Transcript Highlights:

• As there was a recent LGBTQ+ pilot program to equip this student population with supports, including
• including the mandate block grant, the disabled students programs and services.
• Or DSPS, CalWORKs Student Services, Extended Opportunity Programs and Services, or EOPS, Campus Child
• We know that there are significant numbers of students being served by these programs.
• which were originally funded by the higher education student housing grant program.

Keywords: 988, house, all

Transcript Highlights:

• The original legislation authorizing the Higher Education Student Housing Fund program included a set
• In the 30 highest-demand majors, including STEM programs, this allows students to keep their options
• what happens at UCOP and its role in supporting students, understand there is a lot of student programming
• I've mentored a series of CSU students into PhD programs.
• We're going to have four students enroll in our PhD program this year.

Keywords: 988, house, all

Transcript Highlights:

• The cut of programs that aid in student success directly affects their livelihood and time to graduation
• However, students are open to new approaches such as regional enrollment strategies, shared programs
• Students want to ensure these funds are used to support academic programs, stabilize enrollment, expand
• When universities are forced to cut sections or close programs because of budget shortfalls, students
• Our innovative enrollment access programs give students and families a guarantee that their education

Summary: The joint Assembly Higher Education and Budget Subcommittee hearing focused on the future of the California State University system, with opening remarks emphasizing CSU’s major role in California’s economy, workforce, and degree production. Chairs and members said the hearing was intended to inform 2026 budget decisions and to examine three main issues: declining enrollment at some campuses, cost controls and possible consolidation, and oversight of recent state investments at campuses such as Humboldt and Sonoma. The meeting was briefly delayed by microphone and sound problems before reconvening. The first panel featured CSU Academic Senate Chair Dr. Elizabeth Boyd and Cal State Student Association Vice President Katie Karam. Boyd urged the Legislature to protect academic freedom, strengthen faculty governance, provide stable ongoing funding, end unfunded mandates, support student food and housing security, fund flexible course schedules, improve transfer systems such as ASSIST, avoid over-centralizing academic programs, protect immigrant students, and expand intersegmental collaboration. Karam said students are feeling the effects of budget shortfalls through fewer course sections, reduced advising and services, longer time to degree, and tuition pressure, and she called for transparency, meaningful student involvement in budget decisions, and sustained state investment rather than cuts that harm the student experience. The second panel covered enrollment management and included CSU Chancellor’s Office and campus administrators from Chico State, Cal State L.A., and San Diego State. Dr. Delcy Perez said CSU Forward and the new systemwide enrollment plan are aimed at expanding access, aligning programs with workforce needs, and increasing resident enrollment; she reported systemwide enrollment gains and strong application numbers, including a direct-admissions pilot that expanded from Riverside to more campuses. Campus representatives described local recruitment and retention strategies, including early outreach to high school students, community college partnerships, guaranteed admission programs, and expanded advising and student support. San Diego State highlighted record enrollment and high demand, while Cal State L.A. described efforts to recover from impaction and rebuild enrollment. Members pressed CSU officials on the accuracy of enrollment data, the gap between funded targets and actual enrollment, and the system’s reallocation formula. CSU staff explained that campuses below target will see a 5% ongoing reallocation beginning in 2026-27, with one-time reserve funding also being directed to campuses that can grow, and that fiscal health reviews have been completed for 21 of 22 campuses. Legislators also asked about turnaround plans required by the budget act; CSU said those plans are being developed and will be shared in the spring after campus consultation. No formal votes were taken.

Transcript Highlights:

• about student housing and projects funded in the Higher Education Student Housing Grant Program approved
• The original legislation authorizing the Higher Education Student Housing Fund program included a set
• is a lot of student programming going on in UCOP.
• I've mentored a series of CSU students into PhD programs.
• we're going to have four students enroll in our PhD program this year.

