Transcript Highlights:

• But I'm here today to share that national and state-level research show that students who complete higher
• But I'm here today to share that national and state-level research show that students who complete higher
• Some of those students are college material and completely unaware of their options.
• Helping students complete the program that aligns with their personal and professional goals directly
• <01:18:14.960> complete Manufacturing helping students complete Manufacturing helping students

Keywords: 1187, senate, all

Transcript Highlights:

• > students are losing students or certain students are losing students or certain students along<
• . students. students.
• can parenting students so that students can parenting students so that students can really<00:45
• Senate File 2330 enables a competitive grant program focused on improving student persistence and completion
• our students are low-income students. our students are low-income students.

Keywords: 1187, senate, all

Transcript Highlights:

• and successfully connecting students and successfully connecting students with<00:28:49.000>
• . student. student.
• student and teacher blood drive. student and teacher blood drive.
• Um until this audit is<01:02:34.560> completed is completed is completed um<01:02:36.480> you
• completed by the end of this session. completed by the end of this session.

Bills: HR203, SB2802, SB3081, SB2902, SB2005, SB3252, SB2096, SB2095, SB2046, SB2999, SB3103, SB83, SB2041, SB3234, SB3156, SB3154, SB2146, SB2053, SB2010, SB2009, SB2667, SB3215, SB2698, SB2363, SB2372, SB2673, SB2948, SB2277, SB2057, SB3085, SB3025, SB2761

Keywords: H.R. 203, House Resolution, Hawaii education, teacher of the year, educator recognition, Jessica Canyon, Natsumi Yamasato, Jodi Kadoyama, Mānana Elementary School, National Blue Ribbon School, Teach For America Hawaiʻi, public education, K-12, elementary school, STEM education, literacy, teacher appreciation, school excellence, Hawaiʻi Legislature, keiki

Transcript Highlights:

• I completely agree.
• Students are fed.
• You could be a high school student who is taking a class that is completely online.
• This amount is the federal per-student rate for beneficiary students.
• The student representative asked for student advising to make sure students were not enrolling in a program

Summary: The committee met at Dakota College at Bottineau, approved the January 15, 2026 minutes, and heard an extensive campus update from Dean Corey Gorder and other DCB leaders. Gorder described the college’s affiliation with Minot State and its growing use of shared services, including business office functions, HR, institutional research, Title IX, printing, financial aid support through UND, and payroll support through NDSU. He said the arrangement lets DCB focus on its core mission while relying on system partners for specialized administrative work, and noted that accreditation concerns were not believed to limit those shared-service arrangements. He also highlighted DCB’s mission, enrollment growth, dual-credit reach across rural schools, and the college’s emphasis on nursing, dental, paramedic, farm management, and other workforce-oriented programs. Committee members asked detailed questions about dual credit, program delivery, and whether DCB’s partnerships were exclusive. Gorder said the relationships are generally collaborative rather than exclusive, that schools can choose other providers, and that many partnerships began through personal outreach and ongoing relationships with rural schools. Lisa Johnson of the university system added that transfer complaints are rare and that dual credit generally transfers well within North Dakota, though highly selective out-of-state institutions may treat credits differently. Members also asked about stipends for high school instructors, the share of K-12 versus DCB instructors, and the capacity limits in dental hygiene and other programs. Gorder said dental hygiene is capped by space and staffing, that there were more applicants than seats, and that expansion is being considered; he also said he would provide follow-up information on the paramedic program and instructor breakdowns. Gorder closed by identifying long-term challenges, including aging residence halls, recruiting faculty and staff, and the need to review low-enrollment programs. He said DCB should consider expanding into more high-demand trades such as welding, HVAC, and electrical work, and should streamline dual credit and strengthen its Minot programming. The committee then heard from the North Dakota Student Association, whose leaders outlined student priorities from the last session and the interim. Their main concerns included campus housing quality and affordability, food insecurity and food pantries, mental and physical health resources, student-led research funding, academic and career readiness, internships, and campus collaboration. They also discussed dual credit, saying it is valuable but uneven across the state, and raised questions about how to better retain students in North Dakota through the system. Members asked follow-up questions about housing, transferability of dual credit, and whether incentives could be used to encourage students to stay in-state for higher education.

