Transcript Highlights:

• Examples of our work include a 100% participation rate of our high school students earning CTE credits
• our national registry for food managers, continued increases in our students in dual enrollment in CTE
• Examples of our work include a 100% participation rate of our high school students earning CTE credits
• areas, and Registry for food managers, continued increases in our students in dual enrollment in CTE
• , and being that this is CTE, making sure that we really designated a lot of strategic planning toward

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

Transcript Highlights:

• CTE kids that come to the capital. CTE kids that come to the capital.
• And one of them, for example, is CTE.
• Like I said, for example, CTE.
• Like I said, for example, CTE.
• students so they can get that CTE students so they can get that CTE education<01:14:37.600> that

Keywords: 916, all

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• In fact, as a state, CTE and Hobbs is something we should be very proud of.
• They also have the CTE spaces that I can pull up right now.
• Core academic, which would include CTE, or is that elsewhere?
• I don't see an amount for CTE in here. For special use classrooms. Mr.
• support our ag focus from our Regency with PED's CTE program.

Transcript Highlights:

• the front end of the PIP line is the CTE the front end of the PIP line is the CTE programs<00:27
• Lastly, DBED has prioritized five industries that align with the CTE pathways.
• DBED has prioritized five industries that align with the CTE pathways.
• DBED has prioritized five industries that align with the CTE pathways.
• We do support the intent of the bill to support our CTE teachers.

Keywords: 912, senate, all

Transcript Highlights:

• Um, before I begin, I students and CTE.
• up CTE down into the sophomore level. up CTE down into the sophomore level.
• non-public schools have access to CTE. non-public schools have access to CTE. um<00:48:07.440>
• Uh, you end up with limits on your CTE programs or your ability to send kids to CTE programs.
• Uh, you end up with limits on your CTE programs or your ability to send kids to CTE programs. such as

Keywords: 1191, senate, all

Transcript Highlights:

• you're talking about and the career CTE you're talking about and the career CTE events.<00:29:56.559
• I mean, my daughter was a CTE student, so I'm very familiar with, you know, she had an independent CTE
• to to go I mean, my daughter was a CTE to to go I mean, my daughter was a CTE student,<00:34:19.040
• you know, she had an independent CTE. you know, she had an independent CTE.
• > already<00:56:16.319> included CTE programs also are already included CTE programs also

Keywords: 1189, house, all

Transcript Highlights:

• equivalent I would say in the in CTE equivalent I would say in the in CTE centers<01:09:34.480><
• this bill in Milford we had a CTE this bill in Milford we had a CTE expansion<01:36:12.080> of
• labs to rebuild them in in the new CTE labs to rebuild them in in the new CTE expansion<01:37:15.719
• Still need to be used for CTE under the law, it would have to be used exclusively for CTE.
• <01:39:05.560> space might be interested in using CTE space might be interested in using CTE

Keywords: 928, house, all

Summary: The committee first heard HB 295, which would make school building aid funds non-lapsing/non-APS. Representative Cahill said the bill was intended to keep any unused building aid money available for future projects, potentially helping move projects up the priority list or provide a little more funding for school construction. Members asked about how much money has lapsed in past years, whether the education trust fund and building aid are separate, and whether any lapsing dollars could be used to pay down debt. Department of Education official Jim Carney said about $29.1 million would be available if building aid is funded to the $50 million maximum in FY26, confirmed that the fund currently lapses, and said the department would gather historical lapse data. Committee members also discussed whether a dedicated fund structure could achieve the same goal, and the chair noted that the education trust fund statute includes school building aid as one of its uses. No vote was taken; the hearing was closed and the committee said it would later hold a work session after receiving more information. The committee then took up HB 237, introduced by Representative Dan McGuire, which would prohibit the use of special education state funds and differentiated aid for students not receiving special education services. The New Hampshire School Boards Association, through Becky Wilson, opposed the bill as written, saying it was unclear, potentially unnecessary, and difficult to implement because adequacy and differentiated aid are distributed as part of a districtwide lump sum rather than as student-specific dollars. She explained that special education costs are embedded across district budgets, including staffing, training, transportation, and instruction, and that some staff and services benefit both special education and general education students. Wilson also said differentiated aid is not tied to a specific pupil and is used at the district’s discretion, though it is intended to support students with greater needs. Committee members pressed on whether the bill would require districts to track money by individual student, whether it could conflict with federal special education law, and whether it would affect least restrictive environment requirements. Wilson said making the funds student-specific could create privacy and accounting problems and could make it difficult to staff inclusive classrooms, though she did not give a definitive legal opinion on federal compliance. She agreed that students who are not eligible for special education would not be included in the separate catastrophic/special education aid reimbursement program. The discussion continued into the second section of the bill, with members exploring how adequacy aid and differentiated aid are used in practice, but no action was taken during the portion provided.