Summary: The Assembly Budget Subcommittee on Education Finance held an extended hearing focused primarily on University of California budget issues, enrollment, housing, and Title IX. Chair David Alvarez opened by noting the governor’s proposed 8% ongoing General Fund reduction to UC, the deferral of compact funding, and the College of the Law budget item, while emphasizing that no votes would be taken that day. Public commenters, including UC Davis employees and lecturers, urged restoration of UC funding and opposed the hiring freeze, saying cuts would worsen staffing shortages, reduce research capacity, and harm students and patients. On UC core operations, the Department of Finance said the governor’s budget maintains the compact but defers $240.8 million in ongoing support and continues a planned 7.95% reduction, while the LAO recommended rejecting the deferrals and instead making any changes in the budget year. UC San Diego’s chancellor and UC Office of the President argued the cuts and deferrals would create major campus shortfalls, force hiring freezes, larger class sizes, fewer course offerings, delayed projects, and possible layoffs. Committee members questioned whether cuts could be shifted away from students and toward administration, discussed UCOP reserves and bond debt, and noted that UC’s budget structure makes the campus-level impact larger than the headline reduction. The committee also reviewed enrollment trends and nonresident replacement. The LAO said UC resident enrollment has grown and recommended revisiting 2026-27 targets and pausing the nonresident replacement plan if state funding does not improve. UC said it has exceeded California undergraduate enrollment and nonresident replacement goals, but warned that continued growth without funding would force enrollment reductions and harm quality. Members discussed the role of nonresident and international students, tuition rates, and the value of UC as a pathway for California students and a source of talent for the state. A separate housing item covered the state’s Higher Education Student Housing Grant Program. UC reported that recent bond savings could support additional affordable beds at UC Davis and UC Santa Barbara, but the LAO and Finance noted the Legislature would need to decide how to use the $6.2 million in savings from the original projects. The committee also heard a Title IX update from UC’s systemwide civil rights office, which described campus Title IX structures, training, and policy enforcement, and said the system has been working to improve confidentiality guidance and streamline complaint processes after survey feedback showed confusion and lengthy procedures.

Transcript Highlights:

• Scholarship Program, and provide access to financial aid for students seeking to complete bachelor's
• I think for many of these programs where students are receiving financial aid, they are also working,
• So, for many of these programs, students are not relying entirely on grant aid but also continuing to
• The medical students, now doctors, have to find a residency program within the state.
• We still have 30% of students who are not being served by state-supported financial aid programs.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• In 2023, the K-12 Plus program resulted in a large jump in per-student funding for all students of about
• That 11% of your students enrolled in these programs puts you into another grouping there.
• Many students find these programs disengaging and irrelevant.
• proposed target of 435 students, enrolling 343 in the program.
• to broaden this to attract more students to this program.

Transcript Highlights:

• So the second year of the program, the student population overall is a more diverse student population
• So the second year of the program, the student population overall is a more diverse student population
• So in program year one, we had 99 students in that category.
• In program year two, we had 579 students.
• Of State Student Grant and Aid Programs.

