Transcript Highlights:

• And they are performing phenomenally in regard to student attendance, and they're performing well in
• So we can't say that the changes or swings, whether good or bad, are actually due to student performance
• So now you're looking at every state in the country... ...ACT test, but I think how our students perform
• But our students do perform well.
• But our students do perform well.

Keywords: 908, all

Transcript Highlights:

• Currently, these students are borrowed from doing so, and we find that many of our nursing students who
• 5,000 California students.
• This bill only impacts those 5,000 California students.
• So, you know, students that are enrolled in hospitals, there is no displacement.
• The school cannot pay for people to take their students as well.

Summary: The Assembly Business and Professions Committee held its first regular bill hearing of 2025 and considered a wide range of measures on health care access, professional regulation, animal welfare, and consumer protection. Early in the hearing, the committee adopted its rules and then approved a consent calendar of several bills, including measures by Chen, Caloza, Carrillo, Arreguín, Berman, and Flora. The committee also took up AB 1082, which would allow California nursing students enrolled in out-of-state programs to complete clinical training in California; supporters said it would help address the nursing shortage and keep students closer to home, while opponents warned it could worsen already limited clinical placement capacity and reduce oversight. The bill passed on a do pass recommendation to Appropriations after a quorum was established. The committee then heard and advanced several health-related bills. AB 50, by Assembly Member Bonta, would ease Medi-Cal access to over-the-counter hormonal contraception by removing the need for a prescription for coverage purposes; pharmacists, reproductive health advocates, and medical groups supported the bill, and it passed unanimously to the Committee on Health. AB 489, also by Bonta, would prohibit AI systems from misrepresenting themselves as licensed health professionals; supporters from medical, psychiatric, behavioral health, and other professional groups said the bill would protect patients from misleading chatbot advice, and it passed to Privacy and Consumer Protection. AB 481, by Assembly Member Rubio, would expand the tasks that federally qualified lab personnel can perform under CLIA supervision to help address lab staffing shortages; labor groups raised concerns about training, certification, and supervision, but the bill passed to Appropriations with an amended do pass recommendation. The committee also considered animal welfare and access-to-care measures. AB 631, by Assembly Member Lee, would require animal shelters to post intake and outcome data online; supporters said the reporting would improve policy and resource allocation, while members discussed how the requirement would work for shelters without websites, and the bill passed to Appropriations. AB 867, also by Lee, would prohibit cat declawing except when medically necessary for the animal; animal welfare groups strongly supported the bill, while the veterinary association opposed it as an improper legislative regulation of veterinary surgery, and the bill passed to Appropriations. Finally, AB 1307 would create a pilot program allowing a limited number of qualified dentists trained in Mexico to practice in underserved California areas; supporters framed it as a cost-neutral way to address major dental access gaps, the California Dental Association remained opposed unless amended, and the bill passed to Appropriations. Several members later added their votes on the various items after the hearing, and the committee kept the hearing open briefly to allow additional add-ons.

Transcript Highlights:

• NOT ONLY FOR THE TEACHERS AND STUDENTS BUT ALSO FOR EVAN AND US.
• THE STUDENTS WHO INTERACTED WITH THE EVAN LEARNED VALUABLE LESSONS THAT PREPARE THEM FOR THEIR FUTURE
• PERFORMANCE FOR PERSONALIZED INSTRUCTION.
• OR WE ARE STILL DEALING WITH THE PERFORMING ARTS VENUE AT THE -- CINEMA. I'M SORRY.
• WAS NOT OPEN-MINDED LISTENING TO THE PARENTS AND PERSPECTIVE OF THE STUDENTS.

Keywords: 999, senate, all

Transcript Highlights:

• proficient students.
• proficient students.
• but actually values the student.
• Then, students' performance outcomes will improve.
• performance.

Transcript Highlights:

• But my question goes to, on a broader scale, to the state: What are the indices of actual student performance
• , with respect to students in particular areas, students who I don't know.
• Where are we going in terms of measurable student performance? Dr. Ronnie? Thank you.
• performance for students with disabilities, Mr.
• of those students.

