Transcript Highlights:

• Our education equity team serves many students of color, students with disabilities, and gender-expansive
• Our education equity team serves many students of color, students with disabilities, and gender-expansive
• While school should be a place for students to learn and grow, our most vulnerable student populations
• In California, Black students make up a small percentage of overall student enrollment, yet they continue
• For many Black students, trust matters, and when a student experiences discrimination or feels unheard

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:

• The next one is student-centered.
• Student-centered means that funding is allocated based on the learning needs of students, with a focus
• English learner students generate $366 per student, or $16 million in 2025.
• lunch students at the district.
• And then finally, for PD, or professional development, all students generate $41 per student.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• She's a pre-law student at the her.
• that's because less than 10 students that's because less than 10 students transfer<00:09:25.640>
• we look at education with students we look at education with students completing<00:09:43.280>
• <00:09:52.720> studying Also of note, KCTCS students studying Also of note, KCTCS students
• being able to get a cohort of students. being able to get a cohort of students.

Keywords: Call to Order and Roll Call: 0:00 Bills for Consideration: 26RS HB 94 – 2:40 26RS HB 307 – 15:00 Adjournment: 20:15, 958, all

Summary: The House Standing Committee on Postsecondary Education met with a quorum, welcomed new member Representative Beverly Chester-Burton, and recognized interns in attendance. The committee then took up House Bill 94, which would require the Council on Postsecondary Education to host an online transfer portal for students, require annual university updates to transfer data, and convene academic officers to study and report on streamlining high-demand pathways such as teaching and nursing. Representative Vanessa Grossl said the bill was revised in response to prior concerns and emphasized that the goal was to improve transparency, reduce time to degree, and lower student debt. Travis Powell of CPE supported the measure, saying the portal and study would improve transparency and help identify barriers to transfer. The committee adopted the committee substitute for House Bill 94 and then passed the bill out favorably by roll call vote, sending it to the House floor. The committee also reconsidered House Bill 307, dealing with proactive postsecondary admissions, after earlier discussion and additional meetings. Chair James Tipton explained that the new substitute made several changes, including addressing a FERPA concern by having KDE share student information directly with universities, limiting social security number use to the last four digits plus date of birth, and adding provisions for KIA to include a link or QR code to the common online application in KEYS scholarship notifications. Members adopted House Committee Substitute 3 for House Bill 307, with Representative Stalker noting support for the social security number change. The committee then passed House Bill 307 as amended with a favorable recommendation to the House floor. No other substantive actions were taken.

Transcript Highlights:

• First student?
• Per student. Per student. And so just as we see...
• That ends up being per student, correct? Per student enrolled, correct.
• To educate our students.
• It was about $8 a student.

