Transcript Highlights:

• The Student Academic Success Subcommittee will come to order.
•   34 BUT STRENGTHENS FLORIDA'S LEADERSHIP  AND ACADEMIC EXCELLENCE, CIVIC LITERACY, &nbsp
• These programs also strengthen academic success.
•   180 THESE PROGRAMS ALSO STRENGTHEN ACADEMIC SUCCESS.
• It is about self-esteem and studying and becoming intricate and achieving our...

Summary: The Student Academic Success Subcommittee met with a quorum and considered two PCS bills. PCS for HB 1059, by Rep. Booth, would designate the first week of November as Florida Speech and Debate Week to recognize speech and debate programs and the educators, coaches, judges, and school districts that support them. Supporters, including students and advocates, testified that speech and debate builds critical thinking, civics knowledge, confidence, and respectful civil discourse, and several members praised the students’ testimony and the program’s value. The bill was reported favorably by a 14-0 vote. The committee then heard PCS for HB 851, by Rep. Long, which requires each school district’s professional learning system to include at least one annual autism-specific training opportunity for teachers and school-based administrators, developed with the Center for Autism and grounded in evidence-based practices. The sponsor said the bill is intended to give educators practical tools to support students with autism, while members asked questions about scope, virtual training, charter schools, and the relationship to existing law. Public testimony and member debate largely supported the bill, with speakers emphasizing the need for better educator preparation and inclusion for students with autism. The bill also passed unanimously, 14-0, and was reported favorably. At the end of the meeting, members and the chair offered brief closing remarks thanking colleagues and staff and reflecting on the committee’s work, with the chair noting it may have been the committee’s last meeting of the session.

Transcript Highlights:

• Academic achievement waivers or activity participation.
• So academic high-achieving students or perhaps participation in band or athletics would be another one
• So this is for the next academic year. So we do this in the spring for the following academic year.
• Alicia Udi, who's BSC's interim vice president for academic affairs. Dr.
• Our academic journeys affect our families and our everyday lives.

Keywords: 908, all

Summary: The committee first reviewed the 2024-25 tuition waiver report for the North Dakota University System. Staff explained that waivers were reported for degree-seeking students and broken out by residency, institution, and waiver type. Members asked about partial versus full waivers, institutional discretion, athletic waivers, and whether campuses have published guardrails or transparency requirements. Staff said most waivers are set by institutions, with some statutory and board-required categories, and that athletic waivers are a small share of total waiver dollars. The report showed total gross tuition of $354.5 million, tuition waived of $38.9 million, and 11,193 of 42,040 students receiving some waiver. Members also discussed how waivers affect net tuition revenue, housing and food collections, and whether campuses are using waivers strategically compared with scholarships and other funding sources. The committee then heard a presentation on tuition rates by campus and State Board policy. Staff explained the board’s tuition factors for resident, Minnesota reciprocity, contiguous-state/U.S. nonresident, and international students, and noted that campuses often seek exceptions based on program-specific competition and enrollment goals. Members asked whether rates are based on cost or competition, and staff said campuses typically bring forward estimates and market comparisons when requesting special rates. The presentation also reviewed general fund appropriations versus net tuition revenue by campus, and members discussed how local tuition decisions and waivers do not directly affect the state funding formula, though they do affect institutional revenue and reserves. Questions were also raised about the Higher Learning Commission’s financial composite indicator and how it differs from the more intuitive reserve and revenue figures. The committee next received a broad overview of non-higher-education entities affiliated with the State Board of Higher Education, beginning with NDSU agriculture-related units. Dr. Greg Lardy described the State Board of Agricultural Research and Education, the NDSU Extension Service, the Agricultural Experiment Station, and the branch research centers, emphasizing their statewide role in crop and livestock research, extension education, and county-based outreach. He outlined funding mixes for extension, the experiment station, and branch stations, noting that grants and contracts support both research and education, while the agronomy seed farm is self-funded through seed sales. Members asked about the new and vacant FTE pool, R1 research status, matching requirements for grants, and whether state appropriations count toward research expenditures. Dr. Lardy also highlighted major research impacts, including crop varieties, virtual fencing, AI-assisted weed control, and NDAWN weather data. The Northern Crops Institute and the Upper Great Plains Transportation Institute also presented. NCI described its role in market development, technical services, and education for regional agriculture, its governance through the Northern Crops Council, and its funding from state appropriations, other states, and earned revenue. Members asked about the source of out-of-state funding, intellectual property, and the institute’s international reach. UGPTI then outlined its transportation research, federal and state funding structure, and work on road and bridge condition assessments, travel demand modeling, and workforce training. No votes were taken during the portion of the meeting reflected in the transcript.

