Transcript Highlights:

• And the two ways that we assess compactness are visual and mathematical.
• In addition to visual, we look at mathematical considerations.
• There are a couple of mathematical measures that are used to assess compactness.
• Of course, the percentage can be converted to a decimal, and typically these mathematical scores are
• The Florida Constitution does not mandate the districts achieve the highest mathematical compactness

Summary: The Select Committee on Congressional Redistricting met for an informational presentation from outside counsel Andy Bartos on the legal standards governing congressional redistricting. He reviewed federal Equal Protection principles, Florida’s non-diminishment provision, and Section 2 of the Voting Rights Act, explaining how race can be considered in redistricting but generally cannot be the predominant factor. He also discussed the Florida Constitution’s tiered standards, including the prohibition on intentional political favoritism, compactness, and the requirement to use existing political and geographical boundaries where feasible. Bartos focused on two recent or pending cases: the Florida Supreme Court’s Black Voters Matter decision, which upheld the legislature’s 2022 congressional map and held that the non-diminishment clause does not justify making race predominant absent specific identifiable discrimination, and Louisiana v. Callais, pending before the U.S. Supreme Court, which may further clarify whether race may be used predominantly to comply with the Voting Rights Act or whether Section 2 remains constitutional as applied. He also explained how courts assess compactness and intent, and how data such as the 2020 census, voter registration, turnout, and election results are used for voting-rights analysis. Members asked about what triggers redistricting, whether the legislature must redraw maps now, what data is available in the mapping tool, how intent is measured, and whether public input opportunities will be provided. Bartos said redistricting timing is largely a legislative judgment unless a court requires changes, that the committee can consider whether BVM or the eventual Callais decision warrants revisions, and that the Callais ruling will bind Louisiana directly but serve as precedent for other courts. No votes or legislative actions were taken, and the meeting adjourned after the presentation and questions.

Transcript Highlights:

• Mathematically, that doesn't make sense.
• Mathematically, that doesn't make sense.
• Mathematically, that doesn't make sense.
• Mathematically, that doesn't make sense.
• Mathematically, that doesn't make sense.

Keywords: 1136, house, all

Transcript Highlights:

• <00:20:45.200> of offerings and to choose the methods of offerings and to choose the methods
• Um going down in 2014, the mathematics Um going down in 2014, the mathematics common<00:22:54.799
• <00:33:40.640> That's mathematics that the state uses.
• That's mathematics that the state uses.
• > are<00:44:03.359> embedded those mathematics skills are embedded those mathematics skills

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• meetings of the education committees to review what constitutes an adequate education, as well as the method
• The accountability systems are the methods for ensuring that students are actually learning what's in
• The ESSA requirement is that states must have a method for identifying districts that are in need of
• It's the method for meaningfully differentiating schools as required under ESSA.
• It's the method for meaningfully differentiating schools as required under ESSA.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• in 2014 HB533 relative to mathematics in 2014 HB533 relative to mathematics requirement<00:09:13.279
• <00:12:06.800> and We've been on a slide mathematics and We've been on a slide mathematics
• they're quite capable of teaching mathematics. ...mathematics and that might be a local decision. >>
• that I spoke to him about mathematics that I spoke to him about mathematics where<00:26:25.600><
• need four years of mathematics. need four years of mathematics.

Keywords: 1189, house, all

Transcript Highlights:

• We want slow, methodical growth. Wild swings up and down don’t help us. We need methodical growth.
• I went to the University of North Dakota, chemical engineering, applied mathematics, ended up at 3M down
• It’s a simple mathematical formula. And so... Dual credit is really beneficial to us.
• It's a simple mathematical formula. And so, It's a simple mathematical formula.
• period, again that we defined above, must be superscored in accordance with the ACT superscoring method

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• In 2015, changes to the method of play set in motion the creation of two rules that would separately
• These changes to the MegaMill draw rule were formalized in June of 2017, rulemaking where the method
• They were still being governed by method of play.
• I ask you, why did you delete the method of play and create entry of play in the draw game rules?
• Well, each rule had this generic language across which was method of play.

Bills: SB 28, SB 687, SJR 34, SCR 9, SB 523, SB 62, SB 847, SB 706, SB 869, SB 890, SB 992

Keywords: lottery, gambling, internet gaming, mobile application, criminal offenses, SB 687, land surveyor, land surveying, surveying services, construction contract, anti-indemnity, indemnity, hold harmless, defense obligation, standard of care, professional negligence, civil practice and remedies code, local government code, governmental agency, public contracts

Summary: The meeting was a crucial session for discussing several important bills including SB992, which aims to establish a clear time frame for the Attorney General's approval on outside legal counsel for state agencies. Senator Nichols presented the bill, emphasizing its necessity for timely responses to ensure efficient legal processing. Another notable discussion centered around SB523, which seeks to allow parole and probation officers to use a business address on their driver's licenses for safety and security purposes. This bill passed favorably out of the committee, with public testimony supporting the need for such provisions due to the risks these officers face.

Bills: HB226, HB24, HB309, HB315, HB272, HB24, HB226, HB309, HB315, HB272

Keywords: HB226, homestead exemption, ad valorem tax, property tax, property tax relief, widow, widower, unremarried spouse, surviving spouse, senior exemption, elderly, disabled, permanently and totally disabled, blind taxpayer, deed ownership, principal residence, school tax, county tax, municipal tax, Alabama Department of Revenue

Transcript Highlights:

• So once again, they may have been a little short in the mathematics scores, and we've had systems in
• It is also designated to train teachers, test new instructional methods, and provide a demonstration
• It is also designated to train teachers, test new instructional methods, and provide a demonstration
• It is also designated to train teachers, test new instructional methods, and provide a demonstration
• It is also designated to train teachers, test new instructional methods, and provide a demonstration

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• The most recent instructional materials adoption is undergoing right now: the 2025 mathematics adoption
• Is mathematics done on a more regular basis? No, it is not.
• Additionally, the proposal includes a mathematics coaches and specialist grant program to help educators
• Given the status of mathematics access and achievement, California, and frankly the United States, have
• the quality of mathematics instruction delivered in our classrooms.