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• Our objective is to have our students be the highest performing students in the country, period.
• In the next year, three of them would have performed in the A performance band.
• And sometimes you can see double-digit gains in terms of students that are performing at grade level
• Per the state performance plan annual report, 4.94% of students are educated with IDEA supports.
• —100,000 students—behind.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• High school students each year.
• That matching of the professionals with the students is beneficial to the students and to their next
• They're not just students coming out wondering where am I going to go to work.
• for nonprofit performing arts organizations, as stated in the plan.
• for nonprofit performing arts organizations, as stated in the plan.

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future Is Creative,” developed under AB 127 and related legislation. Chair Allen framed the plan as a response to California’s large but vulnerable creative economy, citing workforce losses, federal funding headwinds, and the need to support artists, cultural organizations, public media, museums, cultural districts, and film/TV production. He also highlighted budget asks including support for California Humanities, museums, public media, cultural districts, a post-production incentive proposal (AB 2319), and funding to implement the strategic plan. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and CWDB’s Michael Weoff described the planning process, which included a 30-plus-member work group, interagency coordination, and a phased approach from framework development to implementation and evaluation. They identified major forces shaping the sector over the next decade, including AI, climate disruption, affordability, access to capital, and social cohesion, and outlined six action areas: workforce preparation, business stabilization, cultural identity/tourism, cross-sector incentives, ROI/data tracking, and state capacity/infrastructure. Members and panelists repeatedly emphasized that the plan must be resourced and integrated across agencies rather than left siloed. A second panel of practitioners and advocates focused on workforce pathways and local implementation. Ricarlo Handy described the Handy Foundation’s registered apprenticeship pipeline into film and TV jobs and argued that current data systems undercount gig, 1099, and LLC-based creative work. Joanna Reynolds discussed Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030, while Alejandro Gutierrez Chavez urged embedding artists in health, aging, and behavioral health systems as community problem-solvers. Roxanne Messina Kaptur spoke about the need to normalize arts careers and expand residency and school-based models. Senator Rubio, who joined later, shared her own arts and teaching background, supported arts access in schools and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 statewide town halls with more than 1,100 attendees, which confirmed support for the plan but also highlighted needs for better information access, new financial models, stronger definitions and data, and more partnerships. Julie Baker of California for the Arts and California Arts Advocates urged sustained public funding, saying the plan is actionable only if the Legislature and administration provide resources, including increased California Arts Council funding and support for implementation. No formal votes were taken; the hearing was informational and concluded with calls for continued legislative and cross-agency collaboration.

Transcript Highlights:

• Service members who have performed a deed of personal bravery or self-sacrifice involving the risk of
• An example given to me would be if a nurse midwife tried to perform... ...abortion independently.
• The Senate version only named students, faculty, and staff. The House version named the public.
• We also want location to be a factor, and we also want to be mindful of students that may or may not.
• And refresh my memory, is there a mechanism for student groups to challenge a time, place, and manner

Bills: SB27, SB8, SB15, SB30, SB268, SB568, SB650, SB1405, SB1540, SB1610, SB1637, SB1660, SB2024, SB2217, SB2308, SB2753, SB2878, SB2900, SB2972, SB3059, HB4, HB40, HB46, HB119, HB145, HB493, HB705, HB1545, HB2017, HB2516, HB2885, HB2963, HB2974, HB3642, HB3909, HB5138, HB5246, SJR36, SJR50, SJR63, SCR12, SCR39, SB2023, SB62, SB666, SB847, SB284, SB854, SB810, SB1505, SB583, SB507, SB1434, SB1772, SB2016, SB1122, SB731, SB397, SB508, SB1436, SB287, SB1882, SB393, SB1791, SB209, SB2429, SB1085, SB1975, SB2717, SB1262, SB636, SB2056, SB884, SB1200, SB1845, SB2458, SB801, SB3014, SB3013, SB758, SB2797, SB2076, SB2876, SB1640, SB1449, SB1181, SB1234, SB2926, SB2841, SB1528, SB1854, SB317, SB1250, SB2082, SB1237, SB2819, SB629, SB2608, SB1602, SB2009, SB867, SB640, SB1698, SB2680, SB913, SB1071, SB1086, SB1087, SB1483, SB1444, SB1553, SB1556, SB1703, SB2133, SB2297, SB2298, SB2622, SB2955, SB2334, SB1367, SB2044, SB2363, SB2565, SB1888, SB3036, SB3057, SB3043, SB3063, SB3035, SB203, SB2688, SB2522, SB2459, SB2655, SB2251, SB1884, SB2928, SB2566, SB2549, SB2553, SB2919, SB1944, SB1232, SB1798, SB2603, SB2607, SB2683, SB1319, SB3045, SB3071, HB796, HB1523, HB5294, HB748, HB3395, HB180, HB3171, HB146, HB5596, HB5694, HB1135, HB3225, HB186, HB1449, HB3793, HB112, HB104, HB3336, HB3520, HB3320, HB5663, HB2399, HB111, HB3483, HB4580, HB3748, HB632, HB4730, HB5690, HB5689, HB3385, HB4359, HB5381, HB123, HB5606, HB1057, HB3664, HCR141, HCR40, HCR59