Transcript Highlights:

• Why consider having a Complete Count Committee?
• has made, this is the deficit the student has, and the challenges the student has.
• , ideally a complete address list for the city.
• Students, we work with the university so that they educate the students.
• complete count committee?

Keywords: 995, all

Summary: The committee held a hearing on census preparation, focusing first on testimony from U.S. Census Bureau staff James Whitehorn and Andrea Grace Johnson. They described the Bureau’s decade-long geographic and redistricting programs, including the Boundary and Annexation Survey, School District Review Program, Participant Statistical Area Program, and Local Update of Census Addresses (LUCA), along with the Block Boundary Suggestion Project and voting district collection. They emphasized that Massachusetts has been a strong partner in these efforts and explained how the Bureau is using updated street data, building footprints, machine learning, and change detection to improve address lists and track new housing. Whitehorn also reviewed the 2030 redistricting data program, the legal basis for it under PL 94-171, the role of state nonpartisan liaisons, and the expected timeline for data delivery. He noted that OMB’s revised race and ethnicity standards will merge those questions into one and add a Middle Eastern/North African category. Committee members asked about the new standards, state contacts, and how boundary updates are submitted, and the witnesses said they would provide the slide deck and contact information. Wendy Underhill and Helen Brewer of NCSL then testified about why census preparation matters for states, stressing its impact on data, federal funding, and political representation. They outlined optional steps states can take before 2030, including staying in touch with Census Bureau staff, identifying state and local personnel involved in census work, supporting local participation in Bureau programs, and creating complete count committees or commissions. They cited Massachusetts’s prior complete count committee and grantmaking efforts as an example and said such efforts can improve self-response and overall accuracy. They also noted that state legislatures can act as conveners and trusted messengers, and they discussed broader issues such as privacy protections, differential privacy, budget uncertainty, and the possibility of future litigation or a citizenship question. Secretary of State William Galvin then gave extended remarks on Massachusetts’s 2020 census experience and the need to prepare early for 2030. He said the state faced major challenges in 2020 from the pandemic, litigation, and rhetoric about citizenship, and that Massachusetts relied heavily on local records, university data, and community outreach to document residents, especially students and non-native-born populations. He argued that the state should strengthen local recordkeeping now through LUCA, annual resident lists, assessors’ and zoning records, and other local data sources, and he urged support for a proposed $500,000 appropriation for census-related grants and technical assistance. Galvin said better preparation is needed because housing patterns, population shifts, and local administrative capacity have changed since 2020, and he emphasized that the goal is to improve the completeness of the records the Census Bureau will use in 2030.

Transcript Highlights:

• FAFSA completion increased by 26%, and the percentage of students enrolling in college after graduation
• Across these groups, students participating in direct admissions were more likely to complete the FAFSA
• completely out of control. completely out of control.
• our students. our students.
• and all students. and all students.

Keywords: 1187, senate, all

Transcript Highlights:

• NUMBER OF STUDENTS WHO'D COMPLETE AND SUCCESSFULLY PASSED THOSE ADVANCED COURSE EXAMINATIONS THAT ACCOMPANY
• WE MONITOR AND TRACK THE STUDENTS READING LEVELS AND WE ARE ABLE TO SEE THE READING LEVELS OF THE STUDENTS
• WE WANT OUR SCHOOLS TO BE ABLE TO ACCELERATE THOSE STUDENTS AND GET THE STUDENTS IN ADVANCED COURSES
• OUR STUDENTS IN EVERY AREA.
• IN YOUR CASE, STUDENTS.

