Transcript Highlights:

• We know that this program works.
• The state regents recently completed a comprehensive review of low-producing degree programs, leading
• So, first, with the degrees that are programs that are being eliminated, is it strictly a number?
• If there aren't degrees in the arts, then the arts programs aren't there, and then students who enjoy
• programs have changed, and maybe they don't have the requirements for their original degree, but there

Keywords: 914, all

Transcript Highlights:

• Our board has been committed to ensuring success for the degree programs that require licensure.
• So I wanted to take a moment and talk about our student success and how we align our degree programs
• You can pull up the degree program, and you can look at how much they're making, what percent are employed
• nursing programs.
• and under-degree degrees in areas of strategic emphasis.

Summary: The committee heard a presentation on the State University System’s new strategic plan, SUS 30, from Emily Sykes and later the system’s legislative budget request from Sarah Denagie. The strategic plan centers on five priorities: One SUS collaboration, elevating student success, operational excellence, world-class talent, and innovative research and economic development. Testimony highlighted Florida’s continued status as the nation’s top higher education system, record rankings, improved four-year graduation rates, higher median graduate wages, strong licensure pass rates, and expanded focus on research commercialization and workforce alignment. Senators asked about programs of strategic emphasis, mental health and teacher workforce needs, use of the My Florida Future wage data tool, support for first-generation and Pell students, and the role of liberal arts degrees. The system said it would provide follow-up information, including the full strategic-emphasis list and a report on campus safety best practices after a recent summit following the FSU shooting. The committee also received an update on line funding for nursing and health care partnerships. Officials said the $6 million appropriation was fully subscribed through 24 proposals from all 10 nursing programs, supporting scholarships, faculty recruitment, internships, simulation, and expanded nursing capacity. They reported more than 1,900 new nursing graduates, over 200 new student slots, more than 300 scholarships, and a 92% NCLEX pass rate. Senators asked about expanding eligibility for the program, and staff indicated that would be examined this year. For the legislative budget request, the Board of Governors asked for $634.5 million total, including $295 million to maintain the institutional performance-based funding base, $400 million for the state investment portion of performance-based funding, $125 million for preeminence funding, $100 million for faculty recruitment and retention, $6.4 million for UF/IFAS extension workload, and $3.1 million for state fire marshal inspections. The chair noted that resources are limited and that difficult budget decisions will be required. No votes were taken, and the meeting adjourned after the presentations and questions.

Transcript Highlights:

• programs.
• of program types completing the program over that time.
• There were 20 institutions with an associate's degree education program, and that feeds into a traditional
• Then we have 20 institutions, I should say, with a bachelor's or master's degree education program, and
• , and 86% were within 30 miles of an associate's degree education program.

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• I AM EXCITED ABOUT OUR PROGRAM TODAY.
• A LARGE ARRAY OF CAREER TECHNICAL EDUCATION PROGRAMS AND A VARIETY OF LITERACY PROGRAMS THAT ARE INTENDED
• WE HAVE 67 SCHOOL DISTRICTS, 56 OF THOSE OFFER AT LEAST ONE OF THESE PROGRAM TYPES IN VARYING DEGREES
• PROGRAMS FASTER THAN IS IT ABOUT THAT CERTAIN PROGRAMS FASTER THAN OTHERS AND WE ARE LOOKING AT WHAT
• ADULT ED PROGRAM COMPLETIONS ARE INCLUDED BECAUSE THEY ARE IMPORTANT BUT A DEGREE COMPLETION WILL WEIGH

Keywords: 999, senate, all

Transcript Highlights:

• programs.
• of program types that are completing the program over that time.
• 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 institution with an associate's degree in education program.
• “With teacher preparation programs, educator preparation programs, and other preparation programs who

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• <00:19:49.320> only degree program will have completed only degree program will have completed
• Tier 2 allows teachers with a bachelor's degree, coupled with a teaching program or those who have a
• Tier 2 allows teachers with a bachelor's degree, coupled with a teaching program or those who have a
• Tier 2 allows teachers with a bachelor's degree, coupled with a teaching program or those who have a
• Tier 2 allows teachers with a bachelor's degree, coupled with a teaching program or those who have a

