Bills: HB2299, HB2939, HB2941, HB2960, HB3062, HB3087, HB3114, HB3244, HB3262, HB3304, HB3345, HB3386, HB3431, HB3498, HB3581, HB3645, HB3648, HB3764, HB3852, HB3974, HB4141, HB4144, HB4227, HB4237, HB4343, HB4425

Keywords: Article V, convention, amendments, criminal penalties, legislative authority, absentee voting, electronic communication, facsimile device, voting materials, military voters, fentanyl, overdose, first responders, drug reporting, immunity, controlled substances, penalties, firearm liability, tort reform, manufacturers

Transcript Highlights:

• I mean, we have outages, we have education programs, we have... ...we have outages, we have education
• programs, we are the community, and without the ability to use ratepayer dollars, so to speak, for these
• So we have low-income programs that we run. We have safety programs that we run.
• It is true that unincorporated areas have a higher degree, where the sheriff's office is their main source
• have a big impact on, say, homeless services in the Valley or food relief or creating anti-hunger programming

Bills: SB1246, SB1338, SB1428, SB1443, SB1501, SB1566, SB1571, SB1645, SB1646, SB1663, SB1688, SB1805, SB1808, SB1825, SCR1023, SCR1029, HB2079, HB2080, HB2130, HB2239, HB2324, HB2375, HB2610, HB2619, HB2620, HB2716, HB2745, HB2749, HB2837, HB2857, HB2968, HB4064, HB4066, HB4087, HB4130, HCR2048, HCR2058

Keywords: homeowners associations, foreclosure, common expense liens, condominiums, special assessments, unit owner, public benefits, eligibility, immigration status, documentation, Arizona law, county governance, supervisorial board, population-based representation, local government, elections, noise pollution, environmental nuisances, building permits, urban development

Summary: The committee first heard SB 1825, which would shift precinct committeeman vacancy applications in certain cases from county party chairs to legislative district chairs and require the list of nominees to be submitted within five days. Supporters said the bill would streamline a bottlenecked process and better reflect local party leadership, while the County Supervisors Association said it had no issue with the basic structure but objected to the five-day deadline. The bill received a do pass recommendation on a 5-0 vote, with two members not voting. The committee then considered SB 1566, a measure aimed at preventing municipalities, counties, the state, and state agencies from maliciously delaying permits or approvals, with enforcement by the Attorney General and civil penalties. After a strike-everything amendment narrowed the bill mainly to single-family residential construction and clarified terms, the sponsor and home builders argued it would deter intentional delays that increase housing costs, while one member raised concerns about breadth and public safety or planning issues. The amended bill passed 3-2, with two not voting. SB 1571, as amended, would bar monopoly utilities with a defined customer base from passing marketing, sponsorship, community relations, and similar costs through to ratepayers, and would require annual public reporting and an attestation that such costs were not passed on. Support came from the sponsor, the Home Builders Association, and environmental advocates, while a municipal power users representative warned the language could be too broad for small public utilities and emergency communications. The committee adopted the strike-everything amendment and then gave the bill a do pass as amended recommendation by a 4-2 vote, with one not voting. Later, the committee approved SB 1501, which expands the Administrative Rules Oversight Committee’s review authority to include whether agency rules or policies exceed statutory authority, and SB 1805, which requires county recorders to verify that a notary on a quitclaim deed is actively commissioned before recording the deed. It also passed SB 1808, as amended, to prohibit HOAs and condominium associations from banning flags of nations designated as major non-NATO allies, and SB 1688, as amended, to require certain membership associations receiving public dues support to disclose fees and allow opt-outs. SB 1246, as amended, increased the delinquency thresholds and time periods before HOA/condo foreclosure on common expense liens, and passed unanimously. Finally, SB 1428 was introduced to expand county boards of supervisors in larger counties, with debate focused on representation, cost, and the differing constitutional roles of counties and cities; the transcript cuts off before any final action on that bill.