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• A public school that has a mathematics coach shall require that the mathematics coach hold a mathematics
• So then what is the role of the Mathematics and Science Bureau? Mr.
• The framework shall provide standards for mathematical content, mathematical instruction, ongoing professional
• learning in mathematics, mathematics coaching, and program evaluation.
• We need to encourage more mathematics in our classrooms.

Transcript Highlights:

• These schools aim to improve education through experimentation with new teaching methods, curricula,
• Through the National Science Foundation research, we've engaged in work around exploring methods for
• reducing math anxiety in children, as well as mathematical thinking and learning through architectural
• Through the National Science Foundation research, we've engaged in work around exploring methods for
• reducing math anxiety in children, as well as mathematical thinking and learning through architectural

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• The reason it's inaccurate is the method that they use.
• he does his own laundry, he does his own homework, and he's taking higher classes than I am in mathematics
• I also take higher education classes in mathematics. ...education classes in mathematics, chemistry,

Bills: SB1, HB176, HB86, SB1, HB176, HB86

Keywords: workers' compensation, public education, employee injury, insurance trust fund, on-the-job injury, administrative procedures, HB176, Alabama sales tax, use tax, sales and use tax exemption, optical aids, eyeglasses, contact lenses, prescription glasses, vision care, optometrist, ophthalmologist, optician, medical devices, local option tax exemption

Transcript Highlights:

• Ruth Gonzalez was the first Latina American woman to earn a doctoral degree in applied mathematics, and
• Poppy Northcutt and championing the presence of women in science, technology, engineering, and mathematics
• in Luling, Texas, a graduate of Dayton High School and a graduate of the University of Texas in mathematics
• HB 4625 by Kitzman relating to the design build method for certain government construction projects for
• HU 4703 by Turner ruling the application, the market data comparison method and the appraisal to determine

Transcript Highlights:

• rather than the courts, and prohibit the use of taxpayer dollars to do so while explicitly providing methods
• It is mathematically designed to rank order the students, so half of them have to be below the 50th percentile
• We think if you know this amount of mathematics, it means being on grade level, and theoretically, a
• There's some sort of mathematical model that is described in the abstract in the bill.
• In terms of mathematics proficiency, the percentage of kids in Houston who are performing math at grade

Bills: SB8, SB 8

Keywords: education, accountability, public school assessment, state law, transparency, intervention, performance ratings, sex designation, restroom access, civil penalties, private civil right of action, women's privacy, 1185, senate, all

Transcript Highlights:

• It's a mixed-methods study.
• It's a mixed methods. Our research study is going on. It's a mixed methods study.
• We used the extended modified yes-no and Goff method.
• This method is a highly accepted method, not only for education testing, but any kind of time you have
• And then in mathematics, we kind of saw the opposite effect.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• We want slow, methodical growth. Wild swings up and down don’t help us. We need methodical growth.
• I went to the University of North Dakota, chemical engineering, applied mathematics, ended up at 3M down
• It's a simple mathematical formula.
• It's a simple mathematical formula. And so, It's a simple mathematical formula.
• period, again that we defined above, must be superscored in accordance with the ACT superscoring method

Keywords: 908, all

Transcript Highlights:

• We want slow, methodical growth. Wild swings up and down don’t help us. We need methodical growth.
• Went to the University of North Dakota, chemical engineering, applied mathematics, ended up at 3M down
• It's a simple mathematical formula. And so...
• It's a simple mathematical formula. And so, It's a simple mathematical formula.
• period, again that we defined above, must be superscored in accordance with the ACT superscoring method

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:

• And only the traditional method of trying cases remains. And I'm not a lawyer.
• Pain and suffering should be more of a mathematical question than, you know, a large subjective jury
• President Lucio, you made a comment about pain and suffering being more mathematical.
• And I think you've seen the mathematical calculations. So other witnesses are going to hand out.
• However, we will be coming back, and we'll methodically go through this. Be very patient with us.

Bills: SB39, SB2129, SB2141, SB2246, SB2323, SB2439, SB2722, SB 39

Keywords: commercial motor vehicle, truck liability, motor carrier, trucking, civil liability, respondeat superior, negligent entrustment, negligent maintenance, negligent loading, negligent repair, bifurcated trial, exemplary damages, punitive damages, personal injury, collision, employer liability, vicarious liability, Civil Practice and Remedies Code, Texas tort reform, commercial truck accident

Transcript Highlights:

• And so the methods that we're using to do this work and all the other work we're doing is actually a
• that were used there are exactly some of the same methods we published in this deer problem.
• Mathematically and statistically, we can sum up what we call the total genetic effect for that animal
• Some of the methods that we're using go back to the 60s. You can see all of these examples of...
• And so I went and made a mathematical model about this based on all published data.

Bills: HB3270, HB3145, HB3056

Keywords: farmed cervidae, chronic wasting disease, genetic resistance, wildlife management, agriculture, wildlife tagging, hunting regulations, Cervidae family, feral swine, exotic wildlife, conservation, commercial hunting, raw milk, unpasteurized, farm sales, Oklahoma Milk and Milk Products Act, local producers, advertising, 914, all