Keywords: 999, senate, all

Transcript Highlights:

• student; eighth place, a carpentry student; and ninth place, a welding student.
• Years, but I learned that the students in FFA—those are our students.
• And that’s where he recruits his students—thus, our students.
• Over 50% of our students go to NDSU, so NDSU is getting students from us.
• So in fairness, we pay up to 10 students. We pay per student.

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.

Transcript Highlights:

• So I'm going to select my student and start the application. So here are my student details.
• for new students, for second...
• Yeah, if we assigned a student ID, a unique identifier to each student, If we assign a student ID, a
• They complete the household application, but if there are multiple students within the household, they
• only applying for the one student versus no other students in their household.

Summary: The Pre-K through 12 Budget Subcommittee met to continue reviewing how Family Empowerment Scholarship students are funded through the FEFP and the role of scholarship funding organizations. Staff gave a statutory overview of parent, SFO, and Department of Education responsibilities, including application deadlines, eligibility verification, quarterly payment timing, cross-checks to prevent duplicate funding, and the 99% district FEFP limitation for certain awards. The committee then heard demonstrations from Step Up for Students and AAA Scholarship Foundation showing their parent portals, application workflows, reimbursement systems, school enrollment/invoice processes, and marketplace tools for tuition, tutoring, and approved goods and services. Step Up reported major growth since HB 1, saying its scholarship population expanded from about 260,000 to more than 440,000 students, with application processing averaging about 10 days. It also highlighted faster tuition, provider, and reimbursement payments, multilingual support in English and Spanish, and resources such as videos and a call center. Members asked about support for Creole speakers, optional Florida ID numbers, student identifiers, marketplace pricing, tutor qualifications, background screening, and how awards differ from funded status. Step Up said it does not currently support Creole, does not do background screenings for tutors, sets no marketplace prices itself, and uses a unique internal student ID separate from the state ID. AAA demonstrated its revised software for the 2025-26 school year, including an eligibility screener, household and student application steps, messaging with staff, reimbursement requests, and administrative review and payment batching. AAA said the new system is custom-built, more transparent about award value versus available balance, and designed to better handle quarterly funding for UA students. Members questioned AAA and Step Up about student ID numbers, public-school cross-checks, fraud controls, school fee schedules, whether schools must participate, and reimbursement timing. Both organizations said they report quarterly to DOE, receive public-school cross-checks, and recover funds when students return to public school; AAA said its average reimbursement turnaround is about 14 business days, while Step Up said its reimbursement approvals have improved significantly. The committee also requested follow-up information, including one-pagers, data on income levels and demographics, and additional details on forecasting and system costs.

Transcript Highlights:

• take before they course that students take before they complete<01:43:16.280> high<01:43:16.480
• faculty student student organization or faculty student student organization or faculty member
• We’d have to crosswalk confirmation of completion to our registrar and get that put into our student
• We would need a mechanism to show completion from the high school students who come to us because presumably
• from the high school show um completion from the high school students<04:25:36.640> who<04:25

Keywords: 928, house, all

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

• the cost of an education if you have a student who hasn't just taken one or two courses but has completed
• We've been able to help more students complete those programs, and we've got very good feedback from
• and students complete those programs and students complete those programs and we've<01:26:07.719
• could complete the equivalent of six courses at the expense of the state, and students with resources
• in 10th 11th and 12th grade student in 10th 11th and 12th grade could<01:32:27.960> complete<