Transcript Highlights:

• programs that are bachelor's degree programs that are not typically found at universities.
• programs that are bachelor's degree programs that are not typically found at universities.
• programs that are bachelor's degree programs that are not typically found at universities.
• automation bachelor's degree program B?
• program, but now it's at the bachelor's degree program, which, if it meets those criteria for workforce

Summary: The Assembly Higher Education Committee heard several Senate measures focused on community college procurement, higher education access, and student support. SB 1154 by Senator Reyes would allow community college districts to use best-value procurement for public works projects over $1 million. Supporters, including San Bernardino Valley College, the San Bernardino Community College District, labor groups, and several districts, said it would improve delivery of complex facilities and align community colleges with other education systems. Opponents, including the Associated General Contractors, argued the bill’s skilled-and-trained workforce requirements and labor-compliance scoring would narrow the bidder pool and raise costs. The committee passed the bill to the Assembly Floor on a due-pass vote, with some members voting no or not recorded. SB 1255, also by Senator Reyes, would create a California Hispanic-serving institution designation. Supporters from HACU, the CSU Chancellor’s Office, UC, community colleges, and other education organizations said the designation would recognize campuses that serve large numbers of Latino and low-income students and strengthen accountability and student success. The committee approved the bill as amended and re-referred it to Appropriations, with one no vote. SB 1328, presented on behalf of Senator Cervantes, would require LGBTQ+ points of contact at satellite or branch campuses of CSU and community colleges, either through designated staff or regular office hours. Testimony emphasized gaps in access at remote centers and the need for confidential support; one member raised concerns about staffing, costs, and whether existing systems could meet the need remotely. The bill was passed as amended and sent to Appropriations. The committee also considered SB 960 by Senator Cabaldon, which would expand the circumstances under which community colleges could offer bachelor’s degrees in response to unmet workforce needs, especially where CSU programs are impacted or not realistically accessible locally. Supporters said the bill would help meet workforce demand and expand access for place-bound and adult learners. CSU and faculty representatives opposed unless amended, urging stronger partnership requirements, clearer workforce-need standards, and safeguards around duplication and Prop 98 funding. Members discussed impaction, regional access, and the role of partnerships; the bill was passed as amended and re-referred to Appropriations. Finally, SB 632 by Senator Otagan would extend the California College Promise fee waiver to part-time community college students enrolled in nine units. Supporters said many students cannot attend full time because of work, caregiving, and living costs, and the bill would better reflect student realities; the transcript ends during testimony on this measure, before any vote is shown.

Transcript Highlights:

• <00:17:45.799> system degree programs in the University system degree programs in the University
• <00:50:55.960> I'm degree programs at one University I'm degree programs at one University
• It doesn't even have to be degree programs, right?
• It doesn't even have to be degree programs, right?
• <01:07:43.839> programs doesn't even have to be degree programs doesn't even have to be degree

Keywords: 1189, house, all

Summary: The Public Higher Education Study Committee held an organizational meeting and received an update from the university and community college systems on implementation of recommendations from the governor’s higher education task force. The systems said the task force report contained about 40 recommendations, and they have focused first on operational items while continuing to work on larger policy issues, including better alignment of public higher education with workforce and economic development needs. The committee also discussed reporting requirements under the amended law and whether quarterly reports are required or whether annual updates are sufficient unless the committee requests more. A major topic was expanding Early College and dual-enrollment opportunities. The chancellors reported strong growth in Early College participation, significant student and family savings, and state scholarship support that they described as producing a strong return on investment. They said the goal is to build clearer pathways so students can earn college credit, reduce debt, and stay in New Hampshire for postsecondary education. They also noted ongoing work to simplify admissions and transfer processes, including about 100 transfer pathways between the systems, direct-admit efforts for community college and university students, and continued development of transfer equivalency tools. Members pressed the systems and the Department of Education on direct outreach to high school students, especially juniors, so students would know they are eligible for direct admission and other opportunities. The main obstacle discussed was access to student contact information, with officials saying the issue may involve contract limits with the College Board and possibly statutory constraints on sharing data. Department of Education staff said they are meeting with the systems and vendors to determine what changes are needed. Committee members urged faster action so students and families can receive letters or other notices about in-state options, affordability programs such as Granite Guarantee, and pathways to community college and university enrollment.

Transcript Highlights:

• Our largest AS degree program is our nursing program. We graduated 316 nurses last year.
• our largest baccalaureate degree program.
• And arts transfer degrees which allow us to build in those common program prerequisites.
• We have started our first apprenticeship program with our bachelor's degree in elementary education.
• with specific requirements into a baccalaureate degree program at that state university.

