Transcript Highlights:

• Right now we depend on, because the way the business is run, we depend on the Rio Grande Camargo Bridge
• Tragically, just last month in Houston, it was reported that an 8 year old student, 8-year-old student
• So I have an encounter with a student who was barely crossing. I honked at the student.
• One student injury or death is one too many.
• Again, one student injury or one student death is one too many, and anything that can be done to deter

Bills: HB 767, HB 1242, HB 1373, HB 1404, HB 1708, HB 1936, HB 2041, HB 2198, HB 2270, HB 2315, HB 2415, HB 2427, HB 2455, HB 2457, HB 2522, HB 2523, HB 2686, HB 2763, HB 2775, HB 2944, HB 3034, HB 1683, HB 1695

Keywords: highway designation, memorial, Montgomery County, Paul P. Mendes, transportation, HB 1242, Texas Transportation Code, U.S. Highway 281, Brooks County, Ernesto Soliz Cantu, memorial highway, road naming, TxDOT, road signage, commemorative resolution, memorial markers, county road 304, Huppergate Road, Los Robles Trail, Farm-to-Market Road

Transcript Highlights:

• That's over $17,500 a student.
• Depending on the size of the school.
• Student outcomes behind it.
• Many of you probably don't know, Southwest ISD has 15,000 students; 18% of them are bilingual students
• on the age of the students.

Bills: SB26, SB 26

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

Transcript Highlights:

• Half the students had failed, and I knew it was not about the students' talents.
• So, that's students.
• And welcome, students.
• and staff depend on.
• programming for students, etc. programming for students, etc.

Keywords: 1187, senate, all

Transcript Highlights:

• It's also helping us lift up that student experience and make sure those students are retained and they
• Student success means recruiting more students than other programs.
• But 93 students have come back.
• So it's not just recent students. These students go back a ways.
• So it's not just recent students. These students go back a ways.

Summary: The committee met at NDSU and approved the April 9 minutes. The main purpose of the meeting was an informational presentation from NDSU President David Stewart and university leaders on the university’s priorities, including enrollment, student success, research, commercialization, and use of New Horizons funding. Stewart emphasized a “One NDSU” approach, thanked legislators for past support, and said the university will focus on recruitment and retention, a new strategic plan, and growing research and tech transfer while serving North Dakota’s workforce needs. University leaders said NDSU is using tuition waivers more strategically and will work to reduce them over time through scholarship optimization. Provost Sherry Vale described academic portfolio reviews, program closures or consolidations, strategic hiring, and workload policies aimed at aligning resources with demand. They also highlighted student outcomes, including high completion rates, strong employment placement, and NDSU’s role in producing a large share of the state’s engineers, nurses, and agriculture graduates. Several students testified about how NDSU’s mentoring, internships, research, and support services helped them succeed. The committee also heard from partners on New Horizons-related collaborations: Gateway to Science described K-12 STEM outreach in rural and tribal areas, and Sanford Research discussed joint research efforts, including COBRE-related work, obesity and GLP-1 studies, and a joint biostatistics hire. Later speakers highlighted Governor’s School and NDSU’s research and commercialization efforts, including growth in research expenditures and invention disclosures. No additional votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• It depends a lot.
• Depends.
• It depends on... and I'm gonna talk about viruses, but... It depends on the pathogen.
• It depends, yes. Depends on? Well, it depends on where the baby was. Explain that.
• It just depends. Some birth centers are covered by insurance. It's just going to depend.

