Transcript Highlights:

• But I have prosecutors with $300,000 in student much.
• Many of us have student debt that we have to pay families we have to provide for.
• It was brought up earlier about student loan repayments.
• I think she she escaped the new so student learns in that.
• She got her student learns after 10 years.

Transcript Highlights:

• Members, the reality of student mental health on our campuses is staggering.
• Nearly 30% of college students struggle with depression.
• This bill is a common-sense investment in student success.
• We've depended on the Fair Plan to fill insurance gaps, but we also depend on the Fair Plan to be transparent
• injury to 11 other students, one teacher, and one campus security officer.

Summary: The Assembly met on May 7, 2026, after an initial delay caused by the absence of a quorum, then proceeded with prayer, a moment of silence for victims of a hate-motivated attack at the Islamic Center in San Diego, and the Pledge of Allegiance. The Speaker pro tempore then moved through the daily file, repeatedly urging members to be on time and at their desks as the House of Origin deadline approached. Procedural actions included dispensing with the journal, deferring some items, and moving AB 1667 to the inactive file. The bulk of the session was devoted to floor consideration of many bills, most of which passed with little or no opposition. Measures approved included bills on artificial intelligence provenance information (AB 2713), community college trustee compensation (AB 2528), transit camera enforcement and privacy (AB 1837), excess proceeds claims in taxation (AB 2705), HOA technical cleanup (AB 1892), hepatitis C treatment access (AB 1843), child care planning in local general plans (AB 1914), greenhouse energy code flexibility (AB 2200), rent-now-pay-later consumer protections (AB 2350), housing cleanup and density bonus measures (including AB 2390, AB 2480, AB 1567, AB 1751, and others), spay/neuter access (AB 2010), workforce housing financing tools (AB 2110), supportive housing and homelessness-related changes (AB 2146), mental health and health plan notification measures (AB 1598, AB 2613), student aid and education bills (AB 1534, AB 1636, AB 1669, AB 1728, AB 1784, AB 1871), public safety and criminal justice bills (AB 1546, AB 1572, AB 1872, AB 1877, AB 1932), and several health and social services measures (AB 1602, AB 1628, AB 1680, AB 1825, AB 1845, AB 1906, AB 1907, AB 1925). Most bills were described as support measures, often with bipartisan backing and no opposition, and passed by wide margins. A few bills drew more discussion, especially AB 1751, a housing/townhome bill that sparked extended debate over wages, prevailing wage, stakeholder engagement, and whether the measure could depress pay for construction trades; despite concerns and an opposition speech, it ultimately passed 44-0. AB 1793, which would allow symmetrical rounding of cash transactions to the nearest nickel in light of the penny’s phaseout, also drew light debate and passed 47-1. AB 1932, an urgency measure expanding community-based crisis response, passed with one no vote on both the urgency and the bill. Several urgency or 54-vote bills, including AB 1534 and AB 1932, required later roll calls or calls to be lifted, but all measures described in the transcript were ultimately approved.

Transcript Highlights:

• need at each of PEL grants and student need at each of the<00:21:25.600> universities.
• I think it'll be dependent on how easily we can get to some agreements.
• chemical dependency work that we've been doing.
• c> work<00:24:35.200> that student um chemical dependency work that student um chemical dependency
• those programs are almost all dependent those programs are almost all dependent on<00:25:44.080>

Keywords: 1187, senate, all

Transcript Highlights:

• Again, the intention is to provide experiential, hands-on opportunities for students.
• Again, this is funded solely by our organization, and they are all students.
• And so all the students that finish this program... ...all the students that finish this program currently
• It depends on the project. Thank you, Mr. Chair. It depends on the project.
• you're talking the agile method, it just depends on which way they choose to go.

