Transcript Highlights:

• Workforce is all education.
• This is taxpayer dollars, and we need to make sure that these programs are resulting in programs that
• , workforce education, the state.
• , workforce education, the state.
• education.

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• So general education enrollment is not going to be usually as expensive as workforce programs are.
• We do have 56 school districts that offer district workforce education programs.
• Each district that has workforce education programs is provided a lump sum appropriation.
• career and technical education programs that lead to industry certifications on the CAPE funding list
• Moving on to another program, the Graduation Alternative to Traditional Education Startup Grant.

Summary: The Higher Education Budget Subcommittee met to review funding models for the Florida College System and district workforce education programs, with an emphasis on how new dollars are allocated in the program fund and how performance and targeted funding are incorporated. Chancellor Hebda explained the Florida College System model, including base program funding, student success and pipeline funds, performance incentives for industry certifications, and the 2022 president-developed formula that weights enrollment, workforce enrollment, completions, small-college factors, and regional cost differences, plus a targeted funding floor for colleges below a minimum per-FTE level. Vice Chancellor Goodman then outlined the district workforce model, which uses lagged enrollment, program cost weights, local revenue offsets, small-district adjustments, and unmet-need calculations to distribute lump-sum appropriations to school districts offering workforce education. The department also provided updates on several grant programs and funding delays. Goodman said the Workforce Development Incentive Grant, Pathways to Career Opportunities Grant, Graduation Alternative to Traditional Education Startup Grant, and teacher apprenticeship/mentor bonus programs all involve multi-year awards and often require reversions and reappropriations because projects are delayed, extended, or not fully obligated by year-end. She said the department is moving toward an electronic grants system and had already adjusted internal deadlines to speed awards, while acknowledging some reimbursement delays and explaining that mentor bonuses for teacher apprentices will not be paid until the first cohort reaches the statutory timing requirement. Members asked about tracking whether CTE students work in their trained fields, how Xello is used to inform students about career pathways, how FTE is calculated, whether the funding formulas could encourage growth over quality, and how students with disabilities are counted in workforce funding. Questions also focused on tuition, enrollment trends, and the gap between college and university funding. The committee heard that tuition has remained flat for more than a decade, enrollment has rebounded from COVID and is projected to exceed pre-pandemic levels, and the college system’s funding per FTE varies widely. Valencia College President Kathleen Plinsky testified in support of the proposed formula and an additional $200 million for the Florida College System, saying Valencia is the second-largest college in the state but ranks last in per-FTE funding, which has made it difficult to recruit and retain faculty and admit qualified students in high-demand programs like nursing. The committee took no vote and adjourned after the presentations and questions.

Transcript Highlights:

• , not special education.
• Are there any talks about general education programming possibly being targeted if special education
• , not special education.
• Are there any talks about general education programming possibly being targeted if special education
• What you're saying, when it comes to special education programming, we're putting a lot in financially

Keywords: 1187, senate, all

Transcript Highlights:

• Earning a bachelor's degree in our CSU and UC programs, or outside of those programs here in this state
• The Transfer and Mission Guarantee TAG program...
• We didn't have any sort of housing grant programs.
• The program is still young, but it is growing.
• Degree programs. Individual degree programs.