Keywords: immigration enforcement, ICE agreements, sheriff grants, law enforcement, county jail, federal immigration law, SB 15, Texas Local Government Code, zoning preemption, housing affordability, small lots, lot size, lot density, single-family zoning, residential subdivision, municipal land use, local control, state preemption, parking requirements, setbacks

Transcript Highlights:

• subgroup performance.
• The most eligible student groups are students with disabilities, students experiencing homelessness,
• The most eligible student groups are students with disabilities, students experiencing homelessness,
• So students aren't students for one year; students for four years in some cases, ideally four years in
• student financial aid.

Summary: The committee heard testimony on three education budget items: the Expanded Learning Opportunities Program (ELOP), differentiated assistance/statewide system of support, and universal school meals plus kitchen infrastructure grants. For ELOP, the Department of Finance described the Governor’s proposal to provide $4.7 billion ongoing Proposition 98 funding and $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended instead fixing the Tier 2 rate at $1,579, and committee members questioned how the rate was determined, how much funding is actually spent, and whether overlapping funding from ELOP, ACEs, and 21st Century programs is being tracked. CDE said ELOP is showing positive attendance and math outcomes, but some requested data will not be available until mid-2027; members also raised concerns about double-funding, transparency, and whether middle and high school students are being equitably served. On differentiated assistance, CCEE outlined the statewide system of support and the various tiers of universal, targeted, supplemental, and intensive assistance. Finance explained the Governor’s proposal to replace the current DA structure with a more stable universal and targeted assistance model, funded at $131.9 million ongoing, with a three-year support cycle aligned to LCAP and ESSA timelines and broader State Board authority to revise eligibility criteria. The LAO objected to considering the proposal before the State Board finalizes the new performance criteria, and committee members expressed concern that moving to a three-year cycle could delay support for LEAs that newly fall into need mid-cycle. There was also discussion about whether the proposal would weaken subgroup-based equity guardrails or give the State Board too much discretion over who qualifies for support. For school meals and kitchen infrastructure, Finance proposed $1.8 billion ongoing for universal meals and an additional $100 million ongoing plus $100 million one-time for a fourth round of kitchen infrastructure and training grants. The LAO recommended rejecting the new kitchen grant round because prior rounds are still being spent and the unmet need is not yet clear. CDE said prior investments have improved meal participation, efficiency, and menu variety, but many schools still lack the facilities for scratch cooking and face construction, electrical, and procurement barriers. Members asked for more data on how prior grants were used, which schools are benefiting, and whether funds could also support lower-cost food access strategies such as pantries, while noting federal restrictions on some meal-service innovations.