Bills: HB2, HB6, HB18, HB43, HB138, HB180, HB300, HB581, HB647, HB748, HB762, HB1240, HB1393, HB1397, HB1584, HB1734, HB2011, HB2254, HB2286, HB2434, HB2467, HB2468, HB2495, HB2516, HB2518, HB2529, HB2564, HB2712, HB2713, HB2715, HB2765, HB2898, HB3146, HB3161, HB3348, HB3800, HB4044, HB4341, HB4370, HB4384, HB4386, HB4396, HB4490, HB4809, HB5057, HB5323, HB5534, HB5668, SB203, SB317, SB719, SB731, SB801, SB867, SB1071, SB1232, SB1798, SB2082, SB2363, SB2603, SB2607, SB2717, SB2797, SB2841, SB2919, SB3038, SJR5, SB4, SB9, SB21, SB23, SB27, SB34, SB40, SB75, SB213, SB458, SB482, SB493, SB647, SB648, SB840, SB841, SB843, SB912, SB1241, SB1253, SB1350, SB1388, SB1423, SB1535, SB1559, SB1709, SB1789, SB1951, SB2037, SB2143, SB2155, SB2544, SB1, SB17, SB260, SB509, SB1506, SB1637, SB1833, SB2308, HB2525, HJR133, HB1393, HB26, HB388, HB2712, HB1633, HB685, HB2286, HB1606, HB1458, HB1240, HB2791, HB3146, HB1397, HB2061, HB647, HB4738, HB2563, HB128, HB581, HB766, HB2259, HB2358, HB4384, HB748, HB1734, HB5180, HB3806, HB3804, HB3803, HB1522, HB3597, HB1612, HB4224, HB1314, HB1237, HB3126, HB2856, HB3114, HB3505, HB5652, HB2025, HB3395, HB2495, HB18, HB2516, HB2713, HB24, HB519, HB609, HB1592, HB3348, HB120, HB6, HB1533, HB2421, HB2273, HB2464, HB2011, HB5057, HB5084, HB5534, HB5668, HB3424, HB2715, HB2564, HB2765, HB2898, HB3800, HB4396, HB4341, HB43, HB5686, HB2467, HB2468, HB2518, HB4310, HB4386, HB4490, HB180, HB5323, HB2, HB149, HB4945, HB2434, HB2529, HB3161, HB3745, HB4044, HB5155, HB5667, HB4996, HB2697, HB2492, HB2355, HB2282, HB2001, HB1902, HB1866, HB1445, HB1443, HB1306, HB1024, HB908, HB305, HB285, HB449, HB171, HB47, HB3464, HB2637, HB4263, HB5436, HB4429, HB3986, HB3966, HB3510, HB2560, HB2026, HB2688, HB4076, HB5246, HB3487, HB3486, HB4226, HB216, HB742, HB2402, HB143, HB5033, HB4413, HB4042, HB2440, HB4426, HB49, HB4112, HB3233, HB2310, HB5515, HB3627, HB2674, HB322, HB1481, HB126, HB3062, HB3421, HB3180, HB2530, HB2524, HB1916, HB3153, HB5650, HB4894, HB3120, HB1629, HB103, HB3234, HB3680, HB5698, HB3171, HB5693, HB2694, HB5664, HB3732, HB2508, HB2293, HB1991, HB2014, HB5331, HB5247, HB4751, HB4690, HB4668, HB4464, HB4395, HB4063, HB3833, HB3623, HB3214, HB3512, HB3250, HB3016, HB2520, HB2221, HB2213, HB3824, HB2067, HB1732, HB1562, HB700, HB1545, HB252, HB146, HB5596, HB1851, HB3619, HB3071, HB3556, HB851, HB4230, HB5320, HB5651, HB5670, HB5665, HB5437, HB5679, HB5699, HB5661, HB5662, HB5654, HB5672, HB5656, HCR141, HCR118, HCR127, HCR40, SJR36, SJR50, SJR63, SCR12, SCR39, SB2023, SB62, SB666, SB847, SB284, SB854, SB810, SB1505, SB583, SB507, SB1434, SB1772, SB2016, SB1122, SB731, SB397, SB508, SB1436, SB287, SB1882, SB393, SB1791, SB209, SB2429, SB1085, SB1975, SB2717, SB1262, SB636, SB2056, SB884, SB1200, SB1845, SB2458, SB801, SB3014, SB3013, SB758, SB2797, SB2076, SB2876, SB1640, SB1449, SB1181, SB1234, SB2926, SB2841, SB1528, SB1854, SB317, SB1250, SB2082, SB1237, SB2819, SB629, SB2608, SB1602, SB2009, SB867, SB640, SB1698, SB2680, SB913, SB1071, SB1086, SB1087, SB1483, SB1444, SB1553, SB1556, SB1703, SB2133, SB2297, SB2298, SB2622, SB2955, SB2334, SB1367, SB2044, SB2363, SB2565, SB1888, SB3036, SB3057, SB3043, SB3063, SB3035, SB203, SB2688, SB2522, SB2459, SB2655, SB2251, SB1884, SB2928, SB2566, SB1749, SB2549, SB2553, SB2919, SB1944, SB1232, SB1798, SB2603, SB2607, SB2683, SB1319, SB3038, SB3045, SB1538, SB3071, SB3065, SB823, SB3062, SB3074, SB1380, HB6, HB581, HB1393, HB1734, HB2286, HB2467, HB2468, HB2495, HB2529, HB2564, HB2765, HB2898, HB3146, HB3348, HB3800, HB4341, HB4386, HB4490, HB5057, HB5323, HB5534, HB5668, HB2, HB2715, SR530, SR552, SB482, SB493, SB841, SB912, SB1241, SB1350, SB1388, SB1559, SB1951, SB2143, SB2155, HB205, HB220, HB561, HB2078, HB2300, HB2652, HB3335, HB3441, HB4212, HB4879, HB5228, HB5616, HB205, HB220, HB561, HB2078, HB2300, HB2652, HB3335, HB3441, HB4212, HB4879, HB5228, HB5616