Summary: The subcommittee held its first meeting to examine Florida’s information technology governance, budgeting, cybersecurity, data management, and telecommunications operations. Chair Schneider and other members framed the panel as a new joint policy-and-budget forum focused on reducing jargon, improving accountability, and asking whether technology investments are feasible, aligned with state goals, cost-controlled, and secure. State Affairs Chairman Will Robinson and members emphasized that the committee should avoid buying “shiny new objects” without clear business cases and should focus on long-term value, cybersecurity, and operational efficiency. Florida Digital Service and Department of Management Services leaders provided an overview of the state IT enterprise. Secretary Pedro Allende described DMS as the state’s business, workforce, and technology service provider, while State CIO Warren Spanholz outlined Florida Digital Service’s four core areas: cybersecurity, project success, data interoperability, and enterprise architecture. Chief Data Officer Ed Ryan said the state data catalog is about 400,000 elements and roughly half of agencies are participating, and he described efforts to identify authoritative data sources and improve interoperability. Chief Information Security Officer Jeremy Rogers discussed the state cybersecurity operations center, enterprise risk management, incident response exercises, and a recurring $35 million cybersecurity resiliency budget. Chief Technology Officer Leo Schoonover described oversight of major IT projects over $10 million, updated project management standards, and a shift toward smaller phased implementations and more flexible methodologies to reduce delays and overruns. Other presenters covered telecommunications, data center operations, and cybersecurity workforce development. Director Denise Atkins said the Division of Telecommunications manages Suncom and MyFloridaNet, with nearly $336.9 million appropriated for fiscal year 2024-25, and is procuring the next network contract while emphasizing security controls and vendor flexibility. Tim Brown said the Northwest Regional Data Center operates on a chargeback basis, serves state and local customers, and returned surpluses to customers in recent years. Cyber Florida Director Ernie Ferraroso described training, workforce pipelines, K-12 outreach, a cyber range, and research programs aimed at building Florida’s cyber workforce and improving public-sector readiness. Members asked about budget setting, project delays, change orders, cybersecurity reporting, data catalog participation, interoperability, and expanding cybersecurity operations centers. Officials said chargeback rates are based on actual direct and indirect costs, project delays often stem from unclear scope and insufficient upfront planning, and cybersecurity success is measured by mean time to detect, respond, and recover. They also said the state is moving toward more modular project delivery, broader agency participation in shared cybersecurity services, and expanded CSOC locations within existing staff and budget where feasible.

Transcript Highlights:

• That will replace current student averaging.
• Despite that reference to homeschool students, funding has been going to private school students enrolled
• participation, and evidence of student outcomes.
• And evidence of student outcomes. 24. 4.
• This bill also creates long-term dependency and expands insane state... ...dependency and expands insane

Keywords: 981, all

Transcript Highlights:

• So it does depend on the occupation.
• I met a student who, an older student, a non-traditional student, had spent seven years in law enforcement
• We saw that most of our students were parents, and most of our students are working already.
• I would like to share three student cases, three important student cases.
• So our cybersecurity program focuses on new students or students who want to, older students or students

Summary: The work session focused first on Washington’s apprenticeship system, especially building trades programs and support services. Labor and Industries staff explained how registered apprenticeship works in the state, including the role of the Washington State Apprenticeship and Training Council, the requirements for paid on-the-job training and classroom instruction, and the difference between apprenticeship and pre-apprenticeship. Panelists emphasized that apprenticeship is tied to actual jobs and training agents, and that many waitlists reflect a shortage of job openings and employer participation rather than a lack of interest. They also discussed youth apprenticeship, the growth of apprenticeship and pre-apprenticeship programs, and the use of Career Bridge and L&I’s database to help people find programs. Representatives asked whether the state should expand apprenticeship programs and how people can find openings. Speakers said more programs alone would not solve the backlog without more employers signing on as training agents and more apprenticeship utilization on projects. The panel also highlighted the Constructed Career Initiative, a grant-funded navigation and support program that helps people enter and stay in building trades apprenticeships through outreach, case management, and wraparound aid such as transportation, tools, and work clothes. A related nonprofit, Build Up, described similar support services, including prison-based boot and PPE programs and assistance for reentry participants. The panel said these services are especially important because apprentices often face unstable income, housing, food, and transportation barriers. The panel also discussed House Bill 2084 and the new Construction Training Pathway Oversight Committee, which is examining construction training in correctional facilities and how to create clearer pathways from prison-based training to apprenticeship, college, or work. Speakers said the committee is still in its early stages and will report to the legislature. The session ended with committee members thanking the panel and noting the importance of support services and referral networks for apprentices. The meeting then resumed at Renton Technical College, where college leaders and faculty discussed serving non-traditional students. The college reported strong enrollment growth, a median student age of 30, a diverse student body, and high job placement rates, while also noting significant budget cuts and program reductions from the prior year. Health care and early childhood education programs were highlighted, including efforts to expand access through hybrid scheduling, evening and Saturday classes, Spanish-language offerings, and in-person wraparound support for admissions, financial aid, and registration. Faculty said these changes were driven by student data and were aimed at helping working parents, English learners, and other non-traditional students complete credentials and enter family-wage careers.