Keywords: 1187, senate, all

Bills: SB3123, HB1853, HB1961, HB1965, HB1962, HB1959, HB2505, HB2576, HB1801, HB1804, HB1864, HB2319, HB2314, HB2115, HB1854, HB2062, HB1511, HB1535, HB2614, HB2282, HB1870, HB1695, HB1626, HB1643, HB1972, HB1550, HB1974, HB1966, HB1973, HB2545, HB1946, HB1939, HB1721, HB1741, HB1700

Keywords: conditional gifts, private education, scholarships, donor conditions, Hawaii education law, HB1853, dementia, Alzheimer's disease, cognitive impairment, memory care, memory clinic, Hanai Memory Network, Executive Office on Aging, aging services, kupuna, caregiver support, long-term care, elder care, geriatrics, public health

Transcript Highlights:

• And as the state rolled out its program at airports, where you had AEDs in airports, just in the first
• And as the state rolled out its program at airports, where you had AEDs in airports, just in the first
• Gluck is a graduate of Cornell University, from where he received a Bachelor of Science degree in Industrial

Bills: SB3123, HB1853, HB1961, HB1965, HB1962, HB1959, HB2505, HB2576, HB1801, HB1804, HB1864, HB2319, HB2314, HB2115, HB1854, HB2062, HB1511, HB1535, HB2614, HB2282, HB1870, HB1695, HB1626, HB1643, HB1972, HB1550, HB1974, HB1966, HB1973, HB2545, HB1946, HB1939, HB1721, HB1741, HB1700

Keywords: conditional gifts, private education, scholarships, donor conditions, Hawaii education law, HB1853, dementia, Alzheimer's disease, cognitive impairment, memory care, memory clinic, Hanai Memory Network, Executive Office on Aging, aging services, kupuna, caregiver support, long-term care, elder care, geriatrics, public health

Transcript Highlights:

• process since then this grant program process since then this grant program has<00:02:12.720>
• lives so I think it's a great program lives so I think it's a great program and<00:09:19.760>
• So if you have an AA degree or associate's degree versus a bachelor's degree, it changes the numbers.
• > degree have an AA degree or associates degree have an AA degree or associates degree versus<00:
• we want to know once you complete your degree and if it's a degree where you can start working right

Keywords: 1187, senate, all

Transcript Highlights:

• our AS degrees, our adult education workforce programs.
• programs.
• So there are A.S. degree programs, career certificate programs, college credit certificate programs that
• So there are AS degree programs, career certificates, programs are really what we consider our workforce
• So there are AS degree programs, career certificate programs, college credit certificate programs that

Summary: The Higher Education Appropriations Committee met for its first session of the year, took roll, welcomed new member Senator Bracey Davis, and had members briefly describe their backgrounds and interest in higher education. Chair Harrell framed the committee’s focus on maintaining Florida’s top national ranking in higher education and workforce development, with an emphasis on funding decisions tied to student success, workforce needs, and the state college system. Senior Chancellor Kevin O’Farrell presented the Department of Education’s workforce and Florida College System budget requests and data. He described requested increases for adult education, Florida College System program funding, workforce development, and several grant programs, including workforce capitalization, apprenticeship/teacher apprenticeship, Open Door, and CAPE industry certifications. He highlighted record enrollment and completion growth across Florida’s colleges and technical centers, major gains in career dual enrollment, and expansion in programs such as nursing, AI, cybersecurity, welding, HVAC, and manufacturing. Members asked about labor-market demand, the impact of artificial intelligence on future job training, teacher apprenticeship details, mission creep and duplication in CTE programs, student placement and wages after graduation, and articulation between technical college clock hours and college credit. South Florida State College President Fred Hawkins testified about challenges facing a rural college, including low local college-going rates, long travel distances, limited faculty recruitment due to salaries, and the need for more operational funding to expand capacity. He cited strong job placement and licensure outcomes in nursing, dental hygiene, EMT/paramedic, and radiography, and said the college is exploring AI tools to improve student services and reduce staffing pressure. Pinellas Technical College Executive Director Mark Hunter described strong dual enrollment, high job placement, employer partnerships, and a reported 400% return on investment, while also warning that many programs have waiting lists because of staffing and equipment constraints. He explained how technical college coursework is aligned with state college credit through content-based articulation agreements. The committee then opened the floor for public comment, but no additional business was taken up, and the meeting adjourned.