Transcript Highlights:

• It cannot be achieved through a Republican shutdown.
• </c><00:34:27.599><c> through</c><00:34:27.839><c> the</c> that can be achieved through the that can
• ><c> a</c><00:34:34.720><c> Republican</c> cannot be achieved through a Republican cannot be achieved
• You know, this debate about keeping the government open is not just an academic debate.
• </c> government open is not just an academic government open is not just an academic debate.<00:52:08.480

Keywords: U.S. House of Representatives Floor Proceedings on Friday, September 19, 2025, 1012, house, all

Transcript Highlights:

• We really want to present an outstanding achievement recognition to a fifth grader named Samantha Anderson
• We really want to present an outstanding achievement recognition to a fifth grader named Samantha Anderson
• part of its dual-language immersion programs, aiming to give students a competitive edge for future academic
• Aiming to give students a competitive edge for future academic and career endeavors.
• Thank you. ...infrastructure needs and expand academic services.

Summary: The Senate convened with prayer, the Pledge of Allegiance, roll call, and several guest recognitions, including a student honored for a national Mandarin speech contest, a Ms. Black Arizona candidate, and a Madison Elementary School reusable-tray pilot program. The body also recognized interns and approved the prior journal. The chamber then moved through Committee of the Whole calendars and adopted committee reports recommending passage of a series of budget-related bills. The main legislative business centered on the 2026-27 budget package and related omnibus measures, including appropriations, budget implementation, capital outlay, commerce, criminal justice, environment, health care, higher education, human services, K-12 education, state property, revenue/taxation, and transportation bills. Most of these measures were advanced with do-pass recommendations, with repeated debate focused on the tax omnibus and the overall budget’s policy choices. Supporters argued the package provided affordability, tax relief, conformity with federal tax changes, reduced government spending, and reforms to entitlement and other programs; opponents argued it favored corporations and wealthy taxpayers, cut health care, food assistance, housing, tourism, wildfire response, and education, and would forfeit federal matching funds. Several members specifically criticized the failure to close the data center tax exemption and to raise sports betting taxes, while supporters defended those provisions as pro-business and pro-growth. There was also discussion of fund sweeps, including university research funds, housing trust funds, and other agency balances, with opponents saying the sweeps targeted encumbered or already-committed money. After debate, the Senate adopted Committee of the Whole reports and advanced the bills, and later took up House bills introduced and placed on third reading, with members explaining their votes on HB 4138, the General Appropriations Act, largely along party lines. At the end of the session, the Senate processed messages from the House requesting the return of SB 1160 and SB 1786 for reconsideration, and the Senate requested the House return HB 2415 for reconsideration. The chamber also introduced and placed several House budget bills on third reading, including HB 4138 through HB 4153, continuing the budget process.

Transcript Highlights:

• I know this statute kind of lays out some broad goals that they need to achieve.
• I know this statute kind of lays out some like broad goals that they need to achieve.
• As background, an ELTEL is generally defined as an English learner student who has not achieved English
• An English learner student who has not achieved English language proficiency within a specified number
• achievement over simplifying data metrics.

