found, complete an investigation within 60 days. He said the goal is to improve transparency and give consumers and licensees more timely information, while preserving the board’s adjudicatory role. He also noted that the bill had been amended to delay implementation to give OPLC time to work through its backlog. Committee members questioned how the bill would work when an investigation is incomplete and whether the board could send a case back to OPLC without a firm deadline. Pearl said the board would have discretion to continue the investigation or make a final determination, and that the bill was intended to streamline OPLC’s process rather than impose a hard cap on complex cases. OPLC Executive Director Deanna Durus and General Counsel Nicholas Fry then testified that the agency has already changed its procedures under prior legislation, including a facial review of complaints and monthly board review of dismissal memos. They said the bill would substantially alter the current structure, could conflict with existing limitation periods and board duties, and would be difficult to implement without additional staff and funding. Durus said the agency’s backlog is large, that new complaints are being triaged and prioritized, and that some urgent matters are moved ahead based on risk and statutory deadlines. She said OPLC had completed a review of about 500 backlog cases that would now be dismissed under current screening standards, and that those cases are being turned into memos for board review. Board of Medicine public member Nina Gardner testified in favor of the bill but said the backlog is significant and that the agency needs more resources to make the process work effectively. She said the board is seeing progress, but not fast enough, and suggested the bill may not go far enough without additional staffing and funding. No vote was taken during the hearing.

Transcript Highlights:

• Under the Texas Education Code, CTE programs are designed to equip students with academic and technical
• And I was surprised to learn that middle schools are allowed to have CTE programs and get a CTE bonus
• I can't, I really can't think of a better CTE class.
• But I'm asking that allotment itself, it looks like it's in addition to, The CTE allotment.
• OK, we'll, we'll design it exactly like the other CTE programs.

Transcript Highlights:

• Chairman, first is, The CTE and as Representative Lujan and I were kind of tracking the funds for CTE
• A CTE pilot program created a seven-year CTE pilot program.
• funding for CTE.
• Your CTE numbers are terrible.
• Let's move CTE all into SEG.

Keywords: 996, all

Transcript Highlights:

• bends over backwards to fund the CTE. bends over backwards to fund the CTE. um<00:26:19.679>
• ,<00:57:35.359> they was appropriate to add the CTE, they was appropriate to add the CTE,
• I'm and on the CTE for 12 years.
• Once again, as far as that CTE goes, this committee has always taken care of CTE.
• it took 25 years to go through the CTE it took 25 years to go through the CTE list.<01:22:43.600

Keywords: 928, house, all

Summary: The committee heard testimony on proposed improvements to the New Hampshire State Police gun range and training facility. Commissioner Robert Quinn and Major Brendan Davy said the range is used for realistic, scenario-based training that cannot be replicated at a standard static range, including movement, use of cover, vehicle-based drills, elevation, and training under elevated heart rates and stress. They said the facility is important not only for state troopers but also for local and federal partners, and that it is used regularly for qualifications, requalification, and special unit training. Members asked about specific limitations and costs. Major Davy said the PSTC range is handgun-caliber only because the backstop is not rifle-rated, and local law enforcement can use the State Police range for qualification. Representative Kazinski questioned the size and cost of the project, and Public Works Director Theodore Copper then explained the estimate: $1.5 million for building and site work, plus soft costs, utilities, design, and inflation, bringing the total to $2.3 million. He said the proposed facility would include office space, two classrooms, restrooms, and heating and air conditioning, and that the estimate was reasonable. The committee also heard from Milford School District Superintendent Christy Misho in support of CTE funding. She said Milford has been working for years to secure support for an applied technology center renovation, that prior local bond efforts fell short of the required threshold, and that the district now plans a CTE-only local bond of about $4 million while seeking $10 million from the state. She argued the investment is needed to modernize outdated equipment and support workforce training, and said the district remains committed to the project. In work session action, the committee corrected a prior vote on the Pease Development Authority warehouse removal and replacement project, increasing the amount by $353,300 to $1,973,300 and raising the agency subtotal to $4,155,300. The committee also approved adding two Community College System items: $500,000 for an energy management system and $1.3 million for critical maintenance, for a total addition of $1.8 million. No objections were raised to these motions.

Transcript Highlights:

• So, remote learning labs, they bring CTE solutions.
• More CTE based outcomes in Mexico.
• We have to be able to provide variability in CTE across the board.
• Learner-centered models, work-based learning, CTE program alignment.
• Uh, create CTE educational pathway diplomas.