Transcript Highlights:

• Additionally, we enrolled nearly 10,000 non-degree-seeking students in our various programs, including
• Five of our member institutions have associate degree programs.
• institutions have associate degree institutions have associate degree programs<01:06:41.920>
• > are degree completion programs which are degree completion programs which are really<01:06:48.359
• Through that program, I enrolled and will graduate in May 2026 with my bachelor's degree.

Keywords: 1187, senate, all

Transcript Highlights:

• into five associate degree programs.
• For over 100 years, we have offered these five two-year associate degree programs in the Stockbridge
• and this two-year course in practical agriculture evolved into five associate degree programs so for
• The five associate degree programs are unique across the state.
• After learning more about this program, I decided to make the commitment to pursue a degree.

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its first hearing and heard testimony on a wide range of bills, including hunger-free campuses, FAFSA completion, early college/college-in-high-school programs, banning legacy preferences, AP credit consistency, and tuition equity for the Stockbridge School of Agriculture. Committee leaders opened by outlining the hearing process and noting the three-minute testimony limit. Legislators and advocates generally framed the bills as equity and access measures aimed at improving college affordability, student success, and workforce development. Representative Vargas testified for H. 1466 and H. 1467, arguing that hunger-free campus should be codified because many public college and community college students face food insecurity, and that FAFSA completion should be improved through individualized outreach and an opt-out or completion requirement. Senator Lovely, the Greater Boston Food Bank, and other advocates supported the hunger-free campus bill, citing data that 44% of public university and community college students experienced food insecurity in 2023 and that food insecurity harms graduation rates. Femi Stoltz and Shanti Lopez Toro backed the FAFSA bill, saying many students miss out on Pell grants and need direct support; they pointed to state examples such as Louisiana and to recent state action requiring FAFSA awareness. Committee members asked about the federal FAFSA rollout, regional equity in food access, and the need for long-term funding and data collection. A large panel supported H. 1455 on college and high school/early college, including former Chair Roy, the Massachusetts Alliance for Early College, a student graduate, MBAE, and Tripp Jones. They described early college as a proven model that helps low-income and first-generation students, improves degree attainment, and supports workforce needs; witnesses said the goal is to scale from about 9,000 students and 55 partnerships toward 22,000 to 25,000 students by 2030, with possible future growth beyond that. Members raised questions about funding, public-private partnerships, parental involvement, faculty development, and whether the bill should include data review and more standardized policies across institutions. Representative Garcia also testified for H. 1432 on AP credit, saying students should receive consistent credit for AP scores of 3, 4, or 5. Senator Edwards and James Murphy testified for the legacy preference ban, arguing it is unfair and rooted in exclusionary history; they said some states have already banned legacy preferences in public and private institutions. Finally, UMass Dean Michael Fox, alumnus Dan Mayer, and student Jake Rasmussen supported S. 920 to include Stockbridge associate degree programs in MassEducate, saying tuition equity would help enrollment and support Massachusetts agriculture and green-industry jobs.

Transcript Highlights:

• Our board has been committed to ensuring success for the degree programs that require licensure.
• So I wanted to take a moment and talk about our student success and how we align our degree programs
• programs to the workforce.
• You can pull up the degree program and you can look at how much they're making, what percent are employed
• Very important program.