Keywords: 988, house, all

Transcript Highlights:

• The entire continuum of health care, and that is not something we've achieved at this moment.
• Researchers from numerous academic institutions.
• Researchers from numerous academic institutions, including Johns Hopkins, Columbia, Ohio State, and the
• Chris McCurdy, a renowned academic at the University of Florida, revealed the results of an NIH study
• Chris McCurdy, a renowned academic at the University of Florida, revealed the results of an NIH study

Summary: The committee held an informational hearing on kratom and 7-hydroxymitragynine (7-OH), focusing on public health risks, overdose deaths, and regulatory gaps in California. The chair opened by noting that FDA and CDPH consider kratom and 7-OH products unlawful for consumption, yet they remain widely sold in smoke shops, vape stores, gas stations, and convenience stores. The hearing was framed as part of ongoing legislative work, including a future review of AB 1088, and members emphasized the need to weigh potential benefits against risks and consider whether stronger safeguards are needed. Expert testimony from a toxicology professor and several public health and medical officials described kratom as a plant with multiple alkaloids, with 7-OH identified as the more potent opioid-like compound associated with tolerance, dependence, withdrawal, and respiratory depression. CDPH reported 362 kratom-related overdose deaths in California from 2019 to 2023 and 15 deaths involving 7-OH, while Los Angeles County officials described unexplained deaths in young adults that led them to expand toxicology testing and identify 7-OH as a common factor. County and state public health representatives said they have issued advisories, contacted retailers, removed products from shelves, and taken enforcement actions, but they stressed that local enforcement is patchy, under-resourced, and limited by unclear jurisdiction and lack of testing capacity. Medical witnesses said patients are presenting with 7-OH dependence and withdrawal in ways similar to fentanyl-related cases, sometimes requiring buprenorphine, methadone, or repeated naloxone. They argued that unregulated retail sales and misleading marketing make the products especially risky, and that a statewide framework would be more effective than a patchwork of local ordinances. Some officials said the safest current policy is to keep kratom and 7-OH unlawful for consumption, while others said any new regulation would need resources, packaging rules, and clearer authority for enforcement. Industry and consumer advocates urged the committee to distinguish natural kratom leaf from concentrated or synthetic 7-OH products. They argued that kratom leaf has long-standing use, that 7-OH should be targeted rather than the whole plant, and that regulation should focus on age limits, labeling, testing, serving-size caps, and restrictions on adulterated products rather than prohibition. Several speakers warned that bans could push demand to the black market and reduce access for people using the products for pain relief or harm reduction, while critics of the industry said the products are being marketed deceptively and that more comprehensive regulation is needed.

Transcript Highlights:

• LET'S TALK ABOUT OPERATIONS AND HR AND THEN ACADEMICS AS WELL IS THAT OKAY?
• BUT ACADEMICALLY THIS IS A LITTLE LESS THAN TWO YEARS IN THE MAKING.
• IT'S BOTH ACADEMIC NOT A TECHNOLOGY SOLUTION JUST A TOOL.
• WE HAVE BEEN VERY INTENTIONAL ABOUT NOT MAKING OUR ACADEMIC POLICY OR DISHONEST POLICY ABOUT AI.
• WHEN WE THINK ACADEMICALLY FROM AN HR PERSPECTIVE BUT ACADEMICALLY AS THE CHIEF OF ACADEMICS THE ULTIMATE

Transcript Highlights:

• Gaming offered a sense of belonging, competence, and achievement.
• achievements, or all the things that we are influenced on by social media—withdraws from participation
• So I think young men are faced with a problem where there's no clear path to achieve what they want.
• How do we achieve that same type of satisfaction that draws millions and millions of people to consume
• I would argue that I did everything in my ability to try and achieve a certain level of athleticism,