Transcript Highlights:

• On row 89, you'll see that the LFC recommendation zeroed out that $40 million bucket for CTE.
• , where the district or the charter school would be responsible for 50% of the cost of a CTE program.
• And that's still very nearly a 50% cut to what our current spending is on CTE this year.
• There's that $17 million pilot program for CTE on Row 90.
• The HIFC House Bill 2 language also reauthorizes your FY26 CTE appropriation into FY27.

Bills: SB204, SB241, HB34

Keywords: higher education, research funding, federal funding, New Mexico, appropriation, University of New Mexico, New Mexico State University, New Mexico Institute of Mining and Technology, child care, child care assistance, child care subsidy, early childhood education, early childhood care, daycare, preschool, pre-K, Head Start, Early Head Start, Children's Code, early childhood education and care department

Transcript Highlights:

• relating For a rise report S.313, the House proposal of amendment relating to transforming Vermont's CTE
• If we're going to maintain statewide CTE system rules, they should not sit untouched indefinitely.
• Many Vermont students depend on regional delivery models and CTE hubs for access.
• Section 8 deletes the CTE Section 8 deletes the CTE governance legislative working group that's been
• I truly came into this body not really feeling passionate about the word CTE at all.

Keywords: 927, senate, all

Transcript Highlights:

• These IGAs are the heart and soul of how the CTEs work.
• They also are advocates for the CTE teachers.
• or non-CTE.
• He clarified that the EVIT CTE represents not only the central campus but the entire CTE programming
• I am no matter of fan of CTE.

Keywords: 1182, all

Summary: The committee first heard House Bill 4043, which would require each school district and charter school to ensure that at least one employee at each school is trained in CPR, first aid, and AED use by August 1, 2027. The sponsor said he would consider floor amendments to clarify that a trained person should be available at all times and to tie the requirement to schools that actually have AEDs. Supporters, including a constituent who lost a child, said the bill could help save lives; opponents and some members raised concerns about cost, staffing, and whether one trained employee is enough. The bill received a due pass recommendation on a 7-1 vote with several members voting present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of the federal Dietary Guidelines for Americans. A public health advocate testified in favor, emphasizing chronic disease prevention in children. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 vote. House Bill 2621, as amended, addressed enrollment and special education access for pupils in unorganized territory, tribal land, and certain military-connected students, including changes to certificates of educational convenience and timelines for district and county action. The sponsor and stakeholders described it as a technical fix to reduce enrollment delays and improve access to services. After adopting both the strike-everything amendment and a Garcia amendment, the committee passed the bill 11-0. The committee also advanced House Bill 2385, which limits superintendent contracts to one-year terms during the first three years of employment and allows longer terms only after three consecutive years. The sponsor framed it as a way to reduce costly buyouts and give school boards more flexibility; there was no public testimony, and the bill passed 7-4. House Bill 4106, creating the One Arizona Service Fellowship Program, also passed after amendment. Supporters said it would build service opportunities and workforce experience, while some members objected to creating and funding a new state program; it passed 8-2 with one present. Later, House Bill 2992, as amended, established a pilot program in schools for child sexual abuse and assault awareness and prevention, expanded to K-12 in the amendment and funded from the Victim Compensation and Assistance Fund. A survivor and anti-trafficking advocate strongly supported teaching children and training staff, while some members objected to the funding source and possible unintended consequences. The bill passed 6-5 with one present. House Bill 2370, concerning who may modify weapons detection systems and requiring superintendent notification to governing boards within 24 hours, passed 8-3 after a debate over school safety, accountability, and whether the bill was too vague or too narrow. House Bill 4056, as amended, would bar fees for legislators making public records requests in their official capacity and require electronic delivery; the sponsor cited large fees charged by school districts, while opponents warned against broad fee exemptions. It passed 8-3. Finally, the committee began House Bill 2478, which would create the Arizona Commission on Student Outcomes to study K-12 performance, accountability, graduation requirements, finance, and related issues, with a proposed amendment to add early childhood analysis. The sponsor said the commission would help drive a statewide conversation and that the Classroom Site Fund had sufficient unused balances to support it. Testimony from early learning and advocacy groups was generally neutral but supportive of including early childhood in the study, and the discussion was still underway when the transcript ended.

Transcript Highlights:

• Lani Aguinaldo on behalf of the CTE JPA coalition in opposition.
• CTE programs in the state of California are arts, media and entertainment industry sectors.
• And TK-12 experiences on CTE pathways and work-based learning.
• And there is a lot happening in the CTE world that we don't hear much about in California.
• On the issue of a common application for CTE funding.