Transcript Highlights:

• for student use or for professor use. for student use or for professor use.
• addition to teaching students. Right? addition to teaching students. Right?
• for in addition to teaching students. for in addition to teaching students.
• student access across the system. student access across the system.
• Especially when we look at classes and as students are getting enrolled, and the course loads depend

Bills: HF4479, HF4368, HF4889

Keywords: higher education, public university, college campus, postsecondary institution, Minnesota State Colleges and Universities, University of Minnesota, town hall, town hall meeting, elected official, legislator, public forum, constituent meeting, campus access, free meeting space, parking fees, civic engagement, public outreach, chapter 135A, HF4368, Minnesota State

Summary: The committee approved the April 9 minutes and then took up House File 4479, which would require public postsecondary institutions to make space available for town halls and similar official events by elected officials, with limits intended to keep the events on the official side and not campaign-related. Representative Frederick said the bill is meant to prevent universities from creating barriers such as fees or parking charges and to ensure a neutral, accessible venue for community conversations. The bill was laid over for possible later action. The committee heard supportive testimony from Jim Dimmick of Minnesota State University, Mankato, who argued that town halls should be public, open, moderated, and dialogic rather than speeches, and said universities should be centers for public discourse. He also said charging fees can undermine neutrality and that using partisan student groups to sponsor events can create the appearance of bias. Minnesota State official Mr. Omen said campuses often host these events, fees are set locally to cover costs, and student government sponsorship can sometimes avoid charges; he also noted the fee at Mankato is discounted and depends on room size. Several members raised concerns about the bill. Representative Scott, Chair Robbins, Representative Schwarz, Representative Allen, and others argued that campuses should not be required by statute to give legislators special treatment, that fees and parking costs cover real expenses, and that universities should remain focused on education rather than political events. Questions also focused on who would decide what room size is reasonable, how disputes would be handled, and who would pay for security if protests or safety issues arose. Representative Frederick responded that room selection would be a good-faith partnership with the university, that the bill does not require a town hall or guarantee a specific room, and that security funding is not spelled out in the bill.

Transcript Highlights:

• for students. Yet they are in fact for students.
• <00:56:59.440> Again,<00:57:00.000> depends open enrollment students.
• Again, depends open enrollment students.
• by a student. by a student.
• It<01:53:46.159> depends. It depends. It depends.

Keywords: 1189, house, all

Transcript Highlights:

• And when students trust us, they feel safe. And safe students are able to learn.
• with students and families. with students and families.
• Um, it just depends on the time of year and the day-to-day needs of the students. >> All right, one more
• students compared to um students compared to um students uh<01:53:16.560> maybe<01:53:16.880
• So uh students who attend students.

Keywords: 928, house, all

Summary: The committee met to hear from the New Hampshire Association of School Principals as part of its review of a proposal involving statewide administrative consolidation and changes to school governance. Members first discussed how school board witnesses would be selected, with the chair saying the committee would seek a mix of district sizes and structures and would also accept emailed input. The principals’ association said it represents more than 550 principals and assistant principals and urged caution about any mandatory consolidation, arguing that successful consolidations are gradual and voluntary. Association leaders and principals testified that principals already handle a wide range of responsibilities, including instructional leadership, student discipline, safety, staff supervision and evaluation, family and community engagement, and day-to-day crisis response. They argued that shifting more legal, budgetary, and administrative duties onto principals would reduce time for coaching teachers and supporting students, increase burnout and turnover, and create legal and training risks, especially in areas such as special education, privacy, and labor issues. They also said the roles of superintendents, principals, and school board members are distinct and require different training and expertise. Members asked detailed questions about how responsibilities are divided between principals and SAUs, whether principals recruit and evaluate staff, and how much time principals work. One principal said she works about 60 to 70 hours a week and that additional duties would be difficult to absorb. Another principal described his school’s structure, the importance of community building, and the need to preserve district-wide alignment if consolidation moves forward. No votes were taken during this portion of the meeting.