Summary: The Assembly Select Committee on Developing Pathways to Purpose for Young Men held its inaugural informational hearing, chaired by Assemblymember Avelino Valencia, focused on how technology is affecting boys and young men and what policy responses might help. Opening remarks from committee members emphasized personal experiences as parents, mentors, and educators, and framed the issue as broader than screen time alone, touching on mental health, education, privacy, and the need for supportive offline institutions. Valencia said the committee was created to examine the challenges facing young men, including disconnection from school, work, and relationships, and noted his bill AB 1956 to prioritize boys and young men in suicide prevention efforts. The first panel examined the state of men online. Testimony from the American Institute for Boys and Men, Generation Up, and Healthy Gamer described how pornography, gaming, gambling, crypto speculation, influencers, and AI can meet real needs for belonging, status, and connection while also reinforcing addiction, isolation, and distorted ideas about masculinity and relationships. Speakers argued that boys are especially vulnerable to algorithm-driven content, in-game gambling mechanics, and online sexual content, and that the burden should not fall solely on parents or adolescents to resist highly engineered products. They urged policy changes such as updating sex education to address pornography and AI-generated sexual content, regulating loot boxes and gambling-like features, and investing in mentorship, sports, and other offline supports. The second panel focused on designing better digital systems. A USC social psychologist and former Meta employee described how platforms optimize for engagement rather than users’ aspirations, citing evidence that harmful content and unwanted sexual images increase with algorithmic feeds. UCSF pediatrician Dr. Jason Nagata discussed research showing that problematic social media use can worsen ADHD symptoms in boys, and that boys’ body image concerns often center on muscularity, supplements, steroids, and extreme appearance modification rather than thinness. Common Sense Media’s Mikey Hothi testified that AI companions can displace human relationships and that teens can be led into sexual or emotionally dependent interactions despite guardrails. Committee members asked about age-gating, pornography, gambling mechanics, and how to build healthier alternatives; witnesses emphasized that policy should reduce addictive design, expand body-image protections, and preserve beneficial online spaces. No formal votes or actions were taken during the hearing.

Transcript Highlights:

• But does it really achieve that? That is still my question.
• gaps without affecting overall achievement.
• So it lessened the gaps, but overall achievement didn't much change.
• and the achievement gap?
• About what predicts and what affects student achievement, but there isn't in this space.

Summary: The joint Senate Education and Budget Committee hearing focused on the Governor’s proposed education governance overhaul, which would shift day-to-day management of the California Department of Education from the elected Superintendent of Public Instruction to a new appointed education commissioner, while giving the Superintendent new voting roles on the State Board of Education and the Community College Board of Governors. Chair Perez opened by stressing that the proposal raises major policy questions beyond the budget process and should be evaluated for its effect on students, local control, and accountability. Brooks Allen of the State Board of Education argued the change would unify policymaking and implementation, reduce fragmented authority, and create clearer accountability, citing decades of reports criticizing California’s “crazy quilt” governance structure and noting the proposal is timed for the 2026 transition. Amber Alexander of the Department of Finance outlined the fiscal and staffing transfers, describing the plan as largely cost-neutral and explaining how positions would shift between the State Board, the Department, and the new Superintendent’s office over 2026-27 and 2027-28. Sarah Cortez of the Legislative Analyst’s Office said the LAO supports shifting management to an appointed commissioner but recommended several refinements: preserving legislative oversight, requiring Senate confirmation of the commissioner, clearly defining the Superintendent’s duties as a public representative/advisor/evaluator, and refining the State Board’s role to focus on major policies requiring public input. She also said the fiscal plan should be cost-neutral and more fully specified. Senators raised concerns about the timing during an election year, the constitutional status of the Superintendent, whether the proposal should instead be a constitutional amendment, and whether governance changes actually improve student outcomes or simply rearrange the org chart. Some members questioned whether the proposal would confuse voters and undermine democratic accountability, while others said the current structure is already confusing and that the reform could improve clarity for districts and local boards. The discussion also covered how curriculum is set, with LAO explaining that the Legislature has broad authority but has delegated much curriculum work to the State Board and the Instructional Quality Commission. Members asked how the new structure would affect local districts, who they would call for guidance, and whether the commissioner would have authority over policy; the presenters said policy authority would remain with the State Board, while the commissioner would handle administration and implementation. No votes were taken during the panel discussion, and the hearing was organized to continue with additional panels and public comment later in the meeting.