Bills: HB3772, HB1656, HB4504, HB1896, HB4420, HB4421, HB4076, HB3708, HB2806, HB3540, HB1586, HB5459, HB4553, HB4535, HB3811, HB3749, HB4255, HB4051, HB5098, HB3554, HB4539, HB5274

Keywords: e-cigarettes, health and safety, regulations, directory, penalties, regulation, certification, compliance, manufacturers, FDA, nicotine, mental health, emergency detention, paramedic authority, mental illness, healthcare facility, public health, covenants not to compete, health care practitioners, physicians

Transcript Highlights:

• There are students who are eligible for both, depending on the calculation, and that is the number that
• that are eligible for both are students that are eligible for both uh<00:11:40.720> depending
• <00:20:11.559> I<00:20:11.720> engage students many of the students I engage students
• <00:21:09.720> to it understands that for students to it understands that for students to
• everyone else all Minnesota students everyone else all Minnesota students deserve<00:22:50.520><

Keywords: 1183, house

Transcript Highlights:

• <00:07:49.199> is determine whether or not the student is determine whether or not the student
• <00:10:28.480> could practices or how many students could practices or how many students could
• Um that students that haven't entered.
• <00:20:30.640> who identify and support those students who identify and support those students
• , students, students, uh,<00:23:31.440> solutions<00:23:32.080> to<00:23:32.320> these

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met for its first meeting of the session, reviewed basic committee rules, and took attendance before considering two bills. The chair emphasized civility, no signs in the room, and deadlines for committee substitutes and amendments. House Bill 416, sponsored by Representative Clines, would change teacher-preparation admissions by replacing an entrance test score requirement with a formative assessment approach while retaining exit examinations for teacher certification. KDE witnesses said the bill would reduce barriers, provide programs with data to support students, and not lower standards. Members asked about content-specific preparation, whether the bill would water down standards, and available data on current entry-test barriers. Several members spoke in support, citing the teacher shortage and the value of giving more candidates a path into education. The committee approved HB 416 unanimously and sent it to the House floor with a favorable expression of opinion. House Bill 389, sponsored by Representative Hein, would define dysgraphia, require KDE to annually update the dyslexia toolkit, support district professional development and coaching, require local boards to develop screener/diagnostic processes, and require postsecondary teacher programs to include dyslexia instruction. A committee substitute made technical changes, including an IDEA citation and removal of specific three-cueing language in favor of evidence-based practices. Testimony stressed that dyslexia is not the same as special education eligibility and that early identification and intervention are needed. Members discussed the low number of districts with related policies, the quality of approved screeners, and the need for more local and regional support services. The committee approved HB 389 with the committee substitute attached and sent it to the House floor with a favorable expression of opinion.

Transcript Highlights:

• if they have paid off their student if they have paid off their student loans<00:55:45.400> to
• <00:55:56.039> loan off their student loan off their student loan try<00:55:57.640> to<
• on line 12 and 13 it says their student on line 12 and 13 it says their student loan<00:56:12.319
• <01:06:22.839> of incentivize it to include dependence of incentivize it to include dependence
• most people if you stick with it student most people if you stick with it student loans<01:17:33.920

Keywords: 1191, senate, all

Transcript Highlights:

• to $35 a student.
• Because our students.
• Is that commensurate with the student size of the student population? that you're serving?
• Needs of students, many.
• Students are staying in the program. Students want to do advanced coursework.

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:

• For college students and special education students, why not for K-12 students?
• You'll be able to get $10,000, $11,000. to depend upon the characteristic of the student, be disabled
• What does that student need?
• They can deny that student. even though a public institution could not deny that student.
• It depends.

Bills: SB2, SJR36, SB2, SB2, SR29, SB2

Keywords: Maverick County, recognition, economic development, Texas Senate, community celebration, 1185, senate, all

Transcript Highlights:

• c> oh 3 400 students maybe 400 students oh 3 400 students maybe 400 students oh it's<01:49:07.800
• Right now, it is over capacity, almost 1,200 students, a spot in body for 800 students.
• Implement student councils, enhance student activity programs.
• She coordinates the State student council and brings all the student leaders together.
• We looked at student support, student leadership, student activities, focusing on the whole child for

Keywords: 912, senate, all

Transcript Highlights:

• who are highcost special students who are highcost special education<00:18:32.960> students.
• actually spent on high school students. actually spent on high school students.
• So, these are not high set students. These students actually receive a high school diploma.
• So is it student wellness? Student wellness. Excuse me. Which one? Well, I think it was wellness.
• So is it student wellness? Student wellness. Excuse me. Which one? Well, I think it was wellness.