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, mental health, telehealth, public schools, discipline management, behavioral interventions, rural health, hospital funding, healthcare access, mental health services

Transcript Highlights:

• and white students between el students and white students by<00:46:17.079> potentially<00:46:
• to their students based on their student to their students based on their student population<01:
• student-to-student support personnel ratios.
• , that student, that student.
• > student this student that student that student this student that student that student didn't<01

Bills: HF957, HF877

Keywords: education, mandate relief, school funding, local control, state laws, fund transfers, 1183, house

Transcript Highlights:

• the for the students. the for the students.
• that's the need of the student.
• students are going to go. students are going to go.
• Uh a lot of the students don't love it. Uh a lot of the students don't love it.
• students are going to be. students are going to be.

Keywords: 958, all

Summary: The Budget Review Subcommittee on Education met for an overview of the Council on Postsecondary Education (CPE). After approving the prior meeting minutes, staff from CPE explained that the council was reconstituted in 1997 and serves as Kentucky’s statewide coordinating body for higher education, with responsibilities including advising the General Assembly and governor, coordinating the postsecondary system, supporting budget and performance funding work, and using data to track outcomes. They described Kentucky’s governance structure, including the KCTCS governing board, independent boards at public universities, and CPE’s role in licensing private institutions and overseeing transfer, closed-school records, and tuition approval. CPE staff emphasized statewide strategic planning and the “60 by 30” goal of having 60% of working-age Kentuckians hold a meaningful credential by 2030. They said the agency uses dashboards, KPIs, and peer comparisons to set targets for institutions and monitor enrollment, retention, and graduation. They also highlighted the Kentucky Graduate Profile, a voluntary effort to embed 10 essential workforce skills into general education and major programs, and noted ongoing work on academic program approval, performance funding, and a biennial budget request. The presentation also focused on student support and workforce alignment initiatives. Staff described the Kentucky Advising Academy, the Commonwealth Education Continuum, and the Kentucky Student Success Collaborative, which work with K-12 partners and campuses to improve advising, transfer, wraparound supports, and career planning. They also discussed GEAR UP, the Futurity career-planning platform, and efforts to connect education pathways to workforce needs, including healthcare, veterans, and other adult learners. CPE reported that student debt at graduation has fallen to $10,168 at public institutions and that six in ten Kentucky undergraduates graduate debt free.

Transcript Highlights:

• regarding student on student harassment. regarding student on student harassment.
• , um, our Muslim students, for example, our LGBTQ students, Black students.
• students.
• students, black students. students, black students.
• Um, a student. name is Logan Robertson. Um, a student.