Transcript Highlights:

• local level, and if I know that CTE local level, and if I know that CTE programs<03:55:27.840>
• center to take non-CTE courses.
• Thank you. at the CTE center to take nonCTE at the CTE center to take nonCTE courses.<03:57:48.399>
• If I know that CTE are an Speaker.
• opposite effect on CTE participation. opposite effect on CTE participation.

Keywords: 1189, house, all

Transcript Highlights:

• It will expand CTE so more kids have access to the trades and the great careers that come along with
• It<00:12:32.880> will<00:12:33.040> expand<00:12:33.440> CTE<00:12:34.720> so
• And Linda Alvarez, a CTE teacher from Brattleboro.
• CTE has come a long way in the last decade or two. Act 73 is not an attack on teachers.
• CTE has come a long ways in the year.

Keywords: 927, senate, all

Transcript Highlights:

• Importantly, it will allow ROTC students to earn recognition as CTE completers and hopefully provide
• CTE leaders across the state look forward to it.
• By strengthening career and technical education (CTE) in Texas, especially for economically disadvantaged
• is, instead of just offering welding, ag, or floral design, now we're able to offer eight different CTE
• We can bring one or two CTE classes to being able to offer 10, 12, or up to 18 classes.

Bills: HB1022, HB2856, HB3114, HJR5, HB6, HB120, HB210, HB1458, HB1188, HB3126

Keywords: HB 1022, Sul Ross State University, Rio Grande College, Texas State University System, Education Code, higher education, course levels, upper-level college, lower-division courses, community college-style courses, Del Rio, Eagle Pass, Uvalde, Board of Regents, academic programs, university expansion, HB 2856, Texas Higher Education Coordinating Board, clinical training placements, clinical rotations

Transcript Highlights:

• So it's not taking existing space and converting it to the CTE. It's taking CTE space.
• CTE. It's taking CTE space. If the CTE. It's taking CTE space.
• childc care education is part of the CTE childc care education is part of the CTE programs,<01:21
• the CTE program.
• Any changes in the CTE the CTE program.

Keywords: 1191, senate, all

Transcript Highlights:

• House Bill 120 makes JROTC courses eligible for CTE allotment funding and creates JROTC Startup grant
• well, the committee substitute establishes fiscally responsible caps on the RPEP program, the JROTC CTE
• Importantly, it will allow, uh, ROTC students to earn recognition as CTE completers and hopefully provide
• Strengthening career, uh, CTE in Texas, especially for the economically disadvantaged and rural students
• Probably not, but that we can now go from Offering one or two CTE classes to being able to offer 1012

Bills: HB6, HB120, HB210

Keywords: hemp, consumable hemp products, hemp-derived cannabinoids, CBD, cannabidiol, CBG, cannabigerol, Texas hemp law, hemp regulation, cannabinoid products, delta-9 THC, intoxicating hemp, hemp gummies, hemp vape, retail registration, product registration, QR code labeling, child-resistant packaging, youth access, minor sales

Transcript Highlights:

• centers. you're going with the CTE that looking you're going with the CTE that looking at<00:25:18.000
• at we're at the end of what the 28 CTE at we're at the end of what the 28 CTE and<00:25:21.840><
• So you can look these CTE centers.
• It's not the CTE advisory council.
• It's not the CTE advisory council.