Summary: The committee held an oversight hearing on a state audit examining California’s community college transfer process and whether streamlining it could improve access to bachelor’s degrees. Opening remarks from legislators emphasized that California’s transfer system is central to equity and workforce development, but that only about one in five transfer-intending community college students complete a transfer within four years. Members highlighted disparities by race, region, campus, and major, and pointed to confusion created by differing requirements across the UC, CSU, and community college systems, including limits and inconsistencies in the Associate Degree for Transfer (ADT), TAG, and major-specific prerequisites. State Auditor’s staff said the audit found that while UC and CSU systemwide enroll more transfer students than the Master Plan target, individual campuses and high-demand STEM programs often do not. The audit identified barriers including unclear and varying course requirements, limited counseling and education plans, insufficient counselor staffing at some campuses, and weak equity plans. It also found that many students never even apply because they do not accumulate enough units or cannot navigate the process. The auditor described examples where transfer students with strong preparation were denied at selective campuses and noted that articulation alignment across systems remains limited. Representatives from UC, CSU, and the Community Colleges responded that transfer remains a top priority and described ongoing reforms. UC cited a new public dashboard, data-sharing agreements, new transfer pathways, and an ADT pilot at UCLA, while saying campus-level capacity and program differences limit how much can be standardized from the system office. CSU said it admits more than 90% of eligible transfer applicants, is expanding transfer planning tools and direct outreach, and is implementing SB 640’s Transfer Success Pathway Program. Community Colleges said transfer reform must focus on clearer credit mobility, more consistent articulation, and broader ADT adoption. Members pressed the systems on inconsistent major requirements, the need for better coordination, and whether campuses are fully prioritizing transfer students; no votes were taken during the hearing.

Transcript Highlights:

• This bill creates a grant for schools in the Commonwealth to create and support robotics education programs
• programs in our schools.
• The education reform in 2002 changed the education regulations.
• I think that as educators, educators have a real hard time.
• So we hope that you'll adopt this as part of a great program for public education this term.

Keywords: 995, all

Summary: The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level. The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.

Transcript Highlights:

• Massachusetts has invested in programs to strengthen recruitment and retention of diverse educators,
• assessments for educator licensure after a successful pilot program, allowing prospective teachers to
• Early education and the early college program are amazing.
• education system.
• I think the second takeaway is that the attempts to end DEI programs, whether those be in education,

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on diversity, equity, and inclusion in Massachusetts; no bills were heard or voted on. Chairs Bud Williams and Liz Miranda opened by framing the hearing as a response to recent federal actions they said threatened DEI efforts, funding, and civil rights protections in education and other sectors. They said the committee would hear from experts, agencies, advocates, and businesses about the legality and benefits of DEI and the impact of federal actions on the Commonwealth. Secretary of Education Patrick Tutwiler testified virtually that Massachusetts is pushing back against federal efforts to restrict DEI, including guidance and certification demands directed at schools. He highlighted state investments in early education, child care, early college, career and technical education, and educator diversity, arguing these efforts help close opportunity gaps for Black and brown students, students with disabilities, English learners, and other underserved groups. In response to member questions, he said federal education dollars are core to services for students and that the state is prepared to fight funding cuts while monitoring impacts across K-12, early education, and higher education. Elizabeth Matos of the Attorney General’s Office said DEIA programs remain legal under state and federal law and described AG guidance issued to help institutions navigate federal confusion. She reviewed litigation the office has joined or won, including efforts involving withheld school funds, museums and libraries, the Minority Business Development Agency, Head Start, AmeriCorps, and other federal actions. Members asked about immigration-related fear and profiling, and Matos pointed to existing Know Your Rights guidance, said complaints to the Civil Rights Division have increased, and noted the office is seeing issues involving housing discrimination, employment, public accommodations, and threats to call ICE. She also said the office is open to further legislative ideas but did not discuss specifics. Evelyn Carter, a social psychologist, testified that diversity, equity, and inclusion are often misunderstood and defined the terms plainly, emphasizing that diversity is a group characteristic, equity addresses unequal starting points, and inclusion is about belonging and access. She argued that DEI matters because it creates guardrails against bias, helps make environments accessible, and addresses ongoing inequities. In response to questions, she suggested practical strategies such as using clear criteria and written records in decision-making, broadening who is considered part of one’s in-group, and pairing bias awareness with concrete behavior-change tools. The hearing also included testimony from Meredith Tewitt of the Massachusetts Commission on the Status of Women, who spoke about the importance of DEI for women, veterans, and people who rely on federal institutions, and urged lawmakers to continue supporting inclusion and access.

Transcript Highlights:

• We need to be educated and trained in that community, and so our distance education programs allow that
• So you talked about your program and your teacher education program and how you're growing it.
• For instance, in our Educational Leadership Doctoral Program, students are going to engage.
• That's what every teacher education program and every college like ours strives for.
• So our numbers in the special education alternative licensure program have increased.