Transcript Highlights:

• and student-to-student misconduct, including consideration of Namely, the bill requires the review to
• and student-to-student misconduct, including consideration of crime prevention through environmental
• On line 111 and 112, you add in persistently low performance 112, you add in persistently low-performing
• NDAs add nothing to student safety.
• It allows parents of exceptional student education students to request in writing to the school's principal

Summary: The committee first heard SJR 1104, a proposed constitutional amendment on voluntary religious expression in public schools. Senator Massullo said the measure would protect students and school personnel from discrimination for lawful religious expression, while not requiring prayer or religious activity. Questions focused on whether the proposal would change existing law, whether it could be used to protect coercive conduct by school officials, and whether the staff summary accurately reflected the bill. Public testimony included support from religious-freedom advocates and opposition from American Atheists and some senators who said the measure could make minority-faith students uncomfortable. The committee voted to report SJR 1104 favorably. The committee then took up SB 1738 on educational facilities, which directs state education offices to review facility requirements and recommend design and construction practices to improve safety and accountability. Senator Yarborough offered and the committee adopted an amendment removing crime-prevention-through-environmental-design language and adjusting the bill to preserve safe spaces during emergencies. The bill was reported favorably after brief discussion about balancing transparency, access control, and emergency safety. The committee also adopted a delete-all amendment to SB 824 on charter schools, replacing it with a transparency measure requiring districts to submit annual reports on unimproved land holdings to the Department of Education, which would publish a statewide report; the amended bill was then reported favorably. The committee next approved confirmation recommendations for appointees on tabs 7 and 8, then took up SPB 7036, a committee bill sponsored by Chair Simon. The package included school turnaround and early literacy changes, updates to school safety and health policies, early learning revisions, instructional changes, and educator pipeline provisions. The most contentious part was a proposal to let the state develop instructional materials; several senators questioned costs, guardrails, and whether the state should enter the textbook business. Simon said that portion was still being considered and that the bill would need safeguards if it moved forward. The committee adopted a motion to submit the bill as a committee bill and reported it favorably. Finally, the committee heard SB 1620 on public education, described by Senator Leak as a “school board members’ bill of rights.” The bill would give individual board members direct access to district documents and staff, limit district attorneys’ ability to represent both the board and administration, strengthen nepotism rules, and prohibit nondisclosure agreements for employees. Testimony from Volusia County board members, educators, and advocates was sharply divided: supporters argued the bill would improve transparency and protect minority board members, while opponents warned it could undermine superintendent authority, expose confidential student or personnel information, and create confusion in district operations. After debate, the committee voted to report SB 1620 favorably. The committee then heard SB 1170 on cameras in self-contained special education classrooms, with an amendment changing the proposal from a statewide mandate to a district policy allowing parents of students with disabilities to request cameras. Testimony was overwhelmingly supportive, centered on protecting non-speaking and vulnerable students and documenting abuse; one witness opposed the bill as an unfunded mandate. The committee was still in debate on the bill when the transcript ended.

Transcript Highlights:

• That equates to 599 ESA students per FTE position. The admin cost was $152 per student.
• We went from 87,000 students at the end of fiscal year 2025 to, today, 102,000 students on this program
• and the students together to do that.
• Chair, for the students that are on the ESA program today, approximately 19% of them are students with
• Chair, for the students that are on the ESA program today, approximately 19% of them are students with

Bills: HB2352, HB2388, HB2418, HB2499, HB2500, HB2579, HB2584, HB2804

Keywords: funding, auditor general, county treasurer, procedural reviews, state appropriations, HB2388, Arizona Commerce Authority, ACA, small modular reactor, SMR, nuclear energy, advanced nuclear, data center, data centers, economic development, study, appropriation, general fund, jobs, wages

Transcript Highlights:

• That's over $17,500 a student.
• Student outcomes behind it.
• Many of you probably don't know, Southwest ISD has 15,000 students; 18% of them are bilingual students
• What we want to see is, we want this many students at meets rates, or this many students growing a year
• of students in these areas.

Bills: SB26, SB 26

Keywords: teacher compensation, education funding, public school educators, teacher retention, teacher designation, SB 26, Texas Property Code, colonia, colonias, Spanish translation, bilingual contract, real estate contract, executory contract, residential property, border county, international border, economically distressed area, consumer protection, language access, translator certified in Spanish

Transcript Highlights:

• the world's most talented student teams.
• We have here today Drexel University student Jaden Nice, along with a student from the University of
• The chair recognizes. here today, Drexel University student, Jaden Nice, along with student of the University
• They performed right outside the Capitol today, and they will be performing in the Salute to Independence
• You perform good, you get more. You perform badly, you get less.