Keywords: 1187, senate, all

Summary: The committee received an informational presentation from the Office of Higher Education on college access efforts, with a focus on FAFSA outreach, the Get Ready program, and Direct Admissions Minnesota. Wendy Robinson said OHE’s role is to provide nonpartisan information, partner with K-12, colleges, and community groups, and use statewide programs to expand awareness of higher education options and financial aid. She highlighted outreach through brochures, virtual sessions, conferences, the State Fair, and events serving specific populations, as well as the Lumina-funded Connect College grant and the federally funded Get Ready program, which serves about 7,500 low-income students across 14 capacity-building schools and 28 additional schools with tutoring, college visits, application help, and financial aid support. A member asked for demographic data on Get Ready students, and staff said they would provide it later. Robinson also reviewed FAFSA outreach, noting that last year was especially difficult for students because of federal FAFSA problems. OHE’s Ready Set FAFSA sessions drew 1,300 unique registrations in October and 939 in January, and the agency continued training K-12 and college staff on state aid programs, FAFSA simplification, and implementation of North Star Promise. OHE said it also held FAFSA completion events with partners, including at the State Fair, and planned another financial aid event in Duluth. The bulk of the presentation covered Direct Admissions Minnesota. Robinson said the program is now in its fourth year, with 55 participating colleges and universities and 182 participating high schools in the third cohort, serving just over 32,000 students. She described the program as a broad, collaborative model that sends students letters listing colleges that would admit them based on junior-year performance, while preserving student choice and waiving application fees for participating schools. She said the program is intended to reduce anxiety about admissions, encourage FAFSA completion, and keep more Minnesota students in-state. Robinson previewed second-year data showing continued positive outcomes, including higher FAFSA completion, increased college enrollment, and more students staying in Minnesota. Participation increased among students eligible for free and reduced lunch, rising from 21% in the first year to 40% in the second year. She noted a continuing concern about American Indian and Alaska Native students, whose FAFSA completion declined and whose participation numbers were lower in the newest cohort, and said the agency would continue to study that data. She also said some of the increase in free-and-reduced-lunch participation may reflect the impact of North Star Promise and related financial aid messaging. No votes or formal actions were taken.

Transcript Highlights:

• This work undergirds our student employment program and helps to ensure that the students who work in
• We had about just under 76,000 students receive benefits from the Minnesota State Grant program.
• with a negative student aid index also can impact the state grant program.
• Two years ago, there were 71,000 students in the state grant program.
• Two years ago, there were 71,000 students in the state grant program.

Keywords: 1187, senate, all

Transcript Highlights:

• their day don't align with the transportation that's needed to get students to those other programs.
• to those other programs. align with the transportation that's needed to get students to those other
• . college going culture greater number of students participating in college and university programming
• our students to access these types of programs is going to be critical for us going forward.
• More expansive and easier for our students to access these types of programs.

Keywords: 988, house, all

Summary: The committee began with public comment and then heard an informational update on the administration’s Career Education Master Plan and the California Education Interagency Council. State agencies described efforts to better align workforce, higher education, and TK-12 systems through data sharing, dual enrollment, e-transcripts, career passports, and regional partnerships. Members asked about the council’s timeline, strategic plan, reporting requirements, and whether it would have authority to act; administration staff said the council is being stood up, its first meeting is due by the end of June, and a strategic plan is due by the end of November. Members also raised broader questions about the relationship of this work to the Master Plan for Higher Education and common course numbering. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants. Finance said the proposal would extend grants for middle college, early college, and CCAP programs, add eligibility for regional occupational centers, provide extra support for justice-involved youth, prioritize high-need LEAs, and allow funds for teacher professional development. The proposal would also reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to better align schedules and remove barriers. The LAO recommended rejecting the funding, arguing that dual enrollment is already growing and that the proposal does not address major fiscal barriers. The Chancellor’s Office and CDE supported the investment, emphasizing access, equity, and technical assistance, especially for rural and small districts. Members questioned instructional-minute changes, reporting on outcomes, adult learner access, and whether the funds would support ongoing or one-time costs. Next, the committee considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by using a seven-year definition for LTELs and a six-year definition for students at risk of becoming LTELs, matching the dashboard and research on the typical time needed to reach English proficiency. Some members expressed concern that the proposal could delay intervention for students who have been English learners for four or five years and questioned why the issue was being handled through budget trailer bill language rather than policy legislation. After discussion, the committee voted on a motion to reject the proposal and refer it to the policy committee; the motion received two aye votes and the item was held open. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices Project by one year, from June 30, 2026 to June 30, 2027. Finance said the extension would continue the existing project, while CDE raised concerns about the project’s contract structure, fiscal management, and scalability. A Marysville Joint Unified School District representative testified that SIP had helped the district bring preschool services back into district schools, expand inclusive practices, and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the project was best positioned to support statewide preschool inclusion goals, with CDE suggesting that existing infrastructure may already be better suited for that work.