Transcript Highlights:

• We're joined this afternoon by Emily Sykes, the Vice Chancellor for Academic and Student Affairs with
• The statute requires that the Florida College System focus on postsecondary academic education and career
• It continues to drive our student achievement and our university accountability across... ...our system
• University System of Florida guidance on strategic emphasis programs, and also we have workforce academic
• Academic excellence in student success.

Summary: The Committee on Education Postsecondary held an informational hearing focused on how Florida’s public colleges and universities are aligning bachelor’s degree programs with workforce needs and improving student outcomes. Chancellor Kathy Hebda described Florida College System enrollment growth, the state college system’s workforce-oriented bachelor’s degrees, approval and accountability processes for those programs, and outcomes data showing strong completion and wage results, especially in health care. Emily Sykes of the Board of Governors outlined the State University System’s program review practices, performance-based funding metrics, strategic emphasis programs, and the MyFloridaFuture tool that lets students compare earnings, debt, and employment outcomes by major and institution. University and college leaders then described campus-level workforce initiatives. Florida Gulf Coast University highlighted employer-driven microcredentials, digital badges, internships, career fairs, service learning, and partnerships with regional employers. UCF discussed its career navigator requirements, major industry partnerships such as Lockheed Martin, nursing and faculty career-integration efforts, and a centralized career development center. Northwest Florida State College and the University of West Florida emphasized their bachelor’s programs, transfer pathways, teacher and nursing outcomes, military and defense-related workforce pipelines, cybersecurity training, and stackable credentials tied to regional labor needs. During member questions, senators asked how microcredentials and military experience translate into college credit, whether credentials transfer across institutions, and what legislators can do to help. Witnesses said the state’s common course and articulation systems already support transfer, and they encouraged continued legislative support for innovation, faster curriculum alignment, internships, and specialized transfer degrees. No bills were voted on, and the meeting ended with no public comment and an adjournment motion adopted.

Transcript Highlights:

• concerned with the school's performance on standardized testing, and we looked at student-level achievement
• The Idaho Standards Achievement Test, or ISAT, is administered annually to students in 3rd through 8th
• district-run schools, and we found that while there have been some differences over the years, ILA's achievement
• evaluator with the Office of Performance Evaluation, and I was in charge of looking into student achievement
• are showing that it's moving the needle, and so we are aware of areas that we need to improve academically

Summary: The committee first approved the January 26 minutes by voice vote, then was reminded to review draft rules in their folders and on their drives, with rules expected to be taken up the following week. The main presentation was from the Office of Performance Evaluations on the Idaho Home Learning Academy (ILA), a district-authorized virtual public charter school based in Malad City that serves students statewide and has grown rapidly since the pandemic. OPE described ILA’s model, including its use of three education service providers, part-time certified teachers, and supplemental learning funds for families to buy curriculum, technology, and enrichment. The report found that ILA students generally lag the state average on standardized tests, though their achievement gaps are similar to other large virtual schools. OPE also said most instruction is asynchronous and parent-led at home, and that many families choose ILA for customization and access to supplemental funds; in a survey, 71% said they would leave ILA if those funds were eliminated. The second part of the presentation focused on virtual school funding. OPE said ILA uses existing state funding formulas in ways that create large discretionary balances, including through staffing, health benefits, and attendance rules, and that it paid $12.5 million in supplemental learning funds through its providers in 2024-25. OPE raised concerns about inconsistent provider policies, limited oversight, and unclear statutory guidance for virtual schools, and recommended clearer rules for supplemental funds and a funding framework tailored to virtual education. Committee members asked about per-student costs, dual enrollment, testing integrity, private providers’ finances, and whether students can use ILA without paying supplemental fees; ILA representatives said the school provides a free base curriculum, follows state testing rules, and is working on improvements and forthcoming legislation to increase accountability and transparency. No formal action was taken beyond approving the minutes.