Transcript Highlights:

• The third type of program is recognized early care and education programs.
• recognized early care and education recognized early care and education program<00:08:00.160>
• to a recognized early care and education program.
• > chosen<00:15:57.360> a education program where they've chosen a education program where
• educators and programs across the state.

Keywords: 1183, house

Transcript Highlights:

• Hb 875 educator preparation.
• to our Florida traditional programs.
• These programs.
• period for those educators.
• We look at attrition is not based off of certifications, but it's based off of and educate, educate us

Transcript Highlights:

• access to Minnesota's postsecondary education opportunities, and so programs like direct admissions,
• , on growth and achievement, and how they're participating in various educational and social programs
• Here are some other one-time funding programs we ran: early childhood and family education teacher shortage
• we ran uh early childhood and programs we ran uh early childhood and family<00:52:02.880> education
• Education?

Keywords: 1183, house

Transcript Highlights:

• The National Guard educational assistant program offering life-changing opportunities for those who serve
• Oklahoma's Promise is a transformational program that plays a key role in increasing our state's educational
• We know that this program works.
• Assistance Program.
• First, $5.5 million is requested to implement the Strong Readers Act across 22 teacher education programs

Keywords: 914, all

Transcript Highlights:

• Children's education. Question, Mr.
• to use the Public Education Reform Fund.
• These programs are a lifeline for New Mexico families, an essential part of our education system, and
• . 21st Century is the largest federal program...
• Program that funds after-school programs, and they have a lot of data on the outcomes that out-of-school

Transcript Highlights:

• My goal is to help expand our programs. My goal is to help expand our programs that we need.
• Williams has a famous saying, and she likes to say, “We want to educate; we don't want to educate our
• And then hopefully one day we'll have a doctorate program in the nursing program at West Florida.
• Secretary of Education on higher education and accreditation.
• Education accreditation.

Summary: The committee on Higher Education Appropriations heard and favorably reported two bills: SB 1570, which revives the former Project Leo program to help locate missing persons with special needs through voluntary tracking devices and coordination with sheriff’s offices, and CS/SB 1376, which creates a grant program to support genetic counseling education in response to a statewide shortage of genetic counselors. Both bills drew supportive comments, with the genetic counseling bill also receiving public support from a university representative. The committee then took up a large slate of confirmations. It first approved a block of reappointments to various university and college boards of trustees, including institutions such as UWF, Broward College, Chipola College, FIU, Pasco-Hernando, Polk State, St. Petersburg College, Valencia, FAMU, FAU, UCF, FSU, New College, UNF, USF, and Broward College. It then heard from numerous new appointees and some requested reappointments, many of whom emphasized workforce training, nursing, military and veteran support, dual enrollment, and local economic development as priorities for their institutions. Several nominees highlighted their personal ties to the schools and communities they would serve, including appointees to Pensacola State, Polk State, St. Petersburg College, UNF, UWF, FIU, the College of the Florida Keys, Valencia College, and Chipola College. Committee members repeatedly asked about nursing NCLEX pass rates, workforce alignment, and institutional growth. One reappointment, Thomas Zachary Smith to the UWF board, was pulled from the block for separate questioning about his past public comments and his role in Project 2025; he said he would serve in his personal capacity and treat all students equally. The committee also separately heard from a Florida Poly reappointment, I. Shapiro, who was questioned about prior remarks regarding race and Supreme Court nominations, and from a New College reappointment, Mark Bowerlaine, who described campus improvements and enrollment growth. The meeting ended amid ongoing confirmation processing and separate votes on the remaining nominees.