Keywords: 958, all

Summary: The committee first took up Senate Bill 77, which would allow comprehensive universities to pursue doctoral programs under a new approval process and, in the original bill, would also change who may serve on the EPSB board for small colleges and universities. The sponsor and Council on Postsecondary Education representative explained that the committee substitute removed the current statutory prohibition on comprehensive universities offering certain doctoral degrees, but added eligibility guardrails: a 77% first-to-second-year retention rate, a 56% six-year graduation rate, and three months of unrestricted cash reserves. They said the thresholds were based on national data placing institutions in roughly the top quartile, and that CPE would still review proposals for mission fit, workforce need, fiscal impact, and, where applicable, programmatic accreditation and legislative appropriations. EKU President David McFaden supported creating a pathway for comprehensive universities, said Kentucky is unusual in having an explicit statutory prohibition, and urged the committee to keep the standards attainable and durable. The committee approved the bill and adopted a title amendment, with the motion passing unanimously. The committee then heard Senate Joint Resolution 55, which addresses antisemitism on postsecondary campuses. Senator Tichenor said the resolution responds to a rise in antisemitic incidents after October 7, 2023, and would require campuses to notify students each semester of Title VI rights, complaint procedures, existing harassment policies, and available Jewish student resources. It would also direct campuses to disband student organizations found to provide material support to known terrorist organizations, report such matters to law enforcement, and collect and report antisemitism data to CPE for posting on its website. A guest speaker from the Kentucky Jewish Council described a sharp increase in reported incidents, including harassment, threats, vandalism, and hostile campus activity, and argued that schools have often done too little to respond. He said the resolution was amended to protect free speech while ensuring Jewish students receive the same protections as other protected groups. The transcript ends while testimony on the resolution was still underway, before any committee vote on SJR 55.

Transcript Highlights:

• Okay, thank you. of students student behavioral issues of students student behavioral issues and<06:01
• those 700 students.
• those 700 students.
• those 700 students.
• those 700 students.

Keywords: 928, house, all

Summary: The committee first took up HB 662, which would require discussion of abortion procedures and the viewing of certain videos in public school health education. Members argued the bill went too far by naming specific videos and involving the Attorney General in enforcement, and they said curriculum decisions should be left to educators. The committee voted ITL on HB 662 by a unanimous 18-0. The committee then considered HCR 6, a resolution calling for the removal of the superintendent of District 67. Members said the resolution targeted an individual and that the underlying dispute was already in court, so the matter should be left to the legal process. The motion to ITL passed 18-0. Next, HR 9, urging the Department of Education to emphasize STEM education, received broad support as a nonpartisan statement of priorities, and it also passed 18-0. HB 440, concerning educator licensing and shortages in Career and Technical Education, was amended to clarify that the bill applies to initial licensure only. After discussion about whether the amendment was necessary, the committee adopted Amendment 0188 unanimously and then voted OTPA on the bill as amended, 18-0. HB 222, which repealed the requirement for an MOU between charter schools and districts on services for students with disabilities, drew testimony that districts already provide substantial oversight through IEP processes and that the MOU requirement was burdensome and largely unenforced; the committee voted OTP 18-0. The committee then took up HB 719, which would repeal the right of first refusal for charter schools to purchase or lease unused district facilities. Supporters said the existing law had not generated complaints and could impede charter expansion, while opponents said the issue had not proven to be a problem and local control should be preserved. The committee voted ITL 17-1, with one member opposed and no minority report. The chair then postponed HB 184, a study committee bill on school start times, because it was scheduled for the next day, and the committee moved into a work session on bullying-related bills, discussing HB 108, HB 384, and HB 673 without taking final action in the portion provided.

Transcript Highlights:

• is... ...an online student or an on-campus student.
• an online student.
• to put a student in, start funding based on the student and having to put a student in a particular
• North Dakota students. 28,000 students of our 45 were taking online.
• over $2 from those students. those students are, you know, we're getting over $2 from those students

Keywords: 908, all

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

Transcript Highlights:

• Between 2021-22 and 2023-24, the share of students Between 2021-22 and 2023-24, the share of students
• , having staff that look like our students and that our students can relate to.
• And I want to be able to reach so many more students because we know there are students who might be
• and 23% for white students.
• They dampen student attendance, and they disproportionately affect students of color.