Keywords: 928, house, all

Summary: The committee received an orientation from University System of New Hampshire Chancellor Katherine Preventure and Senior Director of Government Relations Lauren Banker on the system’s enrollment, finances, workforce role, and academic programs. They described the system as consisting of UNH, Keene State, and Plymouth State, with about 23,000 students, $928 million in FY24 operating expenses, a $3.7 billion economic impact, and UNH’s R1 research status. They emphasized the system’s role in graduating students into the New Hampshire workforce, its statewide Cooperative Extension and regional campus presence, and its alignment of degree offerings with top occupations identified by New Hampshire Employment Security. The presentation also highlighted partnerships with businesses, internships, and collaboration with the community college system, including 100 transfer pathways and a direct-admit program. A substantial portion of the discussion focused on tuition, state support, and student costs. The chancellor said the state invested $95 million in FY25, with about $81 million used to reduce resident tuition and about $14 million for statutory programs such as Cooperative Extension and the Agricultural Experiment Station. She said the state subsidy is about $7,300 per New Hampshire student, and that resident net tuition averages about $7,000, while nonresident net tuition averages about $16,600. She provided published tuition figures for UNH, Plymouth State, and Keene State, and explained that resident tuition has been held flat for five years while financial aid has increased, reducing average net tuition and fees for New Hampshire students from about $10,500 in 2020 to $9,800. Members asked for clarification on how residency and workforce-retention percentages were calculated, and the chancellor said she would follow up. Members also asked about comparisons with peer institutions, housing and meal costs, research funding, and the reasons for declining enrollment and staffing reductions. The chancellor said peer comparisons were based on flagship universities for UNH and smaller regional publics for Plymouth and Keene, and noted that out-of-state tuition has risen about 2.5% annually. She said housing for a UNH double room is $8,536 and a meal plan is $5,100, and offered to provide a consolidated cost document. On research, she said the system’s direct research spending includes federal funding and that indirect costs were about $34 million last year, with a follow-up promised on the federal/state and direct/indirect split. She attributed enrollment declines largely to demographics and said the system is responding by reducing costs, selling buildings, exiting leases, moving the system office to NHTI, and implementing Workday. She also noted that Plymouth received approval for five three-year bachelor’s degree programs and that members praised the shorter, workforce-focused pathways, especially for manufacturing and other in-demand fields.

Transcript Highlights:

• over 60% of our students are BIPO students.
• We have 1,825 students.
• We have 1,825 students.
• adversely affects students.
• adversely affects students.

Keywords: 1187, senate, all

Transcript Highlights:

• And you had 3,772 students that failed. Of those 3,772 students, what happens to them?
• Thank you for the question about students, and I would like to speak to student preparedness.
• Thank you for the question about students, and I would like to speak to student preparedness.
• So our college foundation reimburses the cost of our students' testing if they complete the review program
• They complete in 15 months.

Summary: The subcommittee met to examine Florida’s nursing education pipeline and the state’s persistently low NCLEX passage rates. Chair Tuck opened by noting the projected nurse shortage and Florida’s ranking near the bottom nationally for first-time NCLEX pass rates. The Department of Health explained the Board of Nursing’s approval process for nursing programs, including application requirements, probation standards, and termination for programs that repeatedly fail passage-rate benchmarks. The Florida Center for Nursing then presented statewide data showing Florida has more test takers than most states, but still trails the national average; the gap has narrowed in recent years, though Florida remains below average. Members focused heavily on why the state continues to underperform, with discussion of faculty shortages, clinical placement constraints, accreditation, student preparedness, and the large share of newer private for-profit programs among those placed on probation. Committee members asked about how probation works, what happens when programs improve, and whether the board requires corrective plans. They also questioned the relationship between program type and outcomes, the effect of Operation Nightingale, and how many students fail and retest. The Florida Center for Nursing said first-attempt pass rates are the standard measure and that students who fail are expected to remediate and retest, though costs vary. The center also said Florida’s data shows accredited programs outperform approved or probationary ones, and that the state’s nursing workforce challenges are tied to broader issues such as faculty vacancies, clinical site competition, and student demographics, including many students balancing work, family, and language barriers. A panel of nursing school leaders from public, private nonprofit, and private for-profit institutions then described strategies used to improve outcomes. These included transparent recruitment, early orientation, tutoring, success coaching, stronger faculty development, curriculum mapping to NCLEX standards, higher course benchmarks, mandatory remediation, simulation labs, and commercial NCLEX prep tools such as ATI, Kaplan, and HESI. Several panelists said their programs had improved after probation or had very high passage rates, and they emphasized that student success depends on academic preparation, clinical experience, and support services. Members also asked about tuition, program length, translation into other languages, and faculty recruitment; panelists said costs vary widely, faculty hiring is difficult because hospitals pay more, and some schools are considering medical Spanish and immersion options rather than full curriculum translation.