Transcript Highlights:

• grade level, and those percentages go up into the 70s and 80s for low-income students, students with
• disabilities, and students of color.
• How many students are we talking about?
• In addition, exclusionary discipline disproportionately affects students of color and students with disabilities
• Exclusionary discipline disproportionately affects students of color, students with disabilities, and

Keywords: 995, all

Summary: The Joint Committee on Education held its sixth public hearing and took testimony on a large slate of bills, with the chair moving H. 542/S. 341 on family, friend, and neighbor (FFN) child care to the top of the agenda so young constituents would not have to wait. Witnesses from labor, community organizations, and FFN providers strongly supported the bill, saying FFN care fills critical gaps for families working nonstandard hours, especially in low-income, immigrant, and BIPOC communities. Testimony emphasized that FFN providers are currently underpaid, often receive only about $24 per child per day, and should be guaranteed at least the state minimum wage. Witnesses also backed changes to the voucher system to allow families to combine formal and FFN care more flexibly, and they supported creating an FFN advisory council. Committee members asked about the difference between FFN and center-based care, registration requirements, fingerprinting/background checks, EEC’s ongoing study group, and the fiscal impact; witnesses said the current annual cost is about $1.8 million and could rise to about $6 million if all current FFN providers were paid minimum wage, still under 1% of the EEC budget. The committee then closed testimony on that bill. The committee next heard testimony on several preschool and universal pre-K bills, including H. 707 on public preschool facilities, H. 687/S. 339 on universal pre-K and mixed delivery, and related bills such as H. 606, H. 523, H. 618, H. 522, H. 510, and H. 615, many of which were later closed without additional witnesses. A Lowell school official testified that space and facilities funding are major barriers to expanding preschool and that the city has hundreds of children on voucher waitlists. Other witnesses and organizations, including the Early Care and Education Consortium and AFT Massachusetts, supported mixed-delivery universal pre-K and warned that public-school expansion should not undermine community-based providers, whose preschool tuition helps subsidize infant and toddler care. Several witnesses also urged stronger standards for preschool teachers, better staffing ratios, and more integrated special education and support services. The committee accepted written testimony on some bills and closed testimony on the others when no one else came forward. A major portion of the hearing focused on H. 541/S. 373, which would ban school exclusion in pre-K through third grade. Advocates from Massachusetts Advocates for Children, Mass Appleseed, Citizens for Juvenile Justice, AFT Massachusetts, and the Mental Health Legal Advisors Committee argued that suspensions and expulsions at young ages harm learning, worsen inequities, and contribute to the school-to-prison pipeline. They cited data showing disproportionate impacts on Black and Latinx students, students with disabilities, and low-income children, and described personal stories of children whose behavior improved when schools kept them in class and addressed underlying needs. Committee members asked for updated data on the number of students and districts affected, and witnesses said they would provide more detailed written information. After testimony on this and a few other bills, including S. 372, S. 357, and H. 275/S. 133, the committee closed testimony and adjourned.

Transcript Highlights:

• terms of reporting for the student terms of reporting for the student that's<00:18:56.720> um
• > in<00:19:34.480> residential had students which were in residential had students which
• students students and<00:29:27.679> how<00:29:27.919> do<00:29:28.000> we<00:29
• district that may be sharing a student. district that may be sharing a student.
• practices that that met students needs? practices that that met students needs?

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• from these fields alongside students from these fields alongside students outlined<00:09:22.959>
• if students are there to benefit.
• which has further impacted student which has further impacted student attendance<00:17:54.799>
• If you really want to students.
• If a student is disrespectful.