Keywords: 988, house, all

Summary: The hearing focused on youth mental health and treatment access, with the chair framing the issue around California’s Children and Youth Behavioral Health Initiative (CYBHI), school-based supports, and the need to coordinate education, health, and community systems. The first panel featured PPIC researcher Shalini Mostala, who said teen mental health remains a serious concern but recent California Healthy Kids Survey data show improvement in chronic sadness and suicidal thoughts since the pandemic peak. Youth advocate Ella Cruz described her own struggles, emphasized stigma reduction, peer support, and the importance of youth voices in shaping policy and outreach. Members asked about phone use, cultural stigma, and how to encourage young people to seek help and connect with trusted adults and peers. The second panel, led by CYBHI director Dr. Sohill Sood and DHCS Deputy Director Autumn Boylan, provided implementation updates. Dr. Sood said recent data show more students receiving counseling, lower stigma, and a drop in reported suicidal ideation, while also highlighting growth in certified wellness coaches and the CYBHI fee schedule. He said the program has generated more than 230,000 claims and over $11 million in new revenue for participating entities, though implementation is still early and technical assistance remains important. Fresno County’s Trina Frazier described a multi-tiered system of care with wellness centers, mobile therapy units, and strong outcomes in attendance, suspensions, and academic performance, while Rachel Kroberniski of the James Morehouse Project described a long-running school wellness center and a peer-to-peer model that helps students feel connected and supported. Members pressed witnesses on rural staffing, billing coordination, higher education participation, and how to sustain services after one-time grants expire. In the final panel, WestEd’s Lisa Eisenberg discussed what makes the fee schedule work best, saying schools are most successful when they build on existing staff, relationships with health plans, and data-sharing agreements rather than creating entirely new systems. Across the hearing, witnesses and members repeatedly returned to themes of flexibility, sustainability, youth-led and peer-based supports, and the need to reduce stigma while improving coordination across schools, counties, providers, and colleges. No formal votes or legislative actions were taken during the hearing.

Transcript Highlights:

• . students. students.
• staff and students.
• students in their education. students in their education.
• students, and educators. students, and educators.
• assure the safety of our students. assure the safety of our students.

Keywords: 1187, senate, all

Transcript Highlights:

• > and<00:01:12.520> our um you know how our students and our um you know how our students
• of<00:09:45.399> need idea is in students in areas of need idea is in students in areas of
• have 25 students waiting for daytime have 25 students waiting for daytime classes<00:36:30.079> our
• dental and eye clinics for our students dental and eye clinics for our students we<01:08:53.279>
• c> families students uh supporting students families students uh supporting students families and

Keywords: 1187, senate, all

Transcript Highlights:

• We get these students back in the classroom.
• Chair, again, the per student amount $108.94 per student was what we used across all students for all
• The 20% it's highlighted in blue is identifying those other two factors students without IEPs and students
• Districts and charters includes all Native American counts within students, students who are affiliated
• getting $20,886 per student.

Transcript Highlights:

• What would the base student allocation be per student under these...
• , or 100 students, or 1,000 students less.
• IN OTHER WORDS, IF YOU HAVE A STUDENT WHO IS AN ESE STUDENT AND TODAY...
• STUDENT BY STUDENT TO ANSWER YOUR QUESTION. THE MONEY FOLLOWS THE STUDENT.
• STUDENT.