Transcript Highlights:

• focused on student success, allowing our students to graduate.
• focused on student success, allowing our students to graduate.
• Our student is about 31 years old.
• We're up double digits in getting our nursing students to complete on-time, and our NCLEX pass rates
• to these students.

Summary: The Appropriations Committee on Higher Education met to focus on nursing education funding, workforce supply, and Florida’s low NCLEX pass rates. The chair emphasized that Florida ranks last nationally in nursing exam pass rates and said the committee wants to use budget decisions and a forthcoming nursing bill to improve outcomes. The Florida Center for Nursing at USF presented preliminary workforce and education data showing RN supply is moving toward equilibrium with demand through 2037, while LPN shortages are projected to worsen, especially in some regions. The center also reported on enrollment, retention, faculty vacancies, and NCLEX trends, noting Florida still underperforms the national average but has shown some recent improvement, including higher RN pass rates in 2024 despite fewer test takers. The center highlighted that students who test sooner after graduation tend to pass at higher rates. A panel of nursing education leaders from public universities, state colleges, technical colleges, and private institutions described how prior state pipeline and line-item funding helped expand enrollment, simulation labs, faculty hiring, student support services, and partnerships with hospitals. UNF, Galen College, College of Central Florida, Keiser University, and Lorenzo Walker Technical College each reported strategies such as expanded simulation, mental health and social work support, test-prep and remediation, and efforts to grow faculty pipelines. Several speakers said faculty recruitment and retention remain major barriers because of salary competition with hospitals, faculty debt, and aging faculty. Technical college representatives also stressed the need to strengthen LPN pathways, English-language support, and LPN-to-RN bridge programs. Members asked for ideas to improve NCLEX outcomes and discussed possible policy options, including student loan forgiveness, critical shortage supplements for faculty, incentives for students to test soon after graduation, and possible changes to timing or regulation around NCLEX eligibility. Several witnesses supported more flexible or recurring funding, while noting that one-time line funding has been useful for simulation, scholarships, and faculty support but is harder to sustain. The committee adjourned after the discussion, with the chair saying the ideas would be considered in future funding and policy decisions.

Transcript Highlights:

• Currently, students are required to take 42 hours, or about 14 classes in total, to complete the core
• And just to be very clear, our students do face a lot of pushback from other students.
• It paused protests during the final two weeks of the semester so the students could complete their exams
• As those non-students, are they provoking the students and faculty on that?
• A&M University student.