Keywords: 988, house, all

Transcript Highlights:

• This program would allow school districts and charter schools to collect, analyze, and report CTE data
• Strategies like tracking student engagement, CTE student organizations, industry certifications, work-based
• Currently, when individuals become CTE teachers, they are eligible to receive up to two years of service
• as the Executive Director of the Career and Technical Association of Texas, representing over 1,200 CTE
• Many CTE teachers come from the workforce with work experience—tradespeople, technicians, engineers—but

Bills: HB 1057, HB1876

Keywords: teacher salary, retirement benefits, career education, work experience credit, Texas Education Code, technical training, workforce development, grants, education funding, 1184, house, all

Transcript Highlights:

• I do have a concern about the CTE classes because many of the CTE things that we would think are CTE
• We keep changing what falls under CTE.
• I do have a concern about the CTE classes because many of the CTE, things that we would think are CTE
• It doesn't fall under CTE.
• CTE.

Summary: The committee met to discuss higher education funding and capital building policy. Members first heard an update from NDUS Deputy Commissioner Lisa Johnson on low-producing academic programs. She described a proposed board policy using a five-year rolling window and thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, with programs flagged for three consecutive review periods going to the board. Possible outcomes would include continuation, continuation with modifications, inactivation, or termination. Members asked about how the review would account for program costs, service to other students, workforce demand, and the difference between inactivation and termination. Johnson said the board would consider broader factors and that campuses already do detailed program analysis. Several members also asked about cost savings and staffing impacts from program terminations, and Johnson said the board would try to provide more information later. The committee then received a report on the Capital Building Fund from Jamie Wilkie. He reviewed the program’s history, matching requirements, and recent uses, noting that about $334 million in state and matching dollars has been invested overall, with most going to deferred maintenance and extraordinary repairs. Members discussed whether the program is reducing deferred maintenance and requested updated systemwide data on deferred maintenance and campus space utilization. Wilkie said the board is considering a new study to update deferred maintenance figures, which are based on information more than 12 years old. He also reported that several institutions have used current biennium funds for projects such as residence hall renovations, health sciences housing, generators, and building repairs. Later, the committee began a detailed walkthrough of a draft bill that would replace the current higher education funding formula with an FTE-based model and also revise the capital building fund structure. The draft would use fall enrollment FTEs, add completion incentives for degrees in in-demand fields, and create a separate research funding component for UND and NDSU tied to doctoral completions and external research expenditures. Members raised concerns about the use of older data in the formula, the treatment of waivers, the weighting of professional and health sciences programs, and the use of CIP codes to define CTE and education incentives. The bill draft would also combine capital building fund tiers, broaden eligible uses for deferred maintenance and legislatively authorized projects, change matching requirements, repeal the old formula chapter and the capital pool, and transfer funds from the Strategic Investment and Improvements Fund into the capital building fund. No final votes were taken during the portion provided; the meeting was primarily discussion and review.

Transcript Highlights:

• Career and Technical Education Program CTE play a critical role in preparing students for high-demand
• Texas school districts and charter schools offer diverse CTE programs designed to equip students with
• The bill would provide grants for strategies like tracking student engagement in CTE student organizations
• Currently, when individuals become CTE teachers, they are eligible to receive up to 2 years of service
• Many CTE teachers come from the workforce with work experience, tradespeople, technicians, engineers,

Transcript Highlights:

• am here today on behalf of 143,400 students who are enrolled in Career and Technical Education, or CTE
• Career and Technical education or CTE Career and Technical education or CTE courses<00:02:30.680
• Work-based learning provides CTE students with real-life experience that helps them get ready to enter
• CTE students have the opportunity to get a head start on employment training, as well as over 13,500
• CTE students earning approved dual credit and 13,448 students earning valid industry certifications.