Bills: SJR4, SJR40, SJR81, SCR37, SCR39, SB22, SB32, SB33, SB36, SB38, SB95, SB209, SB249, SB311, SB326, SB365, SB458, SB609, SB660, SB664, SB693, SB732, SB745, SB760, SB762, SB779, SB783, SB785, SB868, SB871, SB883, SB921, SB955, SB993, SB996, SB1008, SB1057, SB1067, SB1151, SB1171, SB1210, SB1255, SB1265, SB1267, SB1271, SB1307, SB1313, SB1316, SB1318, SB1321, SB1332, SB1365, SB1426, SB1470, SB1484, SB1494, SB1559, SB1592, SB1596, SB1598, SB1637, SB1677, SB1706, SB1758, SB1762, SB1786, SB1809, SB1818, SB1822, SB1841, SB1871, SB1967, SB2064, SB2077, SB2112, SB2148, SB2320, SB2406, SB2407, SJR36, SJR81, SJR50, SJR4, SJR40, SJR27, SCR22, SCR12, SCR39, SCR38, SCR37, SB921, SB609, SB660, SB765, SB62, SB666, SB888, SB687, SB847, SB1248, SB504, SB305, SB296, SB284, SB304, SB1023, SB204, SB670, SB850, SB854, SB413, SB1346, SB1033, SB1220, SB1073, SB810, SB1539, SB447, SB1119, SB1505, SB1215, SB1302, SB583, SB673, SB681, SB1172, SB955, SB957, SB541, SB266, SB1415, SB53, SB1352, SB785, SB1450, SB1502, SB1566, SB1062, SB711, SB746, SB1404, SB1448, SB507, SB1026, SB1349, SB1355, SB1433, SB1434, SB1596, SB1403, SB667, SB1059, SB1567, SB310, SB311, SB505, SB1210, SB1470, SB264, SB1358, SB1364, SB1569, SB1376, SB1228, SB519, SB1350, SB462, SB827, SB1585, SB1484, SB1273, SB927, SB1227, SB1229, SB1353, SB1464, SB1709, SB1729, SB1733, SB1744, SB1772, SB1841, SB1008, SB2016, SB1173, SB1163, SB996, SB1370, SB1321, SB1101, SB860, SB993, SB693, SB1537, SB1332, SB1307, SB963, SB493, SB984, SB619, SB1122, SB455, SB522, SB1057, SB1239, SB1254, SB1255, SB1259, SB1341, SB1877, SB1277, SB32, SB732, SB731, SB268, SB1822, SB1589, SB397, SB1058, SB1267, SB2112, SB1930, SB532, SB508, SB292, SB291, SB901, SB1333, SB1436, SB1494, SB964, SB779, SB1378, SB2312, SB1719, SB287, SB2143, SB1245, SB261, SB1247, SB2406, SB2407, SB1882, SB618, SB38, SB393, SB1371, SB1365, SB2243, SB2226, SB2039, SB1919, SB1895, SB1598, SB1493, SB1810, SB1791, SB1706, SB1644, SB1238, SB783, SB458, SB22, SB651, SB897, SB1809, SB1080, SB745, SB826, SB989, SB1320, SB1437, SB2320, SB2289, SB1171, SB664, SB1637, SB2064, SB868, SB1079, SB1243, SB1504, SB1851, SB1879, SB2237, SB1257, SB2034, SB1522, SB883, SB249, SB1318, SB1151, SB596, SB1191, SB226, SB570, SB870, SB991, SB60, SB365, SB1067, SB1786, SB326, SB1401, SB1592, SB1728, SB1265, SB586, SB529, SB217, SB209, SB1923, SB1559, SB1839, SB387, SB1874, SB1872, SB1873, SB1921, SB1883, SB1677, SB95, SB1620, SB1838, SB2024, SB2429, SB1999, SB511, SB2309, SB2166, SB871, SB510, SB33, SB2420, SB1860, SB1541, SB1316, SB1314, SB1313, SB1426, SB1398, SB1869, SB1750, SB1871, SB36, SB855, SB1233, SB760, SB2425, SB2037, SB1758, SB1759, SB2365, SB1924, SB762, SB1271, SB1818, SB605, SB1405, SB1762, SB1968, SB1977, SB2077, SB2148, SB2321, SB1967, SB1662, SB1663, SB2124, SB2204, SB1855, SB863, SB37, SJR39, SCR1, SCR27, SCR32, SCR42, SCR6, SB2232, SB819, SB2078, SB2252, SB1962, SB2253, SB825, SB1577, SB1184, SB2018, SB2206, SB1901, SB1030, SB2368, SB1963, SB1960, SB1643, SB1625, SB1299, SB841, SB668, SB584, SB231, SB2411, SB1085, SB2431, SB2231, SB1490, SB530, SB34, SB1261, SJR81, SB32, SB458, SB664, SB693, SB868, SB1008, SB1267, SB1307, SB1321, SB1484, SB1637, SB1809, SB1822, SB2064, SB2112, SB2320, SB2406, SB2407, SB609, SB660, SB921, SB779, SB1470, SR388, SB3042, SB440, SB2876, SB3042, SB440, SB2876