Summary: The joint Senate and House Select Committee on Civil Discourse and Freedom of Speech in Higher Education convened for its first public hearing, adopted its proposed rules without objection, and framed the hearing as an organizational, invited-testimony-only session. Members repeatedly condemned political violence and the assassination of Charlie Kirk, saying the committee was created in response to concerns about civil discourse, intimidation, and hostility on college campuses. Several members emphasized that the goal was not to suppress speech but to protect open expression while maintaining order, due process, and institutional accountability. The first witness, Texas Higher Education Coordinating Board Commissioner Wyn Rosser, outlined implementation of Senate Bill 37. He described the General Education Advisory Committee, which is reviewing broad core-curriculum knowledge and skills and may recommend reducing the current 42-hour core, while leaving review of specific courses to individual institutions. He also explained the new Office of the Ombudsman, the board’s role in supporting it, and existing training and certification requirements for governing board members. Members asked about enforcement tools, transparency, and whether the ombudsman would investigate complaints involving censorship, retaliation, or political bias; Rosser said some enforcement exists in certain laws, but he deferred on the exact scope of the ombudsman’s investigatory authority and on issues outside the agency’s role. University of Texas at Austin President Jim Davis testified that UT Austin supports free speech, academic freedom, and civil discourse, and he described three areas of focus: speech on campus grounds, classroom discourse, and how people treat one another. He said the university enforces time, place, and manner rules, expects professors to present alternative views on controversial topics, and has created internal reporting and appeal processes for students and faculty. Members questioned him about heckler’s veto incidents, protests, off-campus participants, complaints about professors, hate speech, and whether the university would protect speakers and students from disruption or unfair targeting. Davis said the university would not tolerate disruptions, would use due process and factual review, and is working to align campus practices with the new law and regents’ expectations. Ricky Adam Jr. of Turning Point USA’s Club America described the group’s campus and high-school organizing, praised Charlie Kirk’s approach to open debate, and said the organization is expanding in Texas. He raised concerns about school administrators and a counselor at an Early College High School in Killeen allegedly interfering with a student club and withholding footage, and committee members said they would seek information and, if necessary, use legislative process to investigate. Members from both chambers reiterated support for free speech, criticized political violence and campus suppression of viewpoints, and stressed that future hearings would continue examining implementation and enforcement issues.

Transcript Highlights:

• So students who are eligible for free and reduced lunch are able to enroll at no cost to the student
• Have completed less than 30 semester credit hours.
• This bill makes sure that those students may still be counted as transfer students for our junior colleges
• When they complete those programs, they just automatically become an A&M student.
• Students take classes at different buildings.

Bills: SB 49

Keywords: Galveston County, legal expenses, appropriation, litigation, state funding

Summary: The Senate Committee on Education K-16 heard several higher education bills and took public testimony on each. Senate Bill 60 would let public junior college libraries donate outdated, duplicative, or valueless materials instead of treating them as surplus property; no public testimony was offered, and the bill was left pending. Senate Bill 49 would expand performance-tier funding incentives so community colleges are also rewarded for student transfers to private four-year universities; it also received no public testimony and was left pending. Senate Bill 365 would allow higher education institutions to choose a transcript lookback period between 5 and 10 years for adult undergraduates seeking to waive older transcripts. Senator Eckhardt and witness Daniel Arrevalo described how old academic records can block adults from returning to college; the bill was left pending after testimony. Senate Bill 895 would expand the FAST dual-credit program beyond public school students to include eligible private school and homeschool students, with support from the Texas Private Schools Association, the Texas Homeschool Coalition, and a coordinating board witness explaining the funding structure; it too was left pending. Senate Bill 1400 would clarify what counts as a transfer for performance-tier funding by allowing students with 30 or fewer prior university credit hours to still be counted as transfer students when moving from a public junior college to a general academic institution. Former Representative Leighton Schubert testified that the change would address funding losses and better reflect modern student pathways; after testimony, the bill was left pending. The committee then recessed subject to the call of the chair.

Transcript Highlights:

• choice means they will have little income while completing student teaching and then, in the profession
• So the way our program is set up is our students complete a year-long residency in the final year of
• Students must include, in the military readiness indicator, that those who complete JROTC must also pass
• Only one in four students complete a post-secondary credential, which sets Texans up for lower lifetime
• . 273,000 students to more than 422,000 students statewide.