Summary: The House convened with prayer, the Pledge of Allegiance, guest recognitions, and a quorum call before moving into committee reports and floor action. Committees reported a number of bills and resolutions, including measures from Local Government, Energy, Health, Judiciary, Appropriations, Rules, and Finance. The chamber also announced caucus and committee meetings, then recessed and later reconvened for final consideration of legislation. Several bills passed the House finally, including House Bill 2299 on body cameras for county probation officers, House Bill 167 designating a scenic byway along Allegheny River Boulevard, House Bill 95 requiring disclosure when content or advertising is generated or substantially modified by artificial intelligence, House Bill 1944 expanding medical amnesty and Good Samaritan protections on campuses, House Bill 2443 creating a child victim recovery fund, House Bill 246 updating references from the Public Welfare Code to the Human Services Code, and House Bill 2586 establishing title protection for music therapists. The House also adopted House Resolution 463 recognizing Korean-American Citizenship Day, House Resolution 499 recognizing Juneteenth Independence Day, and House Resolution 547 directing a study of electronic monitoring as an alternative to incarceration. The House spent significant time on amendments to House Bill 133, which concerns reinstatement of parental rights, and House Bill 138, which addresses parental incarceration and termination of parental rights. Both bills received bipartisan amendments adding guardrails and exceptions, and the amendments were adopted unanimously. The chamber also debated House Bill 2224, the Fair Act, with multiple amendments on utility rates, return on equity, and scope; some amendments were adopted, several tied votes failed, and the bill was left amended for reprinting. House Bill 2544, dealing with school administrators’ rights and negotiations, saw an amendment to allow individual bargaining, but that amendment failed and the bill was agreed to. The session ended with a correction to the record on House Bill 1944, a motion to recommit several bills to Appropriations, and adjournment until June 22, 2026.

Transcript Highlights:

• The students do.
• Studies show that our students perform just as well on MCAS as their peers in traditional high schools
• The Lawrence school has about 150 students, and the other two schools are about 180 students.
• The student then gets sent back to the sending district and they then place the student?
• These impacts are greatest for low-income students, students of color, and students receiving special

Keywords: 995, all

Summary: The Joint Committee on Education held a lengthy hearing on a large slate of bills focused primarily on charter school policy and vocational technical education. Committee members opened with ground rules for testimony, including a two-minute limit, written testimony acceptance, and a live-streamed format. The committee then heard testimony on bills to expand collective bargaining rights in Horace Mann and Innovation Schools, reform charter school funding and reimbursement, allow enrollment preferences for high-need students in charter lotteries, and require BESE to consider district impacts when approving new or expanded charters. Several witnesses, including union leaders, parents, educators, and legislators, argued that charter growth has strained district budgets and that funding formulas should be reworked to better protect public schools; charter advocates and alumni countered that charter schools serve high-need students well and should not be penalized for their success. A major portion of the hearing focused on vocational technical education bills, including proposals to expand access and capacity, create a large grant program, and increase MSBA reimbursement rates for vocational school construction. Supporters described long waitlists, strong labor-market demand, and the higher cost of building and maintaining vocational schools, while municipal officials emphasized the tax burden on local communities. The committee also heard testimony on charter school reimbursement bills that would extend the state’s reimbursement schedule, with witnesses from districts such as Boston, Worcester, Fall River, and New Bedford describing large net losses to charter tuition and arguing for longer reimbursement periods and structural reform. The committee took no final votes during the hearing. In one instance, the chair said a bill would be held open until a missing senator could testify. Members asked several detailed questions about charter admissions lotteries, special education placements, funding formulas, and the practical effects of proposed charter caps and reimbursement changes. The hearing remained informational, with witnesses and committee members presenting sharply different views on whether the bills would improve equity and opportunity or harm existing public school systems.