Keywords: 1191, senate, all

Transcript Highlights:

• Like, so there's no, like, it depends on what the provider decides that they want.
• This is for students—special education students with behavioral health issues, right?
• So that may include a range of students with a range of disabilities, from mental health disabilities
• And we're looking at what subgroups these are good for, whether there are some groups of students with
• So that's the angle of it, not like kind of the mental health side, though it may include any student

Keywords: 962, all

Summary: The meeting began with approval of the May minutes and then moved into administrative updates on several 2025 legislative workstreams. Staff reported progress on two marketing efforts tied to the youth mental health crisis: one focused on increasing awareness and use of urgent crisis centers, and another broader crisis-continuum campaign led by United Way. Both projects are refining materials based on working-group feedback and aim to have materials ready before the start of the school year. Updates were also given on the UCC private insurance review and the crisis continuum review, both of which are gathering data and reconvening working groups over the summer. The main discussion centered on a Civic Solutions Group update on Medicaid school billing. The contractor explained that the project is examining why Connecticut schools are not billing for behavioral health and related services, with the goal of maximizing federal reimbursement. Members clarified that the study is about schools billing for services, not private providers billing in schools. Questions focused on whether Medicaid has caps or authorization issues when students receive services both in school and in the community, and whether recent federal or state changes affect billing. The contractor said the work is still in data collection and analysis, and that some issues, such as reauthorization procedures, were outside his scope. Participants also raised concerns about perceived barriers, fee-for-service limitations, and the need to distinguish school-based billing from provider billing. A second major presentation came from Disability Rights Connecticut on a separate legislative study concerning behavioral health issues affecting students receiving special education. The subgroup is examining the feasibility and impact of requiring evidence-based interventions, especially for challenging behaviors that can lead to restraint and seclusion, and is also looking at monitoring and random audits of restraint and seclusion practices. The team described its project plan, including literature reviews, interviews, focus groups, surveys, and data requests from the State Department of Education and other stakeholders. Members emphasized that the work is aimed primarily at private providers under the statute, but may have broader relevance. Questions from the group focused on whether the study would include public schools, how evidence-based practices apply to students with intellectual disabilities and autism, and whether caregivers or parents would be interviewed; the presenters said caregiver input is not currently part of the charge. The meeting ended with reminders about the July 15 meeting, which will include a Solnit briefing, and a note that August TCB meetings will not be held, though a workshop on the Connecticut Children’s Behavioral Health Provider Survey is being planned for late July or early August.

Transcript Highlights:

• This depends on what the federal grant award is.
• Depending on what the grant is, it's a lot easier to either show a return on investment or not.
• So, Chris, I know it depends on kind of what the grant program is, but how long does it take from the
• And so we're also building continuing engagement with those students to help keep them.
• There might be jobs that a student is really interested in, and we do need it.

Keywords: 908, all

Summary: The Budget Section’s Commerce and Legal Services Division met to review the Department of Commerce base budget for the 2027-29 biennium and to receive an update on Commerce programs. Legislative Council staff first walked the committee through the “blue sheet” base budget summary, explaining the major line items, the large share of federal grant authority in Commerce’s budget, and the continuing appropriations that support several Commerce funds. Members asked how grant funding is coordinated across agencies, and staff said collaboration varies by program but is strong in areas like UAS and LIHEAP. Commerce Commissioner Chris Schilken then presented on current activities, focusing heavily on grant administration, transparency, and economic development programs. Members questioned how grant applicants are selected, whether Commerce tracks applications and return on investment, and how long grant awards take to reach recipients. The commissioner said Commerce uses scoring criteria, outside reviewers, a minimum 30-day application window, and typically completes awards within two to three months. A lengthy exchange followed over whether Commerce should open some grants only to intended recipients versus running competitive application processes; Commerce said it follows best-practice grantmaking and that its attorney in the Attorney General’s office approved that approach. Commerce also highlighted the North Dakota Development Fund, citing long-term investment and job creation results, examples such as Red Trail Energy, Packet Digital, Valiance, Corvent Medical, child care loans, and the Automate ND program. Members asked about acceptable failures, lessons learned, regional economic development coordination, and the expansion of the fund into non-primary sectors. Workforce Director Katie Ralston Howell then outlined a statewide workforce ecosystem review, a new governor’s workforce sub-cabinet, and three task forces focused on simplifying entry, warm handoffs, and data integration. She discussed the in-demand occupations list, Workforce Pell, apprenticeships, and efforts to better connect students with employers and higher education. Commerce also briefly reviewed housing programs and a new housing sub-cabinet. No votes were taken; the committee simply received testimony, asked questions, and adjourned after setting up the next meeting to hear the Attorney General budget in June.