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

Transcript Highlights:

• a better chance of navigating degree a better chance of navigating degree programs.<00:24:40.480
• And make no mistake, this is not meant for every single degree program at universities, only for those
• for a degree program.
• Those electives are still required for your degree program and for your completion.
• So it still fits the degree program that is required.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education opened its first meeting with roll call, member introductions, and introductions of numerous interns from Kentucky colleges and universities. The chair reviewed committee rules for the 2026 session, including witness oaths, sign-up procedures, limits on testimony, and the deadline for submitting committee substitutes and amendments. The committee then took up House Bill 96, sponsored by Chair Tipton, which would revise the membership and timing of the performance-based funding work group. Tipton said the bill would expand legislative participation from one House and one Senate member to five from each chamber, keep university and KCTCS presidents on the group, make the CPE president a nonvoting chair, and change the work group’s schedule from a fiscal year to a calendar year. He argued the changes would build institutional knowledge, allow university leaders to meet without creating quorum/open-meeting issues, and help the group develop recommendations for the next General Assembly. Members raised concerns about politicization and the even-numbered membership, while Tipton said he wanted consensus rather than a tied vote. The committee approved HB 96 on a roll call vote, with most members voting yes and Representative Willner voting no but saying she might change her vote later on the House floor. The committee also heard House Bill 94 for discussion only, so no vote was taken. Representative Vanessa Gracel and CPE counsel Travis Pal described the bill as a transfer-pathways measure aimed at making two-year-to-four-year and four-year-to-four-year transfers more seamless in high-demand programs. They said the proposal would require CPE, public universities, and KCTCS to collaborate on statewide transfer pathways based on student and workforce demand, with institutions able to opt in or out of specific pathways but required to disclose nontransferable courses for transparency. Gracel argued the bill would reduce credit loss, lower time and cost to degree, improve completion rates, and help students and families understand transfer options; she also criticized some universities for not engaging in the process. No action was taken on HB 94 at this meeting.

Transcript Highlights:

• Among those, 204 offer both degree and non-degree programs, and a total of 249 are accredited.
• We also have 721 licensed institutions, which are non-degree programs.
• We also have 721 licensed institutions which offer only non-degree programs.
• career certificate program, or an applied technology diploma, or an AS degree program as well.
• Their spouses and dependents in certificate or degree-seeking programs.

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

Transcript Highlights:

• community... ...original community college bachelor's degree program was created as a small part of
• ... ...very laser-focused on occupational programs that are bachelor degree programs that are not typically
• And so it's not real access to that bachelor's degree program if it is four or five or seven hundred
• automation bachelor's degree program B?
• program, but now it's at the bachelor's degree program, which, if it meets those criteria for workforce

Keywords: 988, house, all

Transcript Highlights:

• > aligned degree and certificate programs aligned degree and certificate programs aligned with
• > a<00:20:21.840> four-year<00:20:22.160> degree two-year degree and a four-year degree
• That program has, although it leads to an associate degree, is effectively three years of instruction
• On that note, I've heard concern about not necessarily bachelor's degree programs being discontinued,
• but the master's degree program that a student would be interested in pursuing after the bachelor's

Keywords: 928, house, all

Summary: The committee met to review the annual report on collaboration between the University System of New Hampshire and the Community College System of New Hampshire, and the meeting began with approval of the prior minutes and a gubernatorial proclamation recognizing the community college system’s 80th anniversary. Both chancellors praised the proclamation and described the report as a statutory follow-up to the public higher education task force. They said the two systems have built a close working relationship and that the collaboration is intended to continue, though progress may be limited by resources and staffing changes. Much of the discussion focused on transfer pathways and new academic models. The chancellors said House Bill 1530 helped drive the creation of more than 100, and possibly about 130, “universal pathways” between the systems, with a reported 30% increase in community college associate-degree graduates transferring to the university system in the last academic year. They also discussed direct-admit outreach for community college graduates, early college and CTE-to-workforce pathways, and the development of three-year bachelor’s programs at Plymouth State and in some health-care fields. Members asked about nursing, allied dental health, and radiologic technology, and the chancellors said they are exploring whether some programs can be streamlined, while noting that nursing’s requirements may limit how short a pathway can be. Members also raised concerns about whether transfer pathways could affect university enrollment, but the university chancellor said declining enrollment is more likely due to a smaller pool of college-age students and broader competition, not the transfer programs. Another topic was the ERP/technology platform recommendation from the task force: the university system is moving to Workday, while the community college system is working to align business practices and move from an on-premises system to a cloud-based solution. Officials said a shared enterprise system could create efficiencies in the future, but it is not expected in the short term; student-facing tools like Canvas are already shared. The committee also discussed House Bill 112, which would require passing a civics test for graduation, and the chancellors said they support civic education but see implementation challenges. No votes or formal actions were taken beyond approving the minutes and receiving the report.