Transcript Highlights:

• Workers Union, and she serves as officer of the National Organization, among which are many achievements
• school counselors have a critical role in campus safety, in students' mental health, and in their academic
• Students address their social, emotional, academic needs so that they can be successful both in school
• . achieving their life goals and dreams.
• committee on Judiciary and Civil Jurisprudence, HB 1388 by Buckley relating to an indicator of achievement

Keywords: 1184, house, all

Transcript Highlights:

• research to biotech to pharma and back to patient access. ...cycle from academic research to biotech
• Our academic institutions are obviously training our best and brightest talent.
• So there are ways that we could piggyback on existing infrastructure within the academic institutions
• And yes, academic medical centers are the best players in the drug development environment to innovate
• Academic research must persevere, and grad students are the backbone of that research.

Keywords: 995, all

Summary: The committee on Economic Development held a hearing on the DRIVE Act, a proposal to invest $400 million in Massachusetts research and innovation without new taxes. Governor Healey and administration officials said the bill would direct $200 million to public higher education research and regional partnerships and $200 million to a research funding pool for hospitals, universities, and other institutions, with the goal of retaining talent, leveraging private and philanthropic dollars, and offsetting major federal R&D cuts. They argued that research is a core economic engine for the state, supporting jobs across labs, construction, services, and surrounding businesses, and said the bill would help protect the Commonwealth’s tax base and competitiveness during a period of federal uncertainty and cuts to SNAP, Medicaid, and other programs. Committee members raised concerns about whether Fair Share surtax dollars should instead be used for K-12 and other community needs, whether the proposal is enough given the scale of lost federal grants, and how the money would be allocated. The governor responded that the funds are one-time surplus dollars, that most surtax revenue already supports education, and that the bill is meant as a bridge to stabilize public higher education and research. She also said the legislation includes a review board and could support a revolving or matched-fund approach in some cases. Several members pressed for more detail on selection criteria, future funding, and whether private companies and large endowments should contribute more. University of Massachusetts leaders and researchers testified that federal grant cancellations and delays are already causing layoffs, furloughs, rescinded admissions, and lost research capacity. UMass officials said the bill would help preserve faculty, postdocs, graduate students, and research programs in medicine, climate science, marine science, Braille instruction, and AI decision-making. They emphasized that the funding should be merit-based and that the state needs to act quickly to prevent talent from leaving Massachusetts. Business, labor, and industry groups, including MassBio, the Massachusetts Taxpayers Foundation, AIM, the AFL-CIO, and Building Trades, supported the bill, saying it would protect jobs, sustain the innovation ecosystem, and reinforce Massachusetts’ national leadership in research and life sciences. No vote was taken in the hearing.

Transcript Highlights:

• Farm to school is something that we need to support, and we need to achieve at least the 30% by 2030.
• Farm to school is something that we need to support, and we need to achieve at least the 30% by 2030.
• We've shown that providing free school meals leads to improved academic performance, including higher
• We've shown that providing free school meals leads to improved academic performance, including higher
• </c> School meals leads to improved academic School meals leads to improved academic performance<01:06