Summary: The Appropriations Committee on Higher Education heard a presentation on the State University System’s new strategic plan, SUS 30, and its legislative budget request. University officials described the plan’s five priorities: One SUS collaboration, elevating student success, operational excellence, world-class talent, and innovative research and economic development. They highlighted Florida’s continued status as the top higher education system in the nation, low tuition, strong graduation outcomes, rising median wages for graduates, and expanded use of the My Florida Future website to help students and families compare degree outcomes and earnings. Members asked for follow-up information on programs of strategic emphasis, mental health and social work workforce needs, wage data over time, and how the system supports innovation moving toward commercialization. The committee also discussed campus safety, prompted in part by recent events at FSU. System officials said universities and the Florida College System recently held a safety summit to share best practices on building security, threat assessment, and coordination with law enforcement, and they agreed to provide a report back to the committee after the Board of Governors reviews recommendations in November. Senators also raised questions about Pell student support, first-generation student success, and whether liberal arts graduates’ earnings catch up over time. Officials said Pell students are tracked through performance-based funding metrics and that the system’s accountability plans will continue to emphasize access and completion. A separate update covered line funding for nursing and health care partnerships. Officials said the $6 million appropriation was fully subscribed through 24 proposals from all 10 nursing programs, supporting scholarships, faculty recruitment, internships, simulation, and licensure preparation. They reported over 1,900 new nursing graduates, more than 200 new student slots, over 300 scholarships, and a 92% NCLEX pass rate. Senators asked about expanding eligibility for the program, and staff said that issue would be revisited this year. The Board of Governors’ legislative budget request totaled $634.5 million and included $295 million for performance-based funding institutional investment, a request to restore and increase the state investment portion to $400 million, $125 million for preeminence funding, $100 million for faculty recruitment and retention, $6.4 million for UF/IFAS extension workload, and $3.1 million for State Fire Marshal inspections. The chair noted that resources are limited and that difficult budget decisions lie ahead. No votes were taken, and the meeting adjourned after the presentations and questions.

Transcript Highlights:

• Second-degree murder, voluntary manslaughter, first-degree kidnapping, second-degree and third-degree
• Language so it would be a first-degree, or I'm sorry, a third-degree felony, which I believe is upon
• degree.
• first degree.
• This bill raises the degree, well, a second degree murder, which is generally most murders.

Keywords: 996, all

Transcript Highlights:

• program.
• This includes everything from our career certificate programs to applied technology diplomas, AS degrees
• programs.
• So they're AS degree programs, career certificate programs, and college credit certificate programs that
• Some of them can finish up their own state college with our community college baccalaureate degree programs

Keywords: 999, senate, all

Transcript Highlights:

• So last year we announced a new program called the $10,000... ...degree completion program.
• This is not a degree-granting program.
• We're home to 18 colleges and schools, 156 undergraduate degree programs, and 237 graduate degree programs
• . ...degree program in robotics.
• genetics, and then professional degree 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:

• but into that bachelor's program and on into the master's program, which is what they actually have
• An SLP associate program would be vital to filling those needs. ...program would be vital to filling
• to a master’s degree. ...from a bachelor’s degree to a master’s degree, further exacerbating the workforce
• at the associate degree level.
• It's a strenuous program to get that Master's degree, which was changed from a Bachelor's to a Master's

Bills: HB441, HB445, HB477, HB441, HB445

Keywords: speech-language pathology, licensure, clinical supervision, educational qualifications, healthcare assistant, hemp-derived cannabinoids, CBD, THC, delta-8, delta-9, delta-10, consumable hemp products, psychoactive cannabinoids, cannabinoid regulation, hemp licensing, ABC Board, Alcoholic Beverage Control Board, retail hemp sales, wholesale hemp distribution, hemp tax

Transcript Highlights:

• A teacher's degree would now be part of the Work Ready program.
• A teacher's degree would now be part of the Work Ready program.
• A teacher's degree would now be part of the Work Ready program.
• A teacher's degree would now be part of the Work Ready program.
• A teacher's degree would now be part of the Work Ready program.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met and approved the July 15, 2025 minutes before hearing a presentation from the Kentucky Higher Education Assistance Authority (KHEAA/KIA) on student financial aid ahead of the January biennial budget session. KHEAA outlined its role administering 17 state-funded grant and scholarship programs, 529 plans, and outreach services, and emphasized that net lottery proceeds after a $3 million literacy appropriation are statutorily dedicated to student aid. The agency focused on the major need-based programs—College Access Program (CAP), Kentucky Tuition Grant (KTG), and KEES—along with dual credit, Work Ready Kentucky, teacher scholarship, and National Guard tuition assistance. Officials said the new federal FAFSA methodology created a major increase in eligible students, especially for CAP, and thanked lawmakers for adding substantial funding this biennium to meet the higher demand. Staff explained that CAP is for Pell-eligible, low-income students, while KTG is a need-based grant for students at private Kentucky colleges; both use FAFSA data, but schools verify final eligibility. They said CAP awards are first-come, first-served and that the higher funding level allowed the program to last the full 21-month application cycle in FY 2024-2025, compared with much shorter periods in earlier years. KHEAA reported about $232 million spent on CAP for roughly 72,000 students last year, with current applications running about 10% ahead of the prior year. Members asked about the difference between applicants and recipients, the effect of lower lottery revenues, and whether recent federal legislation would affect state aid; KHEAA said it does not expect major impacts on grants and scholarships, though student loan changes could affect graduate students. The committee also discussed KEES and dual credit. KHEAA said KEES has been fully funded since its creation and that its forecast was within $76,000 of actual need last year. For dual credit, staff said a recent bill consolidated work-ready dual credit and career/technical education under one scholarship program, and KHEAA will seek growth funding because participation and costs continue to rise. The agency said FY 2025 dual credit spending reached $26.4 million across dual credit and work-ready funding, requiring transfers from Work Ready Kentucky to keep dual credit fully funded. Members asked about transferability of dual credit hours and whether the program reduces later college costs; KHEAA said it does not have hard data on every credit transfer, but it does see higher bachelor’s completion rates and lower student debt, suggesting positive effects. No votes were taken beyond approving the minutes.

Transcript Highlights:

• <00:01:44.840> was Um the North Star Promise Program was Um the North Star Promise Program
• , and be enrolled in a program or course of study leading to a degree, diploma, or certificate. mandatory
• > diploma,<00:03:06.920> or leading to a degree, diploma, or leading to a degree, diploma
• North Star Promise program really is. North Star Promise program really is.
• Another point of pride is our degree in three program.

Keywords: 1187, senate, all

Transcript Highlights:

• degree programs, Bachelor of Science programs, and direct-entry Master of Science.
• Diploma nursing programs, associate degree programs, Bachelor of Science programs, and direct entry Masters
• We have an associate degree RN program, as well as a practical nursing program and other vocational programs
• The ASU degree nursing program is a two-year program. Thank you.
• The ASUSA degree nursing program is a two-year program.

Summary: The subcommittee met to examine Florida’s nursing education pipeline and the state’s persistently low NCLEX passage rates. Chair Tuck opened by noting the projected nurse shortage and Florida’s ranking near the bottom nationally for first-time NCLEX pass rates. The Department of Health explained the Board of Nursing’s approval process for nursing programs, including application requirements, probation standards, and termination for programs that repeatedly fail passage-rate benchmarks. The Florida Center for Nursing then presented statewide data showing Florida has more test takers than most states, but still trails the national average; the gap has narrowed in recent years, though Florida remains below average. Members focused heavily on why the state continues to underperform, with discussion of faculty shortages, clinical placement constraints, accreditation, student preparedness, and the large share of newer private for-profit programs among those placed on probation. Committee members asked about how probation works, what happens when programs improve, and whether the board requires corrective plans. They also questioned the relationship between program type and outcomes, the effect of Operation Nightingale, and how many students fail and retest. The Florida Center for Nursing said first-attempt pass rates are the standard measure and that students who fail are expected to remediate and retest, though costs vary. The center also said Florida’s data shows accredited programs outperform approved or probationary ones, and that the state’s nursing workforce challenges are tied to broader issues such as faculty vacancies, clinical site competition, and student demographics, including many students balancing work, family, and language barriers. A panel of nursing school leaders from public, private nonprofit, and private for-profit institutions then described strategies used to improve outcomes. These included transparent recruitment, early orientation, tutoring, success coaching, stronger faculty development, curriculum mapping to NCLEX standards, higher course benchmarks, mandatory remediation, simulation labs, and commercial NCLEX prep tools such as ATI, Kaplan, and HESI. Several panelists said their programs had improved after probation or had very high passage rates, and they emphasized that student success depends on academic preparation, clinical experience, and support services. Members also asked about tuition, program length, translation into other languages, and faculty recruitment; panelists said costs vary widely, faculty hiring is difficult because hospitals pay more, and some schools are considering medical Spanish and immersion options rather than full curriculum translation.