Transcript Highlights:

• students.
• across the state, which represents over half a million Texas students.
• Across the state, which represents over half a million Texas students.
• We have to raise $110,000 for our student body of 400 students.
• Members include local and national scholars, parent, teacher, and student representatives, and community

Keywords: 1184, house, all

Transcript Highlights:

• Representative Abeytia? Representative Biasiucci? Representative Fink? Aye. Representative Garcia?
• Representative Abeytia, Representative Biasiucci, Representative Fink. Aye. Representative Garcia.
• It represents bad public policy that will ultimately harm Arizona schools, educators, and students.
• Representative Fink, I have a question. What about the other students?
• Students? Mr. Chair, Representative Fink, I know schools have ways of handling things.

Keywords: 1182, all

Summary: The committee heard and voted on several education-related bills. Senate Bill 1422, which continues the Credit Enhancement Eligibility Board for 10 years to support the state’s credit enhancement program for charter school debt, received a due pass recommendation on an 8-1 vote. Senate Bill 1166, allowing county school superintendents to offer high school equivalency preparation through accommodation schools to 11th- and 12th-grade students age 16 and older, also passed 8-1 after testimony from county superintendents in support and one member opposing expansion to 11th grade. Senate Bill 1684, creating a private cause of action against public schools for failing to address known bullying that results in serious physical injury, drew the most opposition. The sponsor’s comments described it as a response to school inaction in bullying cases, including a referenced Chandler Unified student suicide. Opponents from the Arizona Trial Lawyers Association, Arizona Charter Schools Association, and Arizona Education Association argued the bill was constitutionally problematic, overly broad, lacked a definition of bullying, could expose schools to costly litigation, and could create liability for conduct outside school control. The committee held the bill without a vote. The committee also considered Senate Bill 1424, requiring annual age-appropriate firearm safety instruction in K-12 schools beginning in 2027-2028. Supporters said the bill teaches children to avoid touching firearms and alert an adult, while opponents argued it shifts responsibility from adults to children, should be handled by parents, and creates an unfunded mandate. The bill passed 6-5. Senate Bill 1475, barring students convicted of or admitting to specified serious offenses from participating in school-sponsored interscholastic activities, passed 6-5 after debate over juvenile rehabilitation, public safety, and the role of extracurriculars in helping students succeed. Senate Bill 1572, requiring Celebrate Freedom Week civics instruction, passed 6-5 amid debate over curriculum, age appropriateness, and whether it duplicated existing civics requirements. Senate Bill 1741, requiring districts and charters to allow release-time religious instruction and award credit under certain conditions, also passed 6-5 despite opposition from secular advocates who argued it undermines local control and promotes religion in public schools.

Transcript Highlights:

• specifically. 37% of high schoolers in Minnesota are students of color. 35% of PSO students are students
• followed by Representative Depel. followed by Representative Depel.
• Representative Keeler asked why the bill text says only “parent” in this section, noting that many students
• you, Representative Depel.
• representative Jordan. Mr. Depel. representative Jordan. Mr. Depel.

Keywords: 1183, house

Transcript Highlights:

• Representative Buckley, here. Representative Fairly, here. Representative Frank.
• We talk about freedom of speech and protect them with students. on representative opinions.
• Yes, and I think Representative Raymond was tested. ...people at Texas and our students.
• I'm the student body president at Texas A&M. You represent. Yes, sir. My name is Carter Mallory.
• I'm grateful I get the opportunity to speak and represent my fellow students at Texas A&M.

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:

• Representative Tom Dippel: My name's Representative Tom Dippel.
• Representative Pam Altendorf: Hi, everyone. State Representative Pam Altendorf.
• <01:03:46.880> have students 46,000 of these students have students 46,000 of these students
• In our archdiocese alone, we serve more than 30,000 students across 49 public school districts and represent
• Twenty-eight percent of our students are students of color.

Keywords: 1183, house

Transcript Highlights:

• representative Baker? representative Baker?
• Yes, uh representative<00:02:30.280> Don. representative Don. representative Don.
• Representative Turret? Here. Representative Willner? Here. Representative Baker? Here.
• per student. per student.
• minority students. minority students.