Summary: The committee continued hearing testimony on Senate Bill 2252, which would expand early literacy and numeracy screening, parent notification, intervention supports, and teacher training, including math academies and early childhood supports. Supporters from Texas 2036, Good Reason Houston, Texas Business Leadership Council, and several parents argued that early identification of skill gaps, clearer data for families, and stronger teacher preparation would improve student outcomes, workforce readiness, and long-term earnings. They cited low math proficiency statewide, the importance of early intervention, and examples of districts using screeners and data dashboards to guide instruction and resource allocation. One witness also highlighted home visiting as a family-support model, while another urged more funding for pre-K partnerships and stronger support for parents with reading materials and guidance. A district special education administrator testified neutrally, saying the bill reflects practices already used in her district but expressing concern that it could reduce local control and teacher discretion by standardizing screening and tying it to funding. A Texas Classroom Teachers Association representative supported the intent but warned that mandatory math academies and intervention academies could burden teachers if implemented like prior reading academies, and a substitute teacher/teacher-of-the-year witness asked for clearer protections around special education information and pay for alternative certification candidates. After public testimony closed, SB 2252 was left pending. The committee then took up Senate Bill 2253, as substituted, which would phase out routine hiring of uncertified teachers over time, require parent notification when a teacher is uncertified, and expand high-quality preparation pathways such as university programs, residencies, improved alternative certification, and grow-your-own programs. Senator Creighton said the bill responds to the rise in uncertified teachers and aims to strengthen the teacher pipeline with more structured preparation, mentorship, and oversight by SBEC. Invited testimony strongly supported the measure: a Texas Tech researcher said uncertified teachers and fast-track programs are associated with significant learning losses, while year-long residencies and mentored pathways produce stronger outcomes and higher earnings for students. Leaders from Dallas College and Sam Houston State University described successful residency and grow-your-own models, high completion and retention rates, and the need for paid residencies and stipends so candidates can afford to enter the profession. Committee members asked about the difference between mentorship and residency, the cost-effectiveness of paid residencies, retention incentives, and how to scale the model statewide. The committee also adopted the substitute for SB 2253 and later paused to vote out several other bills, including SB 1191, SB 1786, SB 226, SB 326, SB 570, SB 870, SB 991, SB 60, SB 365, SB 1401, and SB 1067, all of which were reported favorably, many with unanimous votes and some placed on the local and uncontested calendar.

Transcript Highlights:

• and the students some of the students and the students respond<00:18:32.640> to<00:18:32.880>
• the student to now teaching a student, you have a closer connection with the student.
• students students now<00:47:50.040> and<00:47:50.720> students<00:47:51.720> who
• , serving future students.
• , serving future students.

Keywords: 1187, senate, all

Transcript Highlights:

• Suddenly a student will have both parents in the household be taken, and so then that student is suddenly
• experiencing homelessness... ...one-time for students to support students experiencing homelessness
• This impacts K-12 students. This impacts higher education students.
• I'm a political science student at UC Davis, and I am working with the UC Student Association.
• I'm a political science student at UC Davis, and I am working with the UC Student Association.