Keywords: 910, house, all

Summary: The committee heard several education-related bills, with testimony largely in support. SB 1388 and SB 1393, both concerning the School Facilities Authority and Department of Education representation and land conveyances, received support from DOE and the School Facilities Authority, with no questions or action taken. SB 423, which would add Head Start representation to the Early Learning Board, was supported by the Early Learning Board and the Executive Office on Early Learning, which explained the bill would realign the board with federal Head Start Act requirements after the board was restructured in Act 170; EEL also requested an effective-date amendment. SB 422, allowing DOE to award diplomas to students whose education was disrupted by war, drew support from DOE, the Chamber of Commerce, the Military Council, and the Special Education Advisory Council, but also significant opposition from the Hawaii Patriot Republicans and many individuals; members asked questions about the bill, and DOE explained the measure’s purpose, but no vote was taken. The committee also took testimony on SB 532, which would expand who may administer certain medications in schools. DOE, the Department of Health, and the University of Hawaii supported the bill. Members asked detailed questions about oral, nasal, and topical medications and the process for prescription review and administration; DOE explained that parents request the medication, a school form is completed, a nurse reviews it, and either a trained school health assistant or a contracted nurse administers the medication. DOE said the measure could improve attendance and learning, especially for students with ADHD, asthma, and other chronic conditions. The committee then heard SB 659 on locally sourced food products and school meals, where DOE’s procurement office opposed the higher small-purchase threshold and DOE exemption from procurement rules, while Ulupono Initiative, Hawaii Farm Bureau, Hawaii Public Health Institute, and others supported the bill as a way to advance farm-to-school goals and the 30% local food target by 2030. Testimony and questioning focused on the proposed threshold increase, transparency, and whether an online bidding system would be preferable. Finally, the committee heard SB 1300 on subsidies for ALICE families’ school meals. DOE supported the bill but requested amendments: defining eligibility at 250% of the federal poverty level, delaying implementation until the 2026-2027 school year, and covering reduced-price lunch students in full for 2025-2026. HSTA, Hawaii Appleseed, Catholic Charities Hawaii, Pride at Work Hawaii, Hawaii Youth Services Network, and others supported the measure, emphasizing food insecurity, the burden of meal paperwork, and the educational importance of free meals. Hawaii Appleseed suggested replacing ALICE with a federal poverty level standard and removing a rulemaking requirement that could delay implementation. No votes or final committee actions were reported in the transcript.

Transcript Highlights:

• That may not be achievable, but I was just, in terms of pitching it as this will provide a pathway into
• Colleges are supposed to be institutions of learning and varied academic discourse, but how can students
• Colleges are supposed to be institutions of learning and varied academic discourse, but how can students
• an unrestricted financial reserve over 50% of its annual operating budget unless three goals are achieved
• It's really enabling expanded counseling services, academic support, transfer pathways, dual enrollment

Summary: The committee heard several education-related bills. SB 1154 would allow community college districts to use best-value procurement for public works projects over $1 million. The author and community college supporters argued it would give colleges flexibility similar to K-12, UC, and CSU and help avoid delays and costly change orders. Contractors and electrical subcontractors opposed the bill, saying its skilled-and-trained workforce requirement and safety provisions would narrow competition and disadvantage small and nonunion firms. The bill passed the committee on a due-pass vote and was placed on call. SB 1347 would clarify that stock albuterol may be stocked in all public schools, including preschool programs. The author and a physician testified that the bill would remove confusion in existing law and improve access to emergency asthma medication for students. School nurses, respiratory care advocates, and small school districts supported the measure, and there was no opposition. The bill passed unanimously on a due-pass to the floor vote and was placed on call. SB 1222 would create a pilot program to designate a lead county office to help regions struggling with career technical education implementation. Supporters said many students remain disconnected from school and work and that the bill would spread proven regional CTE practices. Some committee members questioned whether another pilot was needed, arguing existing CTE programs need more funding and fewer new structures, while the author and sponsor said the bill would build regional capacity and share successful models. The bill passed to Senate Appropriations and was placed on call. SB 1378 would create a California Excellence in Service Learning Designation Program to recognize schools and districts with strong service-learning programs. Supporters said it would validate existing work and encourage civic engagement, while one member raised concerns about adding more designations and workload for schools. The bill passed as amended to Senate Appropriations and was placed on call. SB 1048 would create a Seal of Climate Literacy for high school students demonstrating climate science knowledge through coursework and hands-on learning. Supporters, including the Department of Education and climate education groups, said it would align students with growing clean-energy careers; some members cautioned against adding more curriculum-related seals and noted equity and implementation concerns. The bill passed to Senate Appropriations and was placed on call. Later, SB 1101, the Higher Education Data Sharing Transparency Act, was presented. It would require CSU, community colleges, independent colleges, and request UC to notify students, faculty, and staff when their personal information is shared with federal agencies such as the Office for Civil Rights, and to limit disclosure to what is legally required. Supporters said recent federal investigations and subpoenas have created fear and a lack of transparency on campuses. Committee discussion focused on subpoena authority, constitutional limits, and whether notice should be required; one member said she would abstain because of legal concerns, while another said the bill would continue to be examined in the next committee. The transcript ends during discussion of SB 1101 before a final vote is recorded.