Keywords: economic stabilization fund, state finance, constitutional amendment, budget management, financial security, emergency powers, legislative authority, governor powers, disaster management, tax exemption, ad valorem, tangible personal property, income production, SCR 37, Senate Concurrent Resolution, Panama Canal, Texas ports, port infrastructure, maritime trade, shipping lanes

Transcript Highlights:

• performance of our high school students performance of our high school students in<00:35:57.400>
• pay as college students.
• , or quote, gifted students, in there—maybe students that might want to take a Calculus class.
• close to the same level as the average student in Hopkinton or the average student in Hanover.
• > second of student student outcomes the second of student student outcomes the second thing<04

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which limits the maximum credits per course eligible for the Dual and Concurrent Enrollment Program. Representative Ladd said the bill clarifies that eligible courses may not exceed four credits and was requested by the community college system. Representative Earth offered an amendment to make the bill effective on passage, which the committee adopted 18-0. The committee then approved HB 193 as amended by an 18-0 OTPA vote and placed it on the consent calendar. The committee next retained HB 295, concerning School Building Aid program funds, after Representative Spillsbury said the building aid bills were complex and needed more work. The motion to retain passed 18-0, with the chair explaining that retained bills can be revisited later and that related language could be moved among building aid bills. HB 354 was not acted on because the chair said the Department of Education and others had suggested possible changes that should be worked out first. HB 366, another school building aid bill, was also retained 18-0 for the same reasons as HB 295. The committee then considered HB 494, which funds the math learning communities program. Representative Earth offered an amendment to flat-fund the program, reducing the proposed increase by a net $50,000 and keeping funding at current levels for the biennium. After discussion about budget pressures and the program’s role in supporting math instruction and professional development, the amendment passed 18-0, and the bill as amended was approved 18-0 and placed on consent. Finally, the committee took up HB 515, which would repeal charter public school eligibility for state school building aid. Representative Popovici-Muller moved inexpedient to legislate, arguing charter schools should not be treated differently from other public schools, while Representatives Luno and Damon opposed the motion, saying charter schools differ in governance and financial risk and should not receive limited state building aid. The motion failed 10-8, so HB 515 was sent to the regular calendar. The committee assigned Representative Damon to the minority report and Representative Popovici-Muller to the majority report, with a noon deadline the next day. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program. Representative Ladd described the program as a successful affordability measure that saves families money and supports college access. Representative Earth offered an amendment to flat-fund the program at current levels, reducing the proposed increase by $500,000 in each year of the biennium. Shannon Reed of the Community College System said the change could limit enrollment or the number of funded courses, though students could still take additional courses at their own expense. Representative Ladd explained the program’s tuition structure and said the funding would help meet demand; the transcript cuts off before the final vote on HB 716.

Transcript Highlights:

• The The goal has been to increase student service and technology centers to 40,000 students.
• What percentage or what amount of Those students would really be high school students, 9% yes.
• If you look at this bar graph, the dark green again is adult students, and those are primarily students
• Well, this way we can send students from Morrison there, and we can Send students from Glencoe there,
• And we moved forward with 143,000 students to 151,000 students Any questions there?