Keywords: 1183, house

Summary: The committee heard House File 3585, as amended, which would create an interagency council on student attendance and re-refer the bill to education finance. Representative Keeler moved the bill and an A1 amendment that corrected the council’s placement from the Department of Children, Youth, and Families to the Department of Education; the amendment was adopted. Keeler and Representative Bakeberg described the bill as the product of several years of bipartisan work on chronic absenteeism and truancy, emphasizing that attendance problems involve multiple systems and require ongoing coordination rather than a single-agency response. Testimony was strongly supportive. Matt Shaver of Allies cited statewide chronic absenteeism data and argued that schools cannot solve the problem alone because root causes such as housing, transportation, health, and economic instability lie outside school control. Assistant Commissioner Angela Mansfield of MDE said the task force and pilot districts showed coordination gaps and supported the council, while also noting MDE’s Compass staff would need permanent funding to carry out the work. Ashley High Totower of Hennepin County’s BEET program said attendance is a public health, child welfare, transportation, housing, and economic issue, and Kenneth Avon of the Minneapolis Foundation said absenteeism is an ecological problem requiring cross-sector coordination. Student witnesses also supported the bill but urged stronger youth representation. Henry Brick of Catalyst for Systems Change said students understand the causes of absenteeism best and proposed expanding student seats on the council from one to five. Ava Northrup of the Minnesota Youth Council said youth voices should be more than symbolic and suggested two youth representatives, one from the metro and one from greater Minnesota, plus additional youth task forces or panels. In member discussion, Representative Lawrence questioned whether the council duplicated existing MDE work, asked who would coordinate the group, and raised the lack of a sunset; Keeler and Bakeberg said the Department of Education would coordinate and that a sunset could be considered later. Other members asked about fiscal impact, and the chair said a fiscal note had been requested and the bill would move on to education finance.

Transcript Highlights:

• We spend $4,000 less per student than the national average.
• We spend $1,500 less per student than Alabama, $2,000 less per student than Louisiana, $3,000 less per
• student than Missouri, Less per student than Louisiana, $3,000 less per student than Missouri, and $4,000
• less per student than South Carolina.
• He uses a power wheelchair to navigate his home and community, and he is 100% physically dependent on

Summary: The committee heard House Bill 1001, sponsored by Representative Les Eaves, which would lower the individual income tax rate to 3.7% retroactive to the current year and reduce the corporate rate to 4.1% beginning in 2027. Eaves argued the bill continues Arkansas’s recent tax-cut strategy, would provide broad relief to working families, and would keep the state competitive while preserving future surpluses rather than cutting existing services. He and Representative Bray emphasized that prior tax cuts have benefited taxpayers and supported economic growth. Several opponents testified against the bill, including representatives from Arkansas Appleseed, Arkansas Advocates for Children and Families, a pastor, and individuals speaking about disability services and food insecurity. They argued Arkansas cannot afford further revenue reductions given needs in public education, early childhood care, Medicaid and food assistance, rural hospitals, and supported living services. Witnesses said the tax cut would disproportionately benefit higher earners while providing little or no relief to lower- and middle-income families, and urged the committee to prioritize public investments over tax cuts. After debate, the committee adopted a motion to limit witness testimony to five minutes each. Representative Eaves closed on the bill and moved to pass it. Following discussion, the committee voted to pass HB 1001, and the meeting adjourned.

Transcript Highlights:

• Not just any student, but all working adults, veterans, high school students, and returning learners.
• Not just any student, but all working adults, veterans, high school students, and returning learners.
• Talk about a lot of students.
• . impacted students.
• We talk to students who before they even, The first thing is to start with students.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• And then finally, champion student success. Our students are our why.
• That includes eliminating income-based student loan repayment programs, privatizing most of the student
• Depends on which comments you're speaking to.
• female students to enroll?
• I'm speaking to students at the Awards on Excellence next week about leadership and about— ...students

Summary: The committee first heard CS/SB 1458 on apprenticeship and pre-apprenticeship programs. The bill sponsor said it would add consistency and transparency by requiring local education agencies and training providers to define their roles and funding shares in contracts, cap an LEA’s share at 10% when it serves only an administrative role, and require public meetings and published work papers for the district workforce education funding steering committee. Several industry and business groups appeared in support, and the bill was reported favorably without debate. The committee then took up CS/CS/SB 1726 on higher education, which was substantially revised by a delete-all amendment. The amended bill addressed presidential searches, trustee eligibility, interim presidents, polling by universities, mission reviews, and other governance issues. Members asked about the requirement that final presidential candidate groups include at least three applicants, the qualifications for interim presidents, trustee residency/alumni requirements, and limits on candidate polling. Senators Leek and Smith offered contrasting views, with Leek warning about candidate withdrawals and Smith supporting the bill as a way to depoliticize higher education governance. The bill, as amended, was reported favorably. The remainder of the meeting was devoted to confirmation hearings for university and college boards of trustees. Several appointees and reappointees from FAMU, UNF, Pensacola State College, UF, and UWF described their ties to their institutions and goals such as student success, workforce alignment, military support, research, and regional access. The UWF nominees drew the most scrutiny over their votes for former board chair Scott Yenor, whose public comments about women and other groups were criticized by senators and public commenters. Some nominees said they were unaware of the full scope of those remarks and would not have voted for him with that knowledge; others defended their votes as based on his education-reform views. Public testimony also raised concerns about UWF board members’ lack of higher-education experience and local ties. The committee confirmed the non-UWF nominees in a block vote and then began individual votes on the UWF nominees, with debate centered on Yenor-related concerns.