Transcript Highlights:

• The slate during those two years would cut into a district's academic days and push the end date of school
• Individual districts have many items to consider when they set their school calendars for academic time
• It holds the line on new mandates so schools have a chance to catch up and focus on academics.
• In the years since, the formula has clearly not been achieving its goals.
• achievement level.

Transcript Highlights:

• </c> criminal matters, it it does not achieve criminal matters, it it does not achieve that<00:24:01.760
• I appreciate the the way to achieve it.
• </c> the defendant cannot achieve on our own. the defendant cannot achieve on our own.
• </c><01:47:20.800><c> achievement</c><01:47:21.440><c> might</c><01:47:21.760><c> lack</c> where academic
• achievement might lack where academic achievement might lack from<01:47:22.239><c> the</c><01:47:22.400

Keywords: 910, house, all

Summary: The committee on Education heard testimony on HB 1895, which would add education-worker protections by expanding harassment-related offenses. The Department of Education, HSTA, HGA, and several school employees and principals testified in support, describing increased harassment and threats toward teachers and staff, especially since COVID, and saying the bill would help deter bad actors. The Office of the Public Defender opposed the measure, saying the language was vague and overbroad, could criminalize ordinary parental advocacy or speech, and might not survive constitutional scrutiny. In response to questions, the public defender said existing statutes already cover threatening or assaultive conduct against educational workers, while DOE representatives said the bill was aimed at excessive and repetitive disruptive behavior. No vote or final action was taken in the excerpt. The committee then took up HB 1592, concerning protections for educational workers and sports officials. DOE, the Charter School Commission, HGA, HSTA, school principals, athletic programs, and many individual testifiers supported the bill, with several describing threats, harassment, and aggressive behavior at schools and athletic events. One principal said he had repeatedly involved law enforcement after threats and incidents on campus, and a teacher testified about the need to keep school environments safe and orderly. The Office of the Public Defender again opposed the bill, arguing that current law already enhances penalties for assaults and terroristic threatening against educational workers and sports officials, and that new offenses would have little deterrent effect. Committee members questioned whether the bill should be a separate statute and how to distinguish passionate advocacy from harassment; DOE said the line was crossed when conduct became excessive and repetitive, while the public defender urged clearer drafting and more emphasis on prevention, education, security, and de-escalation. No vote or final action was announced in the excerpt.

Transcript Highlights:

• Just yesterday we spent over an hour on a draft board policy, spent with Academic Affairs Council members
• And I am confident, even optimistic, as we present that to the board subcommittee of academic and student
• 25 and academic year 26 instead of academic year 24 and 25.
• So previously it was limited to academic and student housing facilities.
• Students because they achieve those progressions at a quicker rate.

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:

• working to assist first-time home buyers and members of historically marginalized communities in achieving
• achievement.
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• Ronald Coot has been achievement.

Keywords: 1187, senate, all

Transcript Highlights:

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• </c> flexibility of a of a of an academic flexibility of a of a of an academic program<01:04:19.039><
• And it essential academic skills.
• To achieve the 11% cut, we acted creatively and nimbly.
• </c> million a year, the only way to achieve million a year, the only way to achieve it<02:29:45.920>

Keywords: 1191, senate, all