Keywords: 914, all

Transcript Highlights:

• That's why I'm a law student. So my name's Alice Min. I'm, as I just said, a student.
• This bill aims to ensure transparency online for both current students and prospective transfer students
• than four years per student per program.
• This bill targets only faculty discrimination while ignoring the more common student-on-student religious
• A law student at UT Austin.

Bills: SB2972, SB1909, SB2815, SB735, SB2233, SB800, SB1069, SB2683, SB2986, SB2058, SB2310, SB2055, SB1032

Keywords: expressive activities, freedom of speech, public forum, higher education, protests, student rights, antisemitism, public institutions, disciplinary policy, student organizations, compliance, institutional policy, disciplinary sanctions, diploma designation, institution merger, academic records, student options, Holocaust education, Holocaust Remembrance Week, genocide education

Transcript Highlights:

• We had 33 schools that were flagged for low achievement for Black students, Hispanic students, students
• ,<01:06:06.000> Hispanic<01:06:06.559> students,<01:06:06.960> students students
• , Hispanic students, students students, Hispanic students, students living<01:06:07.520> in<01
• increase in student enrollment of,085 students.<01:27:37.920> Okay.
• the students in Fyet County Schools? the students in Fyet County Schools?

Keywords: Call to Order and Roll Call - 0:25 Approval of Minutes – 3-50 2025 RS SB 253 – 4:25 Computer Science and AI Literacy – 27:36 Fayette County School District Budget Update – 51:46 Adjournment – 2:09:46, 958, all

Summary: The committee first handled routine business, including roll call, introductions, and approval of the previous meeting minutes by voice vote. It then heard a presentation on SB 253, focused on expanding support for teacher apprenticeship and teaching-and-learning pathways. Senator Hickman and staff from the Kentucky Department of Education and Nelson County Schools described how the program uses dual credit, work-based learning, and registered apprenticeship to help students earn an associate degree in high school and continue toward a teaching degree. They said the goal is to address the teacher shortage by creating a sustainable pipeline into the profession. Witnesses emphasized that the main barrier is cost. Mary Taylor said Kentucky’s youth apprenticeship model has been successful in other fields and that education should be added as an in-demand sector, but an associate degree alone will not solve the teacher shortage because teachers still need a bachelor’s degree and certification. Laura Arnold of Nelson County Schools described the district’s Lead Nelson program, saying the district has invested more than $800,000 since 2021, currently has 37 students in the pathway and seven committed apprentices, and spends about $85,000 per apprentice from freshman year through certification. She said district staffing, planning, and university partnerships are also significant hurdles. Members asked about job guarantees, tenure, and retirement; Arnold said employment is performance-based and retirement issues are being considered. Senator Hickman said the bill would use lottery funds to help cover tuition and dual credit costs so more districts can participate, noting that a prior version died because of a high fiscal note. Representative Payne and Representative Tipton praised the program but stressed the need for funding and noted inconsistencies between statute and budget language on Work Ready Kentucky and dual credit support. Representative Tipton also cautioned that lottery revenue may not keep pace with demand and said the General Assembly may need to make broader funding decisions. After the apprenticeship discussion, the chair moved the committee to the next agenda item on computer science and AI literacy, where Code.org began a presentation on the importance of computer science for all students.

Transcript Highlights:

• see how much it's costing per student. see how much it's costing per student.
• Um, so I think, you know, I student.
• Um, to students, not in the district.
• > to<00:46:17.359> take This program allows students to take This program allows students
• IEP and 504 students in Wisconsin, it.

Keywords: 1191, senate, all

Transcript Highlights:

• An increase of $220 per student. will only provide teachers and schools minimal options for students
• I'm here to advocate for my fifth grade students. students who cannot advocate for themselves.
• our students need.
• This only hurts. our students.
• So the students in my district as well as the students across the state of Texas.

Bills: HB2, HB2

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