Keywords: 987, senate, all

Summary: The committee heard the Governor’s May Revision proposals for TK-12 education, beginning with a Proposition 98 overview from the Department of Finance and the Legislative Analyst’s Office. Finance said the May Revision increases the Proposition 98 minimum guarantee by about $6.4 billion relative to the Governor’s January budget across the three-year window, with higher guarantees in each year, continued full payment of the outstanding settle-up obligation in 2024-25, and a reduced $3.9 billion settle-up amount in 2025-26. Finance also described larger mandatory and discretionary deposits into the Proposition 98 reserve, ending with an estimated $10.3 billion reserve balance. The LAO said the overall estimates were reasonable, but urged the state to fully fund the guarantee and use other budget tools, including reserves, to manage volatility rather than delay settle-up payments. Members questioned the remaining settle-up amount, the risk of revenue volatility, and possible alternatives such as advance payments or other reserve strategies. The second panel covered Department of Education proposals and trailer bill language. Finance outlined additional state operations funding and positions for CDE, along with trailer bill changes affecting community schools, preschool, literacy, special education, charter accountability, teacher-related programs, and other technical cleanups. The LAO supported the overall structure of the package but recommended changes to several items, including rejecting some additional one-time community schools, literacy, math, multilingual screener, and inclusive college proposals, while supporting the ongoing LCFF and special education increases and raising concerns about the paid pregnancy disability leave proposal’s cost and implementation complexity. CDE supported the special education increase, community schools, literacy and math investments, homelessness funding, and the paid pregnancy leave proposal, while asking for more funding for county office support, clearer homelessness definitions, and continued preschool parity. Members also asked about immigrant student supports, community schools reporting, and the rationale and cost estimate for the paid pregnancy leave proposal, which Finance estimated at $218 million annually. The final panel addressed the Commission on Teacher Credentialing. Finance proposed additional legal staffing for SB 848 implementation and educator misconduct caseloads, a fee increase for clear credential renewals from $100 to $125, a $5 million one-time Proposition 98 investment to build a transcript review platform, $2 million ongoing for transcript review staffing, and $30 million one-time for the statewide residency technical assistance center. The LAO had no concerns about the legal staffing, supported the transcript review platform if the fee increase and ongoing staffing were adopted, and recommended rejecting the residency technical assistance center expansion because existing funding runs through 2029. The Commission explained that the misconduct workload has grown over several years, that AI would assist but not replace human review in transcript matching, and that the residency technical assistance center helps recruit and retain teachers and support rural districts. Public commenters largely supported special education, discretionary block grants, community schools, literacy investments, homelessness funding, and teacher credentialing alternatives, while some urged rejection of the settle-up proposal and preschool COLA reduction.

Transcript Highlights:

• In these roles, I've had the privilege of representing the voices of student athletes and student performers
• And a con of mental health, especially someone who's a student and an athlete: a student athlete has
• Great representation of students, high school students, and even more of an excellent representation
• for student athletes.
• My first day as dean of students, I disarmed a student that had a Glock 9 with hollow tips.

Summary: The committee heard a presentation from Florida High School Athletic Association Executive Director Craig Damon, joined by student athletes Sydney Daniel and Taylor White, on current issues in high school sports. Damon said the association received more than 309 allegations this year, including 113 recruiting complaints, but only two coaches were suspended for recruiting violations, and those were self-reported. He focused on rising sportsmanship problems, violent incidents, and ejections, saying the association is working with coaches and athletic administrators on prevention and positive-behavior campaigns. He also discussed mental health pressures on student athletes, the effects of frequent transfers and school choice on team stability and community pride, and the need for more qualified coaches on campus who understand interscholastic rules and student support responsibilities. Senators asked about the transfer system, violent conduct, and whether the association would propose changes; Damon said he would support guardrails that protect school choice while limiting midseason athletic transfers. The committee then took up a panel on high school coaches’ compensation led by Florida Coaches Coalition Executive Director Dr. Andrew Ramgett, with Coach Mike Hickman, Coach Charlie Ward, and superintendents from Okaloosa and Walton counties. Ramgett argued that coaching supplements are outdated, often amounting to very low hourly pay despite year-round duties, and said Florida’s system has not kept pace with increased responsibilities, inflation, or neighboring states. He also criticized restrictions on booster-club support, minimal coaching certification requirements, and turnover among coaches, and urged changes that would allow coaches to negotiate fairer compensation and receive external funding. Hickman and Ward emphasized the long hours, family strain, and mentoring role of coaches, while the superintendents said districts face finite budgets and must balance coach pay against teacher, bus driver, and other staffing needs; they also warned that booster-funded pay could create inequities between wealthy and less affluent communities. Senators discussed whether booster-club funding should be allowed, whether compensation should vary by performance, and whether any new funding should be categorical. Public comment followed from Florida Athletic Coaches Association Executive Director Shelton Cruz and former coach Tyrone McGriff, both of whom stressed the broader educational and safety impact of coaches and asked lawmakers to support the next generation of coaches. After the presentations, the committee took up confirmation hearings for appointments on tabs 3 through 6 and, by a single roll-call vote, recommended all appointees favorably. The meeting then adjourned.