Keywords: 958, all

Summary: The committee heard testimony on several education bills and first received a presentation from Paige Cash of Kentucky FFA/Kentucky Association for Career and Technical Education. She described the reach of CTE in Kentucky, saying more than 143,000 secondary students are enrolled in CTE courses, and highlighted work-based learning, dual credit, industry certifications, and student organizations such as FFA, DECA, FCCLA, HOSA, TSA, and SkillsUSA. She said CTE funding has helped update lab equipment, support teacher training, fund field trips, and expand participation in career and technical student organizations. Representative Wilson presented House Bill 132, which would address home hospital instruction reimbursement in cases involving short stays, particularly mental health placements that are often under five days. He said schools continue providing instruction even when they are no longer reimbursed under current rules. The committee advanced the bill unanimously after a motion and second, with the measure passing with an expression of opinion that it should pass. The committee then heard House Bill 272 on dyslexia, sponsored by Representative Heavrin. The bill would require KDE to annually update the dyslexia toolkit, require local boards to adopt policies for identifying and assisting K-3 students with dyslexia, require KDE to report district implementation data to LRC, and require teacher preparation programs to include dyslexia instruction. Members discussed whether the bill would require teacher diagnoses, how it would interact with existing IEP/504 and RTI processes, and concerns about added reporting and district burden. Supporters said many students are falling through the cracks and that earlier identification is needed; Representative Willner noted a shortage of school psychologists. The committee passed HB 272 with a motion and second, though several members voted pass and explained concerns about reporting burdens, red tape, and district costs. Finally, the committee began hearing House Bill 193, a dual credit cleanup bill presented by Joe Carol Ellis of KHEAA. She said the bill would consolidate the statutes governing general education dual credit and CTE/work-ready dual credit scholarships to match current funding practice and reduce confusion for K-12 schools and postsecondary institutions. The presentation was underway when the transcript ended.

Transcript Highlights:

• anything to help a CTE program.
• <00:17:47.600> right looking at the programs and CTE right looking at the programs and CTE
• to use some unused CTE space.
• to use some unused CTE space.
• to use some unused CTE space.

Keywords: 928, house, all

Summary: The committee first discussed HB 443, which would change terms and vacancy language for members of a higher education commission. Members raised concerns that the bill was too narrow to address broader issues with commission membership, including expired appointments, attendance expectations, and whether the Department of Education could replace the commission’s role. Several members suggested the bill was not ready for action and favored holding it for further work, possibly through a subcommittee or work session. One member suggested that if attendance standards were added, no more than two unexcused absences should trigger removal, given the commission’s meeting schedule. The chair said he would defer action and form a small subcommittee to report back before the committee deadline. The committee then moved to HB 484, dealing with repurposing Career and Technical Education classroom space after 20 years of exclusive use. The chair explained that the bill was aimed at the Milford CTE project, where shared use of space could allow a school to repurpose part of a CTE facility while still using it for CTE-related instruction. Members discussed other possible situations around the state, including Claremont, North Conway, and Jaffrey/Rindge, and whether the bill should be limited to Milford or broadened to allow local districts more flexibility. Some members favored passing the bill now to help CTE projects move forward, while others argued for an amendment removing the requirement that the space be vacated specifically to expand the CTE program occupying it. Testimony and discussion emphasized that the Milford project had state approval but reduced funding, requiring a smaller scope and repurposing of existing space. Supporters said the bill could help preserve CTE programs while also benefiting general education space needs, and that local districts should have flexibility after 20 years. Opponents or cautious members noted that the language might not fit every district situation and asked for feedback from Director Beard and Steve Rothenberg before final action. The committee did not take a final vote in the portion provided, and instead discussed waiting for an amendment and additional input before acting.

Transcript Highlights:

• A lot of homeschoolers do CTE, and folks who go to charter schools have, of course, come and do CTE.
• I think it's going to help us with CTE. There's a lot of good news around CTE in the state.
• the sending school for the Dober CTE the sending school for the Dober CTE well<00:09:38.560>
• CTE CTE um um um uh<00:10:18.959> so<00:10:19.640> um<00:10:20.640> that's<00:10
• > state<00:10:29.839> the good news around CTE in the state the good news around CTE in

Keywords: 1191, senate, all

Transcript Highlights:

• Leilani Aguinaldo on behalf of the CTE JPA Coalition, in opposition.
• CTE programs in the state of California are arts, media, and entertainment industry sector.
• applicants to expand access to new CTE programs.
• And there is a lot happening in the CTE world that we don't hear much about in California.
• Sorry, if I could just add Lailani Aginaldo on behalf of the CTE JPA Coalition.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• For CTE, that $40 million bucket pays for a lot of different things.
• I mentioned before that you all currently fund CTE at around $40 million.
• This represents a reduction of around $28-$29 million for CTE in the LFC recommendation.
• Gallup was impressive to see the actual incorporation of CTE in courses like social studies.
• Okay, I guess I'd rather see some of that money moving towards CTE or some of these other areas.