Transcript Highlights:

• student.
• student body.
• Non-resident students.
• Students can choose to seek international student status at that point.
• work as students.

Summary: The Assembly Budget Subcommittee on Education Finance, chaired by Assemblymember Alvarez, held a hearing focused on University of California budget issues. The committee reviewed UC core operations funding, enrollment trends, federal funding threats, Title IX implementation, and basic needs support. Major themes included the end of the Governor’s multi-year UC compact, the state’s fiscal outlook, UC’s enrollment growth, and the potential impacts of federal policy changes on research, health care, and student aid. On core funding, the Department of Finance described the Governor’s proposal to continue compact-related support, defer some payments, and authorize a cash-flow loan. The LAO recommended a smaller or no base increase, earmarking some funds for capital renewal, retiring deferrals when possible, avoiding new compact commitments, and funding UC annually rather than through compacts. UC argued that the compact has supported enrollment growth, student services, and operating costs, but said campuses face rising expenses, structural deficits, and limited reserves. Members questioned the effects of deferrals on students and discussed the need to prioritize less harmful reductions if cuts become necessary. The enrollment panel focused on UC’s growth in California resident enrollment and the nonresident replacement plan at Berkeley, UCLA, and UC San Diego. The LAO recommended maintaining the current enrollment target, funding enrollment separately from base increases, pausing the nonresident replacement plan, and holding enrollment flat in 2027-28. UC said it has already met compact enrollment goals, grown California undergraduate enrollment by about 18,800 students, and that further growth depends on ongoing state support. The committee also discussed the cost of enrollment growth, possible differential nonresident tuition, and a reporting request for UC to analyze the nonresident replacement approach; the motion to adopt supplemental reporting language passed. The hearing also covered federal funding risks, with the LAO and UC warning that federal changes could affect research grants, medical center reimbursement, and student financial aid. UC said research cancellations and suspensions are disrupting labs and graduate student support, while federal health policy changes could increase uncompensated care at UC hospitals. In the Title IX update, UC described its systemwide civil rights structure, annual student training, and campus support offices, and members praised the work while asking about ongoing concerns and intersegmental collaboration. The final basic-needs item began with Finance stating the Governor’s budget does not change ongoing support, but the transcript cuts off before further discussion or action.

Transcript Highlights:

• <00:08:54.080> as businesses working with the students as businesses working with the students
• <00:15:16.800> $50 high school student. $50 high school student. $50 uh<00:15:18.800> two
• . there because he's not the best student.
• depending on what what the the role is. depending on what what the the role is.
• I mean, depend only on federal monies.

