Transcript Highlights:

• Junior Leagues of California sponsor in support and Junior League of Sacramento in support.
• Junior Leagues of California sponsor in support and Junior League of Sacramento in support.
• Sarah Botches with Children Now in support. I have committees with Los Angeles Unified in support.
• County Office of Education, in support.
• County Office of Education in support thank you I'm Mr.

Summary: The Assembly Higher Education Committee heard several Senate measures focused on student access, workforce needs, and institutional stability. Senator Laird presented SJR 4, which urges the federal government to restore NIH funding cuts and protect California’s research universities; UC testified in support and there was no opposition. Senator Ashby presented SB 761, the CalFresh for Students Act, to connect Cal Grant applicants with potential CalFresh eligibility and expand qualifying programs; the bill drew broad support from higher education, student, anti-hunger, and county groups, with members sharing personal experiences with food insecurity and no opposition. Senator Cabaldon presented SB 520 to create a California Nurse Midwifery Education Fund for a new master’s-level nurse midwifery program, citing maternal health disparities and provider shortages, especially in rural and Central Valley communities. Supporters from the California Nurse Midwives Association and the Black Wellness and Prosperity Center emphasized workforce shortages and maternal mortality; one member raised concerns about the bill’s use of inclusive language, but the bill was otherwise well received. Cabaldon also presented SB 640, which would create a statewide direct admissions process to CSU for eligible high school seniors using existing data systems; supporters said it would reduce barriers, improve equity, and help declining-enrollment campuses, while members raised questions about special education students, rural access, dual enrollment, and measuring effectiveness. The committee voted SB 640 out on a 6-0 roll call. Cabaldon’s SB 744 would preserve California students’ access to enrollment and financial aid if a federally recognized accrediting agency loses approval, by treating affected institutions as accredited for state purposes; the bill drew no public testimony and advanced on a 4-2 roll call. Senator Cortese’s SB 494 would require classified school employees’ disciplinary appeals to be heard by an administrative law judge, matching protections already available to teachers and community college faculty; labor groups supported the bill, while school districts and administrators opposed it over cost, local control, and implementation concerns. The committee also heard SB 550, a revised pilot to allow San Jose State and a nonprofit, state-accredited law school to jointly develop a public law school pathway; supporters argued it would expand affordable legal education and public-interest careers, while UC and independent colleges opposed it as inconsistent with the Master Plan. Members debated access, jurisdiction, funding, and bar pass rates, and the bill advanced on a 4-2 roll call to the Judiciary Committee.

Transcript Highlights:

• And on behalf of the 11,000 educators represented by the BTU, I'm here in strong support of H-657, H-
• I'm here today in support of SB 358 and HB 561. I'm here today in support of SB 358 and HB 561.
• And that is why we're supporting this bill. Right, and that is why we're supporting this bill.
• Education is a civil right.
• When we find something that works in public education, we should support it, not hurt it.

Keywords: 995, all

Summary: The Joint Committee on Education held a lengthy hearing on a large slate of bills focused primarily on charter school policy and vocational technical education. Committee members opened with ground rules for testimony, including a two-minute limit, written testimony acceptance, and a live-streamed format. The committee then heard testimony on bills to expand collective bargaining rights in Horace Mann and Innovation Schools, reform charter school funding and reimbursement, allow enrollment preferences for high-need students in charter lotteries, and require BESE to consider district impacts when approving new or expanded charters. Several witnesses, including union leaders, parents, educators, and legislators, argued that charter growth has strained district budgets and that funding formulas should be reworked to better protect public schools; charter advocates and alumni countered that charter schools serve high-need students well and should not be penalized for their success. A major portion of the hearing focused on vocational technical education bills, including proposals to expand access and capacity, create a large grant program, and increase MSBA reimbursement rates for vocational school construction. Supporters described long waitlists, strong labor-market demand, and the higher cost of building and maintaining vocational schools, while municipal officials emphasized the tax burden on local communities. The committee also heard testimony on charter school reimbursement bills that would extend the state’s reimbursement schedule, with witnesses from districts such as Boston, Worcester, Fall River, and New Bedford describing large net losses to charter tuition and arguing for longer reimbursement periods and structural reform. The committee took no final votes during the hearing. In one instance, the chair said a bill would be held open until a missing senator could testify. Members asked several detailed questions about charter admissions lotteries, special education placements, funding formulas, and the practical effects of proposed charter caps and reimbursement changes. The hearing remained informational, with witnesses and committee members presenting sharply different views on whether the bills would improve equity and opportunity or harm existing public school systems.

Transcript Highlights:

• So I do want to influence policy to support nursing education.
• Student support and faculty support.
• We take in novice educators. We give them the education for free.
• I'm an educator, and we've done that in education for some period of time.
• I'm a special needs educator.