Transcript Highlights:

• PIPELINE, PERFORMANCE BASED INCENTIVES, STUDENT SUCCESS, THAT CHANGES EVERY YEAR AS PERFORMANCE CHANGES
• STUDENTS ARE HOME EDUCATION STUDENTS THAT PARTICIPATE IN DUAL ENROLLMENT.
• SYSTEM AVERAGE STUDENT.
• STUDENT.
• SO WE DON'T ALWAYS KNOW WHY A STUDENT IS IN BIOLOGY BUT THERE ARE MANY STUDENTS IN BIOLOGY.

Keywords: 999, senate, all

Transcript Highlights:

• It also covers fees for lottery students. Tuition and fees for returning students.
• In general, though, we have seen more student support services being offered and some performance measures
• It's the Student Parent Alliance.
• It's the student parent alliance.
• and retention by supporting athletics, student life, and student housing capital projects.

Keywords: 996, all

Transcript Highlights:

• This is a general picture of how well the students are performing in schools across the state of Texas
• The only data we're looking at here really is STAR test to evaluate how our students are performing,
• I don't believe that you improve schools by changing the student body. That's performative, right?
• But of course, there are students who reach the 60% threshold and perform quite well.
• To ensure that educators have the knowledge and skills to improve the performance of our students in

Keywords: 1184, house, all

Transcript Highlights:

• A review of the funding performance.
• The The goal has been to increase student service and technology centers to 40,000 students.
• What percentage or what amount of Those students would really be high school students, 9% yes.
• Well, this way we can send students from Morrison there, and we can Send students from Glencoe there,
• And we moved forward with 143,000 students to 151,000 students Any questions there?

Keywords: 914, all

Transcript Highlights:

• This bill modifies the requirements for student assessments that lowered the stakes for students on the
• performance is measured.
• If you look at the current system, performance of students is kind of for 3rd instructional practices
• So I'm really happy to see that we are still focused on student performance because we have to have that
• Absolutely amazing student. She is absolutely amazing.

Keywords: 999, senate, all

Transcript Highlights:

• So pipeline, performance-based incentive, student success, those change every year as performance changes
• of performance funding: the student success incentive funds.
• private school students or home education students that participate in dual enrollment.
• So while this is not a performance funding model, we have performance funding for the Florida College
• , it's about $5,700 per student.

Summary: The Appropriations Committee for Higher Education met to review Florida’s workforce and Florida College System funding models as part of budget planning. Chair Harrell opened by emphasizing the state’s growing focus on technical education and workforce pathways, and the committee first heard from Tara Goodman of the Department of Education on district workforce education. Goodman explained the programs funded through district workforce dollars, including career certificates, applied technology diplomas, registered apprenticeship, and adult general education, and described the model’s reliance on lagged enrollment, program cost weights, local tuition offsets, and supplemental factors such as disability services, GED testing, and minimum funding for small rural districts. She also noted federal support through Perkins and WIOA and said the model is used to determine unmet need and guide appropriations. In response to questions, she said health care programs are generally among the higher-cost offerings and may be supplemented by pipeline funds. The committee then heard from Kathy Hebda, Chancellor of the Florida College System, on the college system’s funding model. Hebda described the main funding sources, including the program fund, student success incentive funds, pipeline funds, tuition and fees, and performance-based incentives, and explained that the current model was developed by the 28 college presidents under legislative direction. She said the model uses a three-year average FTE, weights workforce enrollment more heavily than non-workforce enrollment, gives significant weight to completions, includes a small-college factor and regional cost differentials, and also provides targeted funding to bring colleges up to a floor based on per-FTE funding. Senators asked about colleges below the target, cost differences among programs, faculty salaries, and health insurance costs; Hebda said the model is meant to provide flexible operating dollars that colleges can use for those expenses, but specific salary and benefit decisions are left to the institutions. Seminole State College President Georgia Lorenz also testified in support of the college funding model, saying it holds institutions accountable for enrollment and completions, can be adjusted to reflect state priorities like workforce, and addresses differences in size and regional costs. No bills were voted on, and the committee adjourned after brief closing remarks thanking Seminole State College and the presenters.