Transcript Highlights:

• Before SB 158, DTSC used a tiered model with a fee that ranged depending on the project.
• The California Association of Student Councils is a student-run nonprofit and we have been working since
• To uplift the voices of students across California over the past few years.
• Ensuring that California's students have access to menstrual products is not enough.
• And it depends on the size of your system.

Keywords: 988, house, all

Transcript Highlights:

• Uh we serve a high eligible students.
• That has been need student population.
• renovated dome for the student. renovated dome for the student.
• the students.
• the students.

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Postsecondary Education met to begin hearing budget requests from Kentucky universities. Eastern Kentucky University President David McFaden highlighted EKU’s enrollment growth, its large population of Pell-eligible and first-generation students, and its role in producing graduates for Kentucky’s workforce, especially in health care, public safety, manufacturing, engineering, and aviation. He said EKU is seeking support for a Center for Health Innovation, including a doctor of osteopathic medicine program, with a $50 million accreditation escrow and startup funding that would be returned to the state after accreditation. He also described EKU’s health programs, which have strong pass rates and high in-state employment outcomes, and said the university wants continued asset preservation funding, inflationary operating support, and other recurring budget items. McFaden also outlined EKU’s aviation request, including $10 million for new aircraft and support for an enhanced air traffic control program created in response to a legislative study. He said the program would enroll cohorts of about 30 students, likely attract out-of-state students, and require a $5 million startup investment plus $1.5 million in annual recurring support. He added that EKU’s lab school is seeking a revised funding model tied to enrollment rather than a flat mandated amount. Committee members asked follow-up questions about the medical school escrow, aircraft needs, and program capacity, and McFaden clarified that the escrow would remain intact until accreditation and then be returned to the general fund. Kentucky State University President Kakpo then reviewed prior capital support that helped repair a dorm and several leaking roofs, and said the university is still addressing campus infrastructure problems. He said KSU’s main request is a new health sciences building to house its growing nursing program and language program, along with $40 million for additional dorm renovations and a carve-out for its aquaculture program. Kakpo said the aquaculture PhD proposal would be federally funded and could bring in more revenue, while the new building would help relieve overcrowding and support KSU’s research role. In response to questions, he said KSU’s campus housing capacity would be about 1,334 beds if all dorms were repaired, and that the university is rotating students through renovated buildings while trying to keep them on campus. Committee members also raised safety concerns about the December campus shooting at KSU. Kakpo said the incident was isolated, expressed sympathy for the families affected, and said the university has reviewed campus procedures, added police and security positions, and is strengthening safety processes. The meeting did not include any votes or formal actions; it was a budget presentation and question-and-answer session.

Transcript Highlights:

• THESE ARE UNDER THE STUDENT SUPPORT SERVICES.
• THAT THE STUDENT PLUG INTO THE COMPUTER.
• THANK YOU. >> Chair Canady: MORE REPRESENTING FLORIDA STUDENT POWER.
• I'M HERE SPEAKING ON BEHALF OF FLORIDA STUDENT POWER.
• DEPENDING ON WHAT THE CHILD IS DONE. DEPENDING ON WHAT THAT CHILD DOESN'T WANT HER MOTHER TO KNOW.

Transcript Highlights:

• However, we can't have a student go between in-person classes and completely online.
• A student does driver's education for two weeks.
• A student does driver's education for two weeks.
• And it depends on the the placing that.
• <01:07:49.359> on have the same need and can, depending on have the same need and can, depending

Keywords: 1187, senate, all

Transcript Highlights:

• In the past, we've served 64 students; we will now serve 96 students.
• This year, we opened a student health center to help with our students' health needs.
• On page 9, the top slide, you're talking about placing students in internships, apprenticeships, student
• Well, I guess it depends on the tribe.
• And students can get it for $10.