Summary: The Appropriations Committee on Higher Education met to focus on nursing education funding, workforce supply, and Florida’s low NCLEX pass rates. The chair emphasized that Florida ranks last nationally in nursing exam pass rates and said the committee wants to use budget decisions and a forthcoming nursing bill to improve outcomes. The Florida Center for Nursing at USF presented preliminary workforce and education data showing RN supply is moving toward equilibrium with demand through 2037, while LPN shortages are projected to worsen, especially in some regions. The center also reported on enrollment, retention, faculty vacancies, and NCLEX trends, noting Florida still underperforms the national average but has shown some recent improvement, including higher RN pass rates in 2024 despite fewer test takers. The center highlighted that students who test sooner after graduation tend to pass at higher rates. A panel of nursing education leaders from public universities, state colleges, technical colleges, and private institutions described how prior state pipeline and line-item funding helped expand enrollment, simulation labs, faculty hiring, student support services, and partnerships with hospitals. UNF, Galen College, College of Central Florida, Keiser University, and Lorenzo Walker Technical College each reported strategies such as expanded simulation, mental health and social work support, test-prep and remediation, and efforts to grow faculty pipelines. Several speakers said faculty recruitment and retention remain major barriers because of salary competition with hospitals, faculty debt, and aging faculty. Technical college representatives also stressed the need to strengthen LPN pathways, English-language support, and LPN-to-RN bridge programs. Members asked for ideas to improve NCLEX outcomes and discussed possible policy options, including student loan forgiveness, critical shortage supplements for faculty, incentives for students to test soon after graduation, and possible changes to timing or regulation around NCLEX eligibility. Several witnesses supported more flexible or recurring funding, while noting that one-time line funding has been useful for simulation, scholarships, and faculty support but is harder to sustain. The committee adjourned after the discussion, with the chair saying the ideas would be considered in future funding and policy decisions.

Transcript Highlights:

• Yes, those education assistance organizations, for the audience, are the support providers that would
• support my little brother by applying for education savings account for him to help other things such
• I got to think about public education, my family, supporting a community.
• To support public education, we recommend increasing the basic allotment, adjusting it for cost-of-living
• changes, To support public education, we recommend increasing the basic allotment, adjusting it for

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:

• supports that no school district has refused to provide special education or related services to any
• supports that no school district has refused to provide special education or related services to any
• supports that no school district has refused to provide special education or related services to any
• <00:59:25.200> Education<00:59:25.680> Service utilize supportive Education Service
• to<01:20:53.920> those Educators who Provide support to those Educators who Provide support

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on HB 222, which would repeal the requirement that a chartered public school and the resident school district sign a memorandum of understanding on how students with disabilities will receive special education services. The prime sponsor, Rep. Peggy Balboni, said the bill was requested by the New Hampshire Association of Special Education Administrators and the New Hampshire Alliance for Public Charter Schools. She argued that federal and state law already require districts to provide FAPE and that the MOU requirement has created extra work, legal costs, and delays without improving services. She said many MOUs remain unsigned, but students are still receiving services and complaint numbers have not changed. Rep. Mooney also supported repeal, calling the MOU duplicative and impractical because IEPs and 504 plans already govern services. Testimony from Jane B. Brulu of the special education administrators’ association and Beth McLure of the charter schools alliance echoed that view, saying the MOU has not helped students, has added hours of work and legal fees, and has mostly been a source of disputes over funding and service costs. McLure said her school has worked with more than 15 districts and has always been able to reach agreements, though the first year of the requirement took substantial time and money. Committee members asked about the original purpose of the law, unsigned MOUs, and whether disputes could be resolved without the requirement. A representative from the Department of Education said the MOU was originally proposed to address reports that some students were not getting services on time and to provide some oversight, but the department has no authority to order charter schools or districts to agree and no appeal process if they cannot. The department also said it does not currently audit charter school special education services because it lacks authority to monitor charter schools directly, and it urged the committee to consider some alternative oversight if the MOU requirement is repealed. The hearing on HB 222 was then closed, and the committee announced it would begin the hearing on HB 699 after a short break.

Transcript Highlights:

• support state support of public support state support of public education<01:08:02.200> for
• c><01:22:46.120> neutral support education is not a neutral support education is not a neutral
• As we consider the future of EFAs and education in our state, I urge you to support Universal Education
• c><02:27:19.640> education<02:27:20.240> Freedom support Universal education Freedom support
• support group in largest home education support group in New<02:29:04.920> Hampshire<02:29:05.920

Keywords: 1191, senate, all

Transcript Highlights:

• Thank you for your time and your continued support of adult basic education.
• Many of our students are the first in their families to pursue higher education, and with our support
• I am here on behalf of the Minnesota Community Education Association to express my strong support for
• state<00:52:42.480> I Education Educators across the state I Education Educators across the
• students uh supporting students families and<01:18:51.080> Educators<01:18:52.080> having<

Keywords: 1187, senate, all

Transcript Highlights:

• schools, leaving many to struggle in providing the education and support all students deserve.
• We need to really focus on improving and improving support and funding for special education services
• Don't take it from special education services because our kiddos really need support, um.
• and support they deserve.
• We appreciate your support.