Transcript Highlights:

• So SB 960 focuses on those two areas: impacted programs that are not actually available to students,
• their programs.
• any of their programs.
• , by the way, is fewer students than, or fewer programs than, under current law—the bill actually shrinks
• scholarship program.

Keywords: 988, house, all

Transcript Highlights:

• possess by dedicating our programs to students from our state.
• We have 50 psychology students and 250 counseling students in these two programs.
• They had 19 students over the last year in their program.
• And then our counseling program, we had 19 students, but we also have distant students—students who are
• The bulk of our students in the... The counseling program consists of non-traditional students.

Transcript Highlights:

• In our welding program, students learn the art and science of joining metals.
• We wanted to ensure that students have a great opportunity to be part of this program.
• But our students in the online program were not receiving Logic of English instruction.
• But it was across the state of New Mexico of students that participated in that program.
• Online program that's no longer there. Is that where those students came from?

Transcript Highlights:

• , about 40,000 students in undergraduate programs and over 14,000 in graduate-level programs.
• Minnesota State Grant Program, it makes a college degree possible at all institutions for the students
• <00:08:20.759> of students we offer over 70 programs of students we offer over 70 programs
• a deficit for the program is a deficit for Minnesota students and a deficit for quality of life for
• a deficit for the program is a deficit for Minnesota students and a deficit for quality of life for

Keywords: 1183, house

Transcript Highlights:

• allow students to step directly into the living wage careers. programs allow students to step directly
• Nearly 2,000 students were placed into registered union apprenticeship programs.
• We had actually three students in the program that lost their homes.
• One of those students told me the story of his first couple of days in the program.
• And then we also have student services through our Project Rebound program.

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

Transcript Highlights:

• The program Pacific Islander students.
• the students that were in that program the students that were in that program then<00:10:46.480>
• <00:58:57.359> in for a student in a special ed program in for a student in a special ed program
• loans forgiven through this student loans forgiven through this program. program. program.
• students benefit from TRIO programs. students benefit from TRIO programs.

Keywords: 1187, senate, all

Transcript Highlights:

• Do institutions have agreements for students and apprenticeship programs where they can earn college
• And this particular program is modeled such that when students complete their Associate in Arts degree
• So how many students would qualify for financial aid outside of this particular county program?
• So how many students would qualify for financial aid outside of this particular county program?
• So about 70% of students in our accelerated skills training programs are men.

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:

• So, frankly, we're subsidizing students that were already involved in the program.
• I mean, there's been 28 years of Arizona students served, and that program has grown from 300 students
• As we know, ...the demographics of students using ESAs vary by state and program.
• I praise the inclusion of eligible pre-K students in the ESA program.
• All of our programs prepare our students not just for college but for life.

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• And students need to better understand where the jobs will be and which training programs or education
• One is we need to attract more students, as they are not currently in the workforce programs.
• Do pilot programs prepare students for college and careers in specialized fields?
• The 158,000 students in programs that have been implemented.
• I see the scale of the numbers of students used in this program.

Keywords: 988, house, all

Transcript Highlights:

• The nursing education programs will risk review those applicants and except to students who they feel
• When we look at student enrollment and the number of faculty by the types of programs AR Aetn programs
• a higher ratio of faculty to students compared to our other programs.
• As John just mentioned, critical for success of our students. They can focus on the program.
• And many of our undergraduate students eventually do move into those programs.

Keywords: 999, senate, all

Transcript Highlights:

• , and how they provide guidance and advice as students matriculate through these programs.
• , and how they provide guidance and advice as students matriculate through these programs.
• We have about 400 students in this program.
• We have high school dual enrollment students. We have three college-at-high-school programs.
• They fund students who come into our programs.

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.