Transcript Highlights:

• <00:06:58.560> 38% courses. 39% are CTE concentrators. 38% courses. 39% are CTE concentrators
• state funding for high demand CTE state funding for high demand CTE pathways<00:08:44.959> aligned
• and incentives to recruit and retain CTE and incentives to recruit and retain CTE teachers<00:08
• <00:10:15.920> funding, continue your support for CTE funding, continue your support for CTE
• sat there and they have tried to cut CTE sat there and they have tried to cut CTE programs.<00:30

Keywords: 958, all

Summary: The Senate Education Committee first recognized several guest groups, including a Harrison County leadership group and students from Mercy Academy, then heard a presentation tied to Career and Technical Education Month from Kentucky FCCLA student leaders D. Owens and Kaden Dunn. The students described FCCLA’s role in building confidence, leadership, and career readiness, and argued that CTE is a strong pathway rather than an alternative one. They cited membership and achievement statistics, discussed their own experiences in FCCLA, and urged continued and expanded state support for CTE, internships, apprenticeships, rural access, and teacher recruitment. Several senators responded positively, praising the presentation and emphasizing the value of CTE and workforce preparation. The committee then took up Senate Bill 152, an act relating to education, and adopted both a committee substitute and a committee amendment. Senator Aaron Reed explained that the bill would replace school-based decision-making councils with school-based advisory councils, while keeping parent and teacher input but shifting final authority over hiring, curriculum, and school leadership to principals and superintendents. He said the bill was intended to clarify responsibility and strengthen accountability. Senator Thomas questioned whether there was evidence that site-based councils were failing, and Reed said he had heard concerns from parents and teachers but did not have a formal list of evidence at hand. Senator Higdon supported the bill as a needed review of a system adopted in 1990, noting that education has changed significantly and that prior reforms have shown the process can work. Senators West and others asked for clarification that parental involvement would remain, and Reed said it would. Three opponents then testified: Elizabeth Irwin of the Kentucky Association of School Councils, Ed Hendrick representing KA, and Autumn Nagel of the Kentucky State PTA. They argued that dismantling SBDMs would reduce authentic parent and teacher voice, politicize school decisions, and take authority away from those closest to students. They said local councils have transparency and elections already in place and urged support for the existing school council structure rather than reducing its role.

Transcript Highlights:

• Some have limited CTE. Some only have adult general education.
• My questions are around some of the CTE data.
• All school districts, all of our CTE partners, and all of our CTE directors in the secondary space are
• So it's a great space for literature, but to expand in a CTE-type program is not.
• There was a CTE audit that looks at grading programs, essentially.

Summary: The Higher Education Budget Subcommittee met to review funding models for the Florida College System and district workforce education programs, with an emphasis on how new dollars are allocated in the program fund and how performance and targeted funding are incorporated. Chancellor Hebda explained the Florida College System model, including base program funding, student success and pipeline funds, performance incentives for industry certifications, and the 2022 president-developed formula that weights enrollment, workforce enrollment, completions, small-college factors, and regional cost differences, plus a targeted funding floor for colleges below a minimum per-FTE level. Vice Chancellor Goodman then outlined the district workforce model, which uses lagged enrollment, program cost weights, local revenue offsets, small-district adjustments, and unmet-need calculations to distribute lump-sum appropriations to school districts offering workforce education. The department also provided updates on several grant programs and funding delays. Goodman said the Workforce Development Incentive Grant, Pathways to Career Opportunities Grant, Graduation Alternative to Traditional Education Startup Grant, and teacher apprenticeship/mentor bonus programs all involve multi-year awards and often require reversions and reappropriations because projects are delayed, extended, or not fully obligated by year-end. She said the department is moving toward an electronic grants system and had already adjusted internal deadlines to speed awards, while acknowledging some reimbursement delays and explaining that mentor bonuses for teacher apprentices will not be paid until the first cohort reaches the statutory timing requirement. Members asked about tracking whether CTE students work in their trained fields, how Xello is used to inform students about career pathways, how FTE is calculated, whether the funding formulas could encourage growth over quality, and how students with disabilities are counted in workforce funding. Questions also focused on tuition, enrollment trends, and the gap between college and university funding. The committee heard that tuition has remained flat for more than a decade, enrollment has rebounded from COVID and is projected to exceed pre-pandemic levels, and the college system’s funding per FTE varies widely. Valencia College President Kathleen Plinsky testified in support of the proposed formula and an additional $200 million for the Florida College System, saying Valencia is the second-largest college in the state but ranks last in per-FTE funding, which has made it difficult to recruit and retain faculty and admit qualified students in high-demand programs like nursing. The committee took no vote and adjourned after the presentations and questions.