Keywords: 958, all

Summary: The House Postsecondary Education Committee held its first-ever meeting and first meeting of the session, with Chairman Tipton outlining committee procedures, attendance rules, and the process for submitting committee substitutes. After a roll call confirmed full attendance, the committee heard a presentation from Senator David Givens on the history and purpose of Kentucky’s performance-based funding model for postsecondary education. Givens said the model was created to replace an older “shares” approach that distributed funds based largely on prior-year allocations, and argued the new system better aligns funding with student success and the state’s long-term educational attainment goals. Council for Postsecondary Education President Aaron Thompson and CPE staff then explained the model in more detail. They said the system was designed to address long-standing funding disparities among institutions, reward outcomes such as degrees, credit-hour progression, and completion in high-demand fields, and support the state’s “60 by 30” goal of having 60% of Kentuckians hold a postsecondary credential by 2030. Thompson said Kentucky is now at 56.2% attainment, above the national average, and highlighted gains in graduation and retention rates, lower student borrowing, and improved completion outcomes. He also emphasized that the model is part of a broader strategy that includes affordability, adult learners, low-income students, and wrap-around support services. CPE staff described the work group process that developed and periodically revises the model, noting that the General Assembly created the framework in House Bill 303 and later enacted Senate Bill 153 and Senate Bill 191 to codify changes. They explained that in 2016 the legislature carved out about 5% of institutional budgets, roughly $43 million, to be redistributed through the new model, and that the model has been reviewed every three years with changes made each time. Recent revisions included increasing the student-success weight, adding a premium for low-income students, creating a premium for adult learners, and redefining underrepresented students as first-generation college students. No votes were taken at this meeting, and the committee adjourned after the informational presentation and discussion.

Transcript Highlights:

• Though they may not be represented today, those students in the other districts deserve a chance for
• Though they may not be represented today, those students in the other districts deserve a chance for
• So I just want to say, as someone who proudly represents South Hadley, thank you to the students, thank
• Each of those reductions represents lost opportunities for our students.
• Each of those reductions represents lost opportunities for our students.

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• Representative<00:02:54.640> Rau. Representative Rau. Representative Rau.
• Representative<01:03:10.319> Robbins. Representative Robbins. Representative Robbins.
• The students, all for all students.
• Representative Allen, no. Representative Duran, no. Representative Hanson, I.
• Representative Hicks, I. Representative Klevorn, I. Representative Liebling, I.

Bills: HF3432, HF3411

Keywords: resident tuition, employment, higher education, Minnesota, tuition rates, state universities, immigration status, immigration, postsecondary education, privacy, data access, federal officers, 1183, house

Transcript Highlights:

• student.
• So North Dakota is well represented... ...and ninth place, a welding student.
• that the students in FFA, those are our students.
• And that’s where he recruits his students, thus our students.
• The Heckner Student Center. It's the main student union over there. Heckner Student Center.

Keywords: 908, all

Transcript Highlights:

• And then one once once they're cleared to the students, the students understand the rules.
• The universities received an incentive to enroll students into roles. Many students as they could.
• But I'm proud of what we do with our students. The graduation rate for pull students nationally.
• It's not enough to just graduate students and students need to be successful after they graduate.
• , college students a survey.

Transcript Highlights:

• Chair Sorvaag, Representative Swiontek, remedial credits are courses that institutions offer for students
• is... ...an online student or an on-campus student.
• an online student.
• to put a student in, start funding based on the student and having to put a student in a particular
• over $2 from those students. those students are, you know, we're getting over $2 from those students

Keywords: 908, all

Summary: The Higher Education Funding Committee met to discuss possible changes to North Dakota’s higher education funding formula, with a particular focus on separating the UND School of Medicine and Health Sciences MD program from the general formula. Dr. Jenkins outlined several options for the MD program, including a fixed-funding model, a hybrid model, or keeping it in the formula, and emphasized the need to preserve strong support for medical education while making future funding clearer. He also discussed efforts to increase the share of North Dakota students in the MD program through ND85, expanded recruiting, early acceptance pathways, MCAT prep, a four-plus-one program, and the Primary Care Accelerated Track, along with future cost pressures such as AI licensing and residency growth. The committee then reviewed a simplified funding model from the University System Office that would base funding more heavily on student FTE, credentials awarded, and a few incentive factors such as small institution and research adjustments. Members questioned the use of placeholder numbers, the lack of a clear methodology for the small institution and research factors, and whether the model would adequately account for differences among institutions, high-cost programs, and graduate education. Several members raised concerns that arbitrary factors would be hard to defend politically and could distort funding or create competition between schools, while others said the exercise was useful as a starting point for discussion. Alex presented a second alternative that kept the current SIP-code structure but increased CTE weighting, added a progressive economic size factor, and separated out the MD program. His model also added an on-campus face-to-face headcount component and a credentials component, with the intent of rewarding in-person enrollment and completions. Members questioned the use of headcount instead of FTE, how hybrid, online, dual-credit, and off-campus students would be treated, and why face-to-face enrollment was weighted more heavily than completion. No formal votes or final actions were taken; the committee instead continued discussion and asked members to provide direction on which elements, if any, should be developed further.