Keywords: 928, house, all

Summary: The subcommittee began its first meeting on retained education funding bills, focusing on HB 366, which concerns school building aid for eligible projects, and HB 295, which would make school building aid program funds non-lapsing. The chair framed the discussion around broader questions about how school building aid should work, noting the state’s limited available funding, the existing debt service obligations, and whether the current formula should continue or be changed. He also raised concerns about the state’s overall revenue constraints and the need to consider renovation, new construction, and possibly leasing within any future program. Members and the Department of Education representative discussed whether school building aid is a state or local responsibility, the current backlog of projects, and the condition of school facilities statewide. Tim Carney of the Bureau of School Facilities described his background and answered technical questions about current programs. Representative Luno argued that under the ConVal decision the state has responsibility for school buildings, including construction and renovation, and that the program also serves an equity function by helping districts with less property-tax capacity. Representative Papich urged the committee to focus on policy structure and fairness rather than just available dollars, saying the current system creates winners and losers and suggesting a simpler per-capita or similar allocation model, while acknowledging a possible transition for projects already in the pipeline. The discussion also covered CTE facilities and leasing. Carney explained that charter schools, and possibly CTE centers, can receive limited leasing aid, and that CTE capital requests are funded through a state capital process, while federal Carl Perkins funds cannot be used for construction. He and others described a separate rotational funding approach for CTE centers, but several members said that model can leave programs waiting too long and may not match changing workforce needs. The chair and others noted that a report from a related study group on CTE policy and funding was still pending, and that its absence could affect legislation for FY28. No votes were taken and no bill was acted on in the portion of the meeting provided; the discussion ended with interest in modeling alternatives, reviewing the waiting list, and examining the tradeoffs of reducing upfront state aid versus funding more projects overall.

Transcript Highlights:

• One of my questions is, we are not funding CTE well...
• Again, we have lagged both with dual credit and CTE for many, many years.
• And then at the K-12 level, I'm not as familiar with the funding for CTE.
• For instance, CTE instructors are very tough to come by because of their pay.
• This is a pathway from high school going into the CTE.

Transcript Highlights:

• The pandemic did have an impact on how CTE is performed, but we're making a steady strength and growth
• The pandemic did have an impact on how CTE is performed, but we're making a steady strength and growth
• Let's take a look at the CTE enrollment growth in terms of headcount, right?
• Now, I can tell you in the last CTE audit that we did for 2024—the 2025 will come out before the end
• That's kind of what the CTE audit is designed to do.

Summary: The Higher Education Appropriations Committee met for its first meeting of the session and heard presentations focused on workforce education in the Florida College System and district technical colleges. Members introduced themselves and discussed their personal connections to higher education, then heard from Department of Education senior chancellor Kevin O’Farrell, South Florida State College president Fred Hawkins, and Pinellas Technical College representative Mark Hunt. O’Farrell outlined the department’s budget request, including increases for adult education, Florida College System program funds, workforce development capitalization grants, apprenticeship and teacher apprenticeship programs, Open Door scholarships, and CAPE industry certification funding. He emphasized record growth in enrollments, completions, dual enrollment, and program offerings, and described grant-funded expansion in fields such as health sciences, manufacturing, logistics, aerospace, and AI-related programs. Committee members raised concerns about whether current programs match actual labor-market demand, how artificial intelligence may reduce future human labor needs in some fields, and how the state should avoid unwarranted duplication of programs. O’Farrell said the department uses economic forecasts, employer demand data, and a CTE audit process to review programs and phase out those that do not meet performance thresholds. Members also asked for more detail on the teacher apprenticeship model, the transition from technical college clock hours to college credit, job placement and salary outcomes, and the LPN-to-RN pathway. O’Farrell said he would provide additional information later. Hawkins described South Florida State College’s rural service area, low college-going rates, and difficulty recruiting and retaining faculty and staff because salaries lag behind local market alternatives and nearby school district pay. He said the college has had to turn away students in high-demand programs due to staffing and operational limits, while also noting strong outcomes in nursing, dental hygiene, EMT/paramedic, and radiography. Hunt said Pinellas Technical College serves about 5,000 students annually, including many dual-enrolled high school students, and reported a placement rate above 90% and strong local economic returns. He said many programs have waiting lists and that additional operational funding is needed to meet demand, maintain equipment, and keep pace with salary and cost increases. The meeting ended after public comment was opened and no further business was brought before the committee, and the committee adjourned.

Transcript Highlights:

• They did remove the dual enrollment pilot program or grant program and the $7.5 million for CTE.
• They did remove the dual enrollment pilot program or grant program and the $7.5 million for CTE.
• However, on third reading, Senate CTE.
• And they also deleted the footnote number six, which specified how the CTE funds would be expended.
• number six which specified how the CTE number six which specified how the CTE funds<00:17:33.120

Bills: SF0032, SF0010, SF0001, HB0001

Keywords: 911 services, emergency response, grant funding, next generation technology, government accountability, public safety, mental health, detention, competency evaluation, treatment, contractual agreements, Wyoming, budget, funding, education, wildfire prevention, healthcare, community colleges, grants, economic development

Transcript Highlights:

• reduced instructional minutes apply only to work-based learning activities, eliminating duplicative CTE
• reduced instructional minutes apply only to work-based learning activities, eliminating duplicative CTE
• Through 17 unique CTE pathways, CUSD scholars are already learning college credit, gaining work-based
• In addition, the district offers multiple pre-apprenticeship programs embedded within CTE pathways and
• In addition, the district offers multiple pre-apprenticeship programs embedded within CTE pathways and

Summary: The Assembly Education Committee heard several Senate bills focused on student health, access, equity, and career preparation. SB 608 by Sen. Menjivar would expand access to condoms and related sexual health resources for students in grades 7–12 and direct the Department of Education to align with the California Healthy Youth Act. Supporters argued the bill would help address high STI rates among youth and remove barriers to access, while opponents raised concerns about parental authority, local control, and encouraging early sexual activity. The bill was approved on a 6-1 vote and sent to the Health Committee. SB 965 by Sen. Blakespear would prohibit libraries from requiring a parent to be physically present for a 16- or 17-year-old to obtain a library card, while still allowing libraries to require parental consent or signature. Supporters said the current rule creates unnecessary barriers for teens and school research projects, and the California Library Association said it was now neutral after amendments. The committee passed the bill 6-0 to Appropriations. SB 998 by Sen. Gonzalez would define and expand the duties of discrimination prevention coordinators in the state’s Office of Civil Rights, including adding a disability coordinator and deputy coordinators focused on anti-Black, anti-Asian, anti-Latino, and anti-Native American discrimination. Testimony emphasized the need to address rising hate incidents and discrimination in schools, especially for Black, LGBTQ+, AAPI, and other marginalized students. The bill was approved and sent to Judiciary with amendments to be processed there. SB 845 by Sen. Perez, which expands work-based learning and youth apprenticeship opportunities, also received broad support from education, workforce, and industry groups and passed unanimously to Labor and Employment. The committee also approved a consent calendar of additional bills and adjourned after all items were acted on.

Transcript Highlights:

• Hargus to explain the current funding formula for CTE. incentives.
• out of the four course sequence, CTE out of the four course sequence, CTE dual<00:03:28.959>
• And remember, this chart only applies to the local CTE program.
• Remember, this chart only applies to the local CTE program.
• <00:10:50.240> pathway students to have CTE pathway students to have CTE pathway opportunities

Keywords: 958, all

Summary: The subcommittee met without a quorum and first heard from Kentucky Department of Education officials on career and technical education funding. KDE explained that House Bill 499 created a CTE funding formula using 60% weighted full-time equivalent enrollment and 40% incentives, but House Bill 6’s budget language excluded area technology centers (ATCs) from that supplemental funding. KDE requested approval of an additional budget request of $14,789,352 in each fiscal year 2027 and 2028 to include ATCs in the formula and hold local districts harmless. Officials said ATCs serve students from 117 of Kentucky’s 171 districts and argued the change would reduce funding disparities and better reflect the return on investment from CTE programs, citing growth in dual credit and work-based learning participation. Members asked whether the issue would need to be revisited each budget cycle. KDE responded that the problem could be fixed by removing the notwithstanding language from the budget bill, which they said would allow ATCs to be included under the existing statute. Representative Klein supported the request, saying the current clause could lead to stagnation and that the committee should help the program continue to grow. No vote was taken on the CTE item during the portion of the meeting provided. The committee then heard a presentation from PreK for All on expanding preschool access in Kentucky. Advocates said the state’s preschool program has been funded since 1990 and currently serves about 14,200 children at roughly $84 million per year, but that many working families still fall into a coverage gap. They proposed expanding eligibility to 250% of the federal poverty line, which they said would add about 9,600 children at a cost of $40 million in year two, after a planning year. The proposal also included regulatory flexibility for classrooms and partnerships with private child care providers and nonprofits, with speakers emphasizing child care deserts in some counties and citing research that early learning improves kindergarten readiness and later outcomes. No action or vote was taken on the preschool proposal in the transcript provided.

Transcript Highlights:

• Um, you know, CTE, I appreciate that you guys have some things in there.
• We need to look at what we really want called CTE.
• What are we trying to accomplish with CTE?
• And so I think that we need to, to look at as a policy decision, what do we want CTE to do?
• Um, and I think part of that is probably also language and what we call CTE, um, and, and then having

Transcript Highlights:

• Around CTE, our CTE programs continue to expand, connecting students to career pathways that include
• Chairman, that leads to my next question: CTE.
• For dollars for programs such as CTE.
• Also, our goal is to be able to have a, well, we're calling it a CTE building or a CTE hub here, a CTE
• So again, we're trying to expand and continue to enhance our CTE program. So thank you.