Transcript Highlights:

• was education Freedom account program was education Freedom account program was passed<00:45:
• Freedom account program on the education Freedom account program and<02:33:26.640> the<02:33:
• <02:57:40.880> by education to support Ed programs by education to support Ed programs by
• <03:04:12.920> and<03:04:13.239> education prevention programming and education prevention
• to educational Freedom account program to educational Freedom account program to families<03:

Keywords: 928, house, all

Summary: The House Finance Committee opened a public hearing on House Bills 1 and 2, which concern the governor’s proposed FY 2026-2027 budget. The chair explained that the committee must fit the budget to House Ways and Means revenue, which is about $800 million below the governor’s estimate in an almost $16 billion budget. He also noted a projected current-budget overspend, the impact of recently passed legislation, possible fee updates, no new tax proposals at that time, and the importance of federal funding and Medicaid stability. Testimony was limited to three minutes, with the chair asking speakers to avoid duplication. Much of the testimony focused on Medicaid, disability services, and home- and community-based care. Speakers urged the committee to restore or protect funding for transportation, Medicaid, day programs, in-home supports, and behavioral health services. Several individuals and providers described how cuts would affect people with disabilities, medically fragile children, and families who rely on services to remain employed and avoid institutional care. A home care provider argued that a proposed 3% Medicaid cut would increase hospitalizations and costs, while a behavioral health representative asked for sustainable Medicaid rates, uncompensated care support, housing resources, and continued funding for community behavioral health clinics. Another major topic was the Group II retirement provisions in HB 2 for public safety workers. Representatives from police, fire, corrections, probation/parole, and related associations testified in support, saying prior pension changes hurt recruitment and retention, pushed experienced workers to neighboring states, and should be reversed to restore promised benefits. They argued the provisions would help keep public safety careers viable and honor commitments made to first responders. An executive counselor also warned that when the state shifts costs away from itself, local property taxpayers bear the burden, and she opposed cost shifts such as Medicaid premiums and universal vouchers. A separate speaker urged funding public schools rather than universal vouchers, arguing vouchers can leave other students behind as resources are diverted.

Transcript Highlights:

• So who should actually operate and oversee these virtual education programs?
• We're dealing with a shortfall in education funding because of the way that these virtual programs are
• in a virtual program.
• program, let's say you're serving 20 or 30 students in a program today.
• If they want to participate in that kind of a program for providing educational services, they have to

Keywords: 996, all

Transcript Highlights:

• And all these courses must be required for admission into a teacher education program.
• Into teacher education program. >> Motion on the bill. >> If you would withdraw that.
• shall be used for programs to fulfill the adult education mission.
• > County education programs in Jefferson County education programs in Jefferson County had<00:36:
• to fulfill the adult education programs to fulfill the adult education mission.<00:37:28.560> And

Keywords: 958, all

Transcript Highlights:

• This signature program in Texas sends a clear message... to Texas families that higher education in our
• Use for startup costs for strategic faculty hires and educational operational program enhancements for
• programs and operations for this much-needed educational collaboration between our two institutions.
• to increase the number of undergraduate students in traditional education programs and launch. programs
• This program will offer a practical educational path that focuses on applying engineering principles

Keywords: 1184, house, all

Transcript Highlights:

• Until we can expand the clinical delivery system, we're not able to grow the educational programs, and
• Those 300 to 350 more physicians will allow us to grow our educational programs.
• How those education programs would grow over a 10-year horizon.
• I want to highlight that we are committed to helping grow educational programs in any way that makes
• So we want to make sure that our educational programs remain accredited.

Transcript Highlights:

• mean the loss of $9 billion to the state of California, among many programs, including special education
• Of course, like any education portfolio, when you add something, how does that affect the program itself
• Out programs.
• Is that coming from Prop 98 programs or non-Prop 98 programs? Yeah, thank you.
• There was a grant called the IEEEP, Inclusive Early Education Expansion Program, and school districts

Keywords: 988, house, all

Transcript Highlights:

• state-approved teacher education programs.
• We found that the educator preparation programs, once they graduate from their program as a licensed
• > once<00:26:20.400> they educator preparation programs once they educator preparation
• <02:16:38.399> program is our educator preparation program is our educator preparation program
• sometimes the educator preparation sometimes the educator preparation programs<02:25:16.160>

Keywords: 910, house, all