Transcript Highlights:

• >> [Clears throat] >> [Clears throat] >> [Clears throat] >> By Representative Scott and Representative
• Representative Scott, Representative Lawrence, please identify yourselves for the record and begin with
• They provide students for a job.
• So I've got some students that want to weld, I've got some students that want to machine.
• So, with that, Representative Scott, to close. Representative Lorentzen to close. Mr.

Keywords: 919, house, all

Summary: House File 1791 was presented as a scholarship/grant program for students in postsecondary technical or career programs offered through their high schools. Representative Scott and Representative Lawrence described it as a way to help students transition into careers or further education by covering costs such as tools, boots, books, and other work-related expenses. The chair noted the bill would be laid over, with limited time for testimony because of a full agenda. Testimony strongly supported the bill. Steve Collina of the Minnesota Precision Manufacturing Association said manufacturing is a major Minnesota industry and that the bill fills a gap by supporting K-12 career pathways; he emphasized the proposal would not cost the state or taxpayers. Trevor Quennell, a Centennial High School graduate now at Dunwoody College, said the bill would have eased the burden of buying expensive tools and balancing work, school, and transportation. Eric Trost, an instructor at St. Francis High School, explained that Saints Manufacturing is a student-run, elective business-style program that teaches estimating, quoting, logistics, welding, machining, and employability skills, and he said the grant portion is especially important because many students go directly into the workforce. Naomi Brasky, a St. Francis student and Army National Guard enlistee, said the program has given her real-world problem-solving and communication experience and that grants would help cover costs not included in tuition. Members responded positively, with one noting broader trends away from four-year college and calling the bill common sense. In closing, Representative Lorentzen credited instructor Eric Trost for originating the idea and thanked an audience member, Mr. Yost, for supporting the program. The chair then laid House File 1791 over.

Transcript Highlights:

• . >> REPRESENTATIVE ALBERT. >> Rep. Albert: HERE. >> REPRESENTATIVE ALVAREZ. >> Rep.
• Aristide: HERE. >> REPRESENTATIVE BASABE. >> Rep. Basabe: HERE. >> REPRESENTATIVE BOYLES. >> Rep.
• Holcomb: HERE. >> REPRESENTATIVE MOONEY. >> Rep. Mooney: HERE. >> REPRESENTATIVE NIX. >> Rep.
• Nix: HERE. >> REPRESENTATIVE PORRAS. >> Rep. Porras: HERE. >> REPRESENTATIVE SAPP. >> Rep.
• AND SENATOR BURGESS IS REPRESENTATIVE FOR THE SENATE AND REPRESENTATIVE ALLISON WHO IS A REPRESENTATIVE

Transcript Highlights:

• Antone: HERE. >> REPRESENTATIVE BENNAROCH IS EXCUSED. REPRESENTATIVE BERFIELD. >> Rep.
• Berfield: HERE. >> REPRESENTATIVE BLANCO IS EXCUSED. REPRESENTATIVE DUNKLEY. >> Rep.
• Gerwig: HERE. >> REPRESENTATIVE HODGERS IS EXCUSED. REPRESENTATIVE LOPEZ> >> Rep.
• Lopez: HERE. >> REPRESENTATIVE MCFARLAND IS EXCUSED. REPRESENTATIVE MICHAEL. >> Rep.
• Michael: HERE. >> REPRESENTATIVE OLIVER. >> Rep. Oliver: HERE. >> REPRESENTATIVE OWEN. >> Rep.

Transcript Highlights:

• Representative Anya Norden. Representative Block, present. Representative Borrego, here.
• Representative Lujan. Representative Mejia, here. Madam Floor Leader. Representative Zamora.
• Madam Chair, Representative Lujan, my understanding is that anyone who, any student who is of school
• All right, we have Representative Lujan in a position. Representative Van Norden.
• Thank you, Representative. Uh, hello, Representative.