Transcript Highlights:

• These include $18.6 million for attendance support and $15.6 million for secondary education literacy
• This model allows educators to work together to support a shared group of students and to teach subjects
• in education.
• So we need to make sure that our educators have the knowledge and skills to support those English language
• That they get that TESOL training support while they're still in their higher education program.

Transcript Highlights:

• I strongly support SB 1391, relating to education.
• I hope you support this bill to better our education. Thank you.
• I hope you're I hope you education I hope you're I hope you support<00:05:34.440> this<00:05:
• The Department of Education stands in his written testimony in support of this measure.
• The Department of Education supports this bill.

Keywords: 912, senate, all

Transcript Highlights:

• We support the special education proposal, and thank you so much for your time. Good afternoon.
• I hear very much in support of the increase for special education.
• We also support the increased funding for special education.
• We support the 30 million in one with the Alameda County Office of Education.
• We also support the increased funding for special education.

Keywords: 988, house, all

Summary: The committee first took up the May Revision update on Proposition 98 and the school rainy-day fund. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with lower average daily attendance projections offsetting some of the revenue gains. Finance also described a reduced $3.9 billion settle-up proposal, increased deposits into the Public School System Stabilization Account, and an ending reserve balance of about $10.3 billion. The LAO said the revenue and LCFF adjustments were reasonable, but urged the Legislature to be cautious about delaying settle-up payments and to consider more budget resiliency, including larger cushions or other tools to protect ongoing programs. Members then questioned the administration and LAO about the size of the settle-up, the rationale for the reserve deposit, declining enrollment, and how lower attendance is creating savings that can be redirected to other school priorities. The LAO said the May Revision’s mix of one-time and ongoing spending was generally reasonable but recommended keeping a strong cushion and considering alternatives such as advance payments or pension-related savings. Questions also focused on how the May Revision’s funding mix affects districts if revenues weaken, and on the treatment of special education, discretionary block grants, and paid family leave costs for LEAs and community colleges. The committee next heard the community colleges portion of the budget. Finance described a higher SCFF COLA, increased apportionment costs, a student support block grant, deferred maintenance, Common Cloud, Calbright, credit for prior learning, and a one-time adult learner demonstration project. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the SCFF growth formula, and a COLA for Student Equity and Achievement. The LAO recommended funding the statutory COLA increase, noted a $52 million current-year apportionment shortfall not yet included in the May Revision, and suggested the Legislature could instead direct some funds to enrollment growth, categorical COLAs, or one-time uses. Members also clarified how COLA and hold-harmless rules apply to different community college districts. Finally, the committee reviewed the proposed state implementation of the federal Workforce Pell program. Finance proposed one-time funding for the Student Aid Commission and Cradle to Career data work, plus trailer bill changes to set up state approval of eligible programs. CSAC said the program is promising but highly complex, with new federal rules just released and significant data, regulatory, and systems work still needed; it said the state will not be ready by July 1 and that ongoing funding will likely be necessary. The LAO agreed that implementation will require careful trailer bill language and noted that ongoing administrative costs remain unresolved. Members asked about other states’ approaches and the practical effect on short-term workforce programs in California.

Transcript Highlights:

• Technical Education and Higher Education.
• partnerships that directly support employees and help them afford the cost of their higher education
• Matching dollars to directly support their employees achieve their educational goals.
• partnerships that directly support students in obtaining their higher education degrees.
• I urge the committee to support this bill, not just as an investment in education but as a strategy for

Transcript Highlights:

• system provide strength public education system provide strength and<00:39:22.160> support<00
• And so that, while we are here today to support a quality public education system throughout the state
• And so that, while we are here today to support a quality public education system throughout the state
• We thank the Education and Ways and Means Committees for their work and ask for your support.
• Parents know that, and the educational research supports it. What does this amendment do?

Keywords: 926, house, all

Summary: The House opened with a devotional by Representative Tiffany Lumley focused on lessons from horses and horsemanship, using the imagery to encourage legislators to lead, listen, stay patient, and remain attentive to constituents outside the chamber. The chamber then welcomed newly appointed Representative Kevin Scully of Burlington, who was sworn in and assigned to the Committee on Government Operations and Military Affairs. Members took up several procedural items and resolutions. Senate Bill 239, relating to a child abuse and neglect reporting working group and carrying an appropriation, was referred to Appropriations, and Senate Bill 157, relating to recovery residence certification and affecting