Keywords: 912, senate, all

Summary: The Senate Committee on Labor and Technology met on February 25, 2026, to consider gubernatorial nominees to the Hawaii Workforce Development Council under GM 630, GM 628, and GM 631. The chair explained hearing procedures, noted backup reconvening plans in case of technical failure, and said decision-making would occur after testimony if time permitted. Testimony on all three nominees was overwhelmingly supportive, including from Department of Labor and Industrial Relations officials, Workforce Development Council representatives, and various outside supporters. For GM 630, Carrie Miro described decades of work on career pathways and emphasized applied learning, internships, and stronger links between education and employers. Senators questioned how to restore hands-on trade and career education and how to connect students to real workforce opportunities; Miro said businesses should help shape training and that students need both credit and employment incentives. For GM 628, Rona Fukumoto said her experience leading Lanakila Pacific and working in homeless services would help the council better understand the needs of people with disabilities, older adults, and other vulnerable populations, and she stressed educating employers and the public. She also said youth programs, apprenticeships, and early intervention for “opportunity youth” are important, and noted that college-based programs like those at HCC can still provide effective hands-on pathways. For GM 631, Keith Dlo, who is seeking reappointment, said the Workforce Development Council should help create a future in Hawaii for younger generations by aligning schools, agencies, employers, and communities. He said his work on American Job Centers and the council’s convening power show it is an active body, not just a reporting mechanism. Senators pressed him on how to measure success beyond federal compliance, and Dlo said the council needs Hawaii-specific metrics focused on participation, completion, job placement, and retention of young residents, while also adapting to changes like AI. No votes or final confirmations were taken during the portion of the hearing provided.

Transcript Highlights:

• That they provide to the students.
• And if that has gone up or down as far as state students, in-state students?
• We want our transfer students and our students when they're coming in to make sure that they...
• And you... 25% of our students, our undergraduate population, are transfer students.
• And so I think students do need to understand, depending on what they're taking, the best thing that

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.

Transcript Highlights:

• may serve post-secondary students.
• It just depends on what their needs are. It just depends on what their needs are.
• Seventy percent of the students who apply are accepted. If they're honor students, it's 88.9%.
• The role is vital in supporting both students and faculty, ensuring that students have the resources
• get the students?

Summary: The Appropriations Committee on Higher Education received an overview of Florida’s career and technical education (CTE) system from Chancellor Kevin O’Farrell, who described the state’s CTE pathways, program types, enrollment and completion growth, quality audit metrics, and the Master Credentials List used to identify credentials of value. He highlighted record postsecondary CTE enrollment and completions, strong statewide performance in talent attraction, and several funding tools supporting expansion, including Open Door, the Florida First Responder Scholarship, Workforce Development Capitalization grants, Perkins funding, CAPE performance incentives, and apprenticeship grants. Senators asked about eligibility for Open Door and first responder aid, top industry certifications, and the teacher apprenticeship initiative. A panel of college and technical school leaders then described how state and federal funding has supported local program growth and facility expansion. Santa Fe College, Palm Beach State College, North Florida Technical College, Lake Technical College, Florida Gateway College, and Manatee Technical College each cited increases in enrollment, high placement or licensure pass rates, and new or expanded programs in nursing, welding, CDL, automotive, manufacturing, public safety, and apprenticeship. Several speakers emphasized partnerships with hospitals, employers, school districts, and local governments, and noted that grants helped fund equipment, renovations, and new training hubs. Palm Beach State also raised a request to broaden line funding beyond nursing to other health science fields, and multiple presenters asked for more flexibility, multi-year support, and continued or increased funding to sustain growth. Members discussed broader challenges, including the difficulty of sustaining grant-funded growth after initial awards, the lag between enrollment growth and funding formulas, and alignment problems for dual enrollment and technical programs with high school schedules. Senators also noted the need to balance support for high-demand core programs like nursing and welding with the ability to respond quickly to emerging industries such as AI and space. The meeting ended with no formal action beyond adjournment after Senator Davis moved to adjourn.

Transcript Highlights:

• Let's see, we also want to note that we receive federal funds for student education services.
• It just depends on what you have put in that member project. Member project.
• So, it depends on which entities are receiving what.
• It depends on the workload of the person also receiving that information back, but we also have that
• Okay, and then I think it depends on the workflow of what's happening in all these units.

Transcript Highlights:

• when he is referring to students when he is referring to students. students. students.
• >> students. >> students.
• >> Students, >> Students, >> Students, >> he's<00:08:11.759> talking<00
• refer to them as students. refer to them as students.
• refer to them as students. refer to them as students.

Bills: HF1323, HF3500

Keywords: undocumented, financial aid, state policy, higher education, noncitizen eligibility, funding, storm damage relief, Bemidji State University, reforestation, state appropriations, 1183, house