Transcript Highlights:

• It affects real students, their decisions, their opportunities, and their ability to represent Hawaii
• It affects real students, their decisions, their opportunities, and their ability to represent Hawaii
• It affects real students, their decisions, their opportunities, and their ability to represent Hawaii
• With House Bill 2384, we can offer opportunities to student-athletes at Hawaii who can represent the
• That means a lot to these student athletes. And, like I said, we're representing a lot.

Keywords: 910, house, all

Summary: The House Committee on Higher Education met at the University of Hawaii at Manoa to hear testimony on House Bill 2384, which relates to student athlete compensation and NIL. Chair Garrett opened by explaining the hearing was intentionally held on campus so lawmakers could hear directly from those affected. UH President Wendy Hensel and Athletics Director Matt Elliott both testified in support, saying the bill would help the university respond to the changing college athletics landscape, protect student athletes, improve transparency and education around NIL, and support UH’s ability to remain competitive. Elliott also said UH was seeking $5 million in NIL-related funding to support the program. Several UH coaches and student athletes testified in favor, emphasizing the importance of UH athletics to the state, the community, and the student experience. Women’s basketball coach Laura Beeman described UH athletics as a source of pride and hope for the state, while players Jovi, Latoria Tamilo, and others said the program felt like home and that NIL support could help them grow, represent Hawaii, and give back. Women’s volleyball coach Robyn Ah Mow said UH athletics changed her life and that the school must adapt to remain competitive; her players Victoria Leyva, Shealy Reed, and Talia Akase similarly said NIL opportunities could help UH attract talent, expand exposure, and strengthen community ties. Football coach Timmy Chang said the bill was important for recruiting, retaining, and building culture around Hawaiian values, and player Dean Briskie said UH’s developmental approach and team culture mattered more than money, though NIL has made retention harder. Quarterback Micah Alihada said the program’s culture and support from coaches and leadership made it easier to stay, but that the changing landscape made HB 2384 important. Baseball players Elijah Eikez and Ben Zukerman Ball also supported the bill, saying UH athletics carries responsibility to the community and helps student athletes become leaders and role models. No vote or final committee action was described in the transcript.

Transcript Highlights:

• Representative Kerwin, Representative Tallarico, Representative Dutton, and Vice Chair Bernal are now
• Represent schoolcraft Dr.
• For all students. rank first in academic growth for low-income students first.
• students third. in the nation, white students first, okay?
• enrollment students.

Bills: HB3, HB3

Keywords: education savings account, educational expenses, certified educational assistance organization, school choice, funding, special education, tuition reimbursement, emergency communication, public safety, interoperability, Texas Interoperability Council, grant program, emergency communications, public safety radio, first responders, radio system, dispatch, 911, emergency management, Texas Division of Emergency Management

Transcript Highlights:

• Chestnut. >> Representative Collins. >> Representative Crow. >> Representative Daniels. >> Representative
• Ellis. >> Representative Fosner. >> Representative Lawrence. >> Representative Lovers. >> Representative
• Representative Baker here. >> Representative Chestnut. >> Representative Collins. >> Representative Crow
• . >> Representative Daniels. >> Representative Ellis. >> Representative Fosner. >> Representative Lawrence
• Representative Lovers. Lawrence. Representative Lovers. Representative<00:04:22.720> Har.

Bills: HB187, HB98, HB360, HB394, HB398, HB388, HB187, HB98, HB360, HB394, HB398, HB388

Keywords: school safety, emergency response, training, public safety, Alyssa's Law, law enforcement, scholarship, tuition assistance, dependent education, Alabama, blackout license plate, HB360, Second Amendment Sales Tax Holiday, sales tax holiday, firearms, guns, ammunition, bullets, primers, gun accessories

Transcript Highlights:

• Yes, I represent Bryant.
• Representative Frank.
• to $35 a student.
• Because our students.
• The districts I represent and the students they serve cannot afford to lose this program.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• I am Representative Isaac Schultz.
• Thank you, Representative Clor.
• Hopkins: Um, Madam Chair, Representative Hicks, so it just refers to a student without lawful immigration
• Hopkins: Um, Madam Chair, Representative, so it just refers to a student without lawful immigration status
• <00:20:11.559> I<00:20:11.720> engage students many of the students I engage students

Keywords: 1183, house