Transcript Highlights:

• of program types completing the program over that time.
• programs.
• Then we have 20 institutions, I should say, with a bachelor's or master's degree education program, and
• , and then 86% were within 30 miles of an associate's degree in education program.
• Warden was working with higher education on whatever degree a student gets and that there is a program

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.

Transcript Highlights:

• Degree-seeking would be somebody who is actually working toward a program of study.
• So degree-seeking would be someone who is actually enrolled in a program of study at an institution intending
• As we look at our programs, you can see our BAS degrees.
• As we look at our programs, you can see our BAS degrees.
• And so we know the strong education degree programming that we already have in this state.

Keywords: 908, all

Summary: The committee first reviewed the 2024-25 tuition waiver report for the North Dakota University System. Staff explained that waivers were reported for degree-seeking students and broken out by residency, institution, and waiver type. Members asked about partial versus full waivers, institutional discretion, athletic waivers, and whether campuses have published guardrails or transparency requirements. Staff said most waivers are set by institutions, with some statutory and board-required categories, and that athletic waivers are a small share of total waiver dollars. The report showed total gross tuition of $354.5 million, tuition waived of $38.9 million, and 11,193 of 42,040 students receiving some waiver. Members also discussed how waivers affect net tuition revenue, housing and food collections, and whether campuses are using waivers strategically compared with scholarships and other funding sources. The committee then heard a presentation on tuition rates by campus and State Board policy. Staff explained the board’s tuition factors for resident, Minnesota reciprocity, contiguous-state/U.S. nonresident, and international students, and noted that campuses often seek exceptions based on program-specific competition and enrollment goals. Members asked whether rates are based on cost or competition, and staff said campuses typically bring forward estimates and market comparisons when requesting special rates. The presentation also reviewed general fund appropriations versus net tuition revenue by campus, and members discussed how local tuition decisions and waivers do not directly affect the state funding formula, though they do affect institutional revenue and reserves. Questions were also raised about the Higher Learning Commission’s financial composite indicator and how it differs from the more intuitive reserve and revenue figures. The committee next received a broad overview of non-higher-education entities affiliated with the State Board of Higher Education, beginning with NDSU agriculture-related units. Dr. Greg Lardy described the State Board of Agricultural Research and Education, the NDSU Extension Service, the Agricultural Experiment Station, and the branch research centers, emphasizing their statewide role in crop and livestock research, extension education, and county-based outreach. He outlined funding mixes for extension, the experiment station, and branch stations, noting that grants and contracts support both research and education, while the agronomy seed farm is self-funded through seed sales. Members asked about the new and vacant FTE pool, R1 research status, matching requirements for grants, and whether state appropriations count toward research expenditures. Dr. Lardy also highlighted major research impacts, including crop varieties, virtual fencing, AI-assisted weed control, and NDAWN weather data. The Northern Crops Institute and the Upper Great Plains Transportation Institute also presented. NCI described its role in market development, technical services, and education for regional agriculture, its governance through the Northern Crops Council, and its funding from state appropriations, other states, and earned revenue. Members asked about the source of out-of-state funding, intellectual property, and the institute’s international reach. UGPTI then outlined its transportation research, federal and state funding structure, and work on road and bridge condition assessments, travel demand modeling, and workforce training. No votes were taken during the portion of the meeting reflected in the transcript.

Transcript Highlights:

• pursue their baccalaureate degree programs at a community college to do so tuition-free.
• Maybe we open the door to certain types of degrees, then we study this program.
• But the reality is we're not doing these kids justice in some of these degree programs.
• There may be some degree programs where the investment is a no-brainer, absolutely.
• Ensuring that place-bound students in California community college bachelor degree programs have the

Summary: The Assembly Higher Education Committee met with a quorum and first approved a consent calendar containing AB 341, AB 1098, and AB 1316, sending those measures to the Human Services, Judiciary, and Appropriations Committees respectively. The committee then heard AB 977, which would require CSU to audit surplus land and work with California tribes to identify three regional burial sites for Native American remains that cannot yet be repatriated. Supporters, including tribal leaders and archaeology groups, said the bill is needed to honor ancestors and address the large number of remains still held by CSU; CSU said it is committed to repatriation but had no formal position. The bill passed to Appropriations on a 5-0 vote. Members also heard AB 1093, creating a California-Mexico higher education exchange program, and AB 1035, expanding the California College Promise to cover tuition for students pursuing community college bachelor’s degrees. AB 1093 drew support for strengthening cross-border educational and economic ties, but some members raised concerns about border-region sewage problems and the bill’s budget implications; it was held for later consideration. AB 1035 received strong support from community college leaders and faculty who said it would help low-income and first-generation students complete workforce-focused bachelor’s degrees, but several members questioned whether it would stretch Prop. 98 funding and whether the state should prioritize broader affordability concerns. AB 1035 passed to Appropriations on a 3-2 vote. The committee next approved AB 922, which would let the University of California keep access to federal criminal-history information for hiring background checks, avoiding delays and added costs if statutory authority is required. UC said the bill is needed to maintain safety and hiring operations, and it passed to Public Safety on a 5-0 vote. AB 1346, protecting military dependents from losing in-state residency status because of family travel, also passed unanimously to Military and Veterans Affairs. AB 1212, allowing UC to use low-income housing tax credits to build affordable housing for faculty and staff on UC land, drew support from UC and labor groups but opposition from members concerned about preferential access to public resources; it was held for later action. Finally, the committee approved AB 500 and AB 684, both aimed at increasing transparency around UC admissions policy changes and UC BOARS decision-making, sending AB 500 to Education and AB 684 to Governmental Organization, each on 5-0 votes. The hearing then moved on to AB 1122 on dual enrollment, with the author and witnesses presenting the bill as a way to expand college access for high school students.

Transcript Highlights:

• Fifty-six of those offer at least one of these program types in varying degrees.
• Fifty-six of those offer at least one of these program types in varying degrees.
• Those completions are included because they're important, but a degree completion is going to weigh programs
• Now, in a four-year program, for instance, somebody who's getting a degree in chemistry, the cost of
• So if you are in a technical program, if you're in the welding program, if you're in the welding program

Summary: The Appropriations Committee for Higher Education met to review Florida’s workforce and Florida College System funding models as part of budget planning. Chair Harrell opened by emphasizing the state’s growing focus on technical education and workforce pathways, and the committee first heard from Tara Goodman of the Department of Education on district workforce education. Goodman explained the programs funded through district workforce dollars, including career certificates, applied technology diplomas, registered apprenticeship, and adult general education, and described the model’s reliance on lagged enrollment, program cost weights, local tuition offsets, and supplemental factors such as disability services, GED testing, and minimum funding for small rural districts. She also noted federal support through Perkins and WIOA and said the model is used to determine unmet need and guide appropriations. In response to questions, she said health care programs are generally among the higher-cost offerings and may be supplemented by pipeline funds. The committee then heard from Kathy Hebda, Chancellor of the Florida College System, on the college system’s funding model. Hebda described the main funding sources, including the program fund, student success incentive funds, pipeline funds, tuition and fees, and performance-based incentives, and explained that the current model was developed by the 28 college presidents under legislative direction. She said the model uses a three-year average FTE, weights workforce enrollment more heavily than non-workforce enrollment, gives significant weight to completions, includes a small-college factor and regional cost differentials, and also provides targeted funding to bring colleges up to a floor based on per-FTE funding. Senators asked about colleges below the target, cost differences among programs, faculty salaries, and health insurance costs; Hebda said the model is meant to provide flexible operating dollars that colleges can use for those expenses, but specific salary and benefit decisions are left to the institutions. Seminole State College President Georgia Lorenz also testified in support of the college funding model, saying it holds institutions accountable for enrollment and completions, can be adjusted to reflect state priorities like workforce, and addresses differences in size and regional costs. No bills were voted on, and the committee adjourned after brief closing remarks thanking Seminole State College and the presenters.

Transcript Highlights:

• would be literally every degree, certificate, undergraduate program.
• would be literally every degree, certificate, undergraduate program.
• program, this line here is what would be awarded per degree completion.
• They all enroll in the associate's degree, two-year degree program.
• They all enroll in the associate's degree, two-year degree program.

Keywords: 908, all

Transcript Highlights:

• We have a program advisory committee for all of our Associate of Applied Science degrees.
• To small enrollments of nearly 500, we offer traditional degree paths as well as program paths tailored
• doctoral degree or a professional degree.
• We have new high-demand degree programs including data sciences. and I'll speak briefly in a minute we've
• The new nursing program We're excited about his two degree offerings at BSN and a master's level which

Keywords: 1184, house, all

Transcript Highlights:

• would be literally every degree, certificate, undergraduate program.
• would be literally every degree, certificate, undergraduate program.
• Representative Hager: "...and with four-year degree programs, if my son was starting a program, that
• program, this line here is what would be awarded per degree completion.
• They all enroll in the associate's degree, two-year degree program.

Summary: The Higher Ed Funding Committee met to review how North Dakota might identify and address low-producing academic programs and to discuss draft funding formulas for the university system. Lisa Johnson of the NDUS explained that the State Board of Higher Education is already developing a system-wide policy, using models from other states such as Texas, Virginia, North Carolina, Colorado, Kentucky, Ohio, and Connecticut. She described how low-producing programs are typically flagged by multi-year enrollment or completion thresholds, then reviewed for workforce demand, mission fit, cost, accreditation, and regional need before any action is taken. Committee members asked about what counts as a program, how costs are analyzed, whether certificates are included, how exemptions work for mission-critical or high-demand fields, and whether the board or legislature should set the rules. Johnson said the board is the appropriate body to lead the process, but legislators could use funding leverage if they wanted to encourage action; the chair asked the board to bring a detailed proposal to the June meeting. The committee then heard a Legislative Council presentation on a draft formula for UND and NDSU. The proposal uses fall census FTE enrollment, with a placeholder undergraduate rate of $7,000 per FTE and a graduate/professional rate of $10,500, plus incentives for completions in in-demand fields and research productivity. Alex from Legislative Council walked through the projected funding effects, noting that the model would increase funding for NDSU and reduce it for UND in the current biennium, with different results in the next biennium as enrollment changes are recognized. Members questioned the use of the placeholder rates, the definition of in-demand programs, the treatment of research funding, and the exclusion of state-appropriated dollars from the external grants calculation. The chair emphasized that the numbers were illustrative and that appropriators would set the actual dollar amounts later. A second draft formula for the other nine institutions was also reviewed. That model uses fall census FTE without a weighted economic factor, applies a higher undergraduate rate, and adds completion incentives for in-demand credentials and all other completions. Members noted that the formula would benefit some institutions, such as Bismarck State College, while reducing funding for others, such as Mayville State, and discussed whether the nine institutions should be treated more uniformly or split into smaller groups because of their different missions and sizes. Committee members and staff repeatedly stressed that the formulas are still being refined and that some institutions would likely need hold-harmless adjustments or other transition measures. The meeting ended with the chair directing the committee to continue the discussion later and to expect further work on both the low-producing program policy and the funding formulas.

Transcript Highlights:

• You didn't mention the language in the bill regarding the low earning degree programs.
• If we want to analyze these programs, if we want to look at the degree earnings, and why wouldn't we
• And yet here in Senate Bill 199, we are expecting each educational institution degree program that is
• If we had eliminated that initial degree program, this person wouldn't have gone on.
• degree program is, we are showing the value in that program.

Keywords: 964, all

Transcript Highlights:

• with the review of those that had fewer than 10 graduates in undergraduate degree programs and less
• So they're serving a larger role than just graduates in a finite degree program.
• If you're getting a nursing degree from Dickinson State, $4,500 for that nursing program, or excuse me
• So that would be post-baccalaureate degree programs, excluding those professional programs of law, OT
• Right now it says each doctoral degree program. That should be a—what was the language used here?

Summary: The committee met to discuss higher education funding and capital building policy. Members first heard an update from NDUS Deputy Commissioner Lisa Johnson on low-producing academic programs. She described a proposed board policy using a five-year rolling window and thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, with programs flagged for three consecutive review periods going to the board. Possible outcomes would include continuation, continuation with modifications, inactivation, or termination. Members asked about how the review would account for program costs, service to other students, workforce demand, and the difference between inactivation and termination. Johnson said the board would consider broader factors and that campuses already do detailed program analysis. Several members also asked about cost savings and staffing impacts from program terminations, and Johnson said the board would try to provide more information later. The committee then received a report on the Capital Building Fund from Jamie Wilkie. He reviewed the program’s history, matching requirements, and recent uses, noting that about $334 million in state and matching dollars has been invested overall, with most going to deferred maintenance and extraordinary repairs. Members discussed whether the program is reducing deferred maintenance and requested updated systemwide data on deferred maintenance and campus space utilization. Wilkie said the board is considering a new study to update deferred maintenance figures, which are based on information more than 12 years old. He also reported that several institutions have used current biennium funds for projects such as residence hall renovations, health sciences housing, generators, and building repairs. Later, the committee began a detailed walkthrough of a draft bill that would replace the current higher education funding formula with an FTE-based model and also revise the capital building fund structure. The draft would use fall enrollment FTEs, add completion incentives for degrees in in-demand fields, and create a separate research funding component for UND and NDSU tied to doctoral completions and external research expenditures. Members raised concerns about the use of older data in the formula, the treatment of waivers, the weighting of professional and health sciences programs, and the use of CIP codes to define CTE and education incentives. The bill draft would also combine capital building fund tiers, broaden eligible uses for deferred maintenance and legislatively authorized projects, change matching requirements, repeal the old formula chapter and the capital pool, and transfer funds from the Strategic Investment and Improvements Fund into the capital building fund. No final votes were taken during the portion provided; the meeting was primarily discussion and review.

Transcript Highlights:

• program.
• A large high school has a carpentry program. That's a CTE program.
• So traditional programs requiring a bachelor's degree can be financially and geographically inaccessible
• With the A+ program, which is a fantastic program, students are able to graduate with an associate degree
• , not an AS degree.

Keywords: 959, house, all

Transcript Highlights:

• with the review of those that had fewer than 10 graduates in undergraduate degree programs and less
• So they're serving a larger role than just graduates in a finite degree program.
• If you're getting a nursing degree from Dickinson State, $4,500 for that nursing program, or excuse me
• So that would be post-baccalaureate degree programs excluding those professional programs of law, OT,
• Right now it says each doctoral degree program.

Summary: The Higher Education Funding Review Committee met to continue work on a draft higher education funding formula and related capital building fund changes. Lisa Johnson of the North Dakota University System updated the committee on the board’s developing policy for low-producing academic programs. She said the board is using a five-year rolling window, with thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, and that programs flagged in three consecutive review cycles would go to the board for review. Possible outcomes include continuation, continuation with modifications, inactivation, or termination. Members asked about how the policy would account for enrollment, program costs, workforce need, and programs that serve students outside their major. Johnson said the board would likely use an accompanying procedure to consider those factors. She also reported that about 200 programs could potentially be reviewed under current guidance, with 135 inactivated and 112 terminated, and said the process is intended to support quality and stewardship rather than simply cut programs. Jamie Wilkie then reported on the Capital Building Fund. He reviewed the fund’s history, matching requirements, and use for extraordinary repairs, deferred maintenance, and some legislatively authorized projects. He said about $334 million in state and matching dollars has been invested overall, with roughly 78.7% going to deferred maintenance and extraordinary repairs. Committee members pressed for updated information on how much deferred maintenance has actually been reduced, and several members said they wanted clearer reporting on the return on investment from new buildings versus repairs. NDSU representatives said the tier funding has helped significantly reduce deferred maintenance and allowed demolition and renovation work on campus. The committee also discussed the need for updated five-year facility plans and space-utilization information from the institutions. The committee then began a section-by-section review of a draft bill that would replace the current higher education funding formula with an FTE-based model and restructure the capital building fund. The draft would fund UND and NDSU differently from the other nine institutions, use fall enrollment rather than completed credits, add performance funding for completions in in-demand fields, create research incentives for UND and NDSU, and combine capital building fund tiers while changing matching requirements and eligible uses. Members raised concerns about the treatment of professional students, the use of CIP codes, incentives for waivers, and whether the formula should rely on more current data. The committee did not take final action on the draft during this meeting, but it continued detailed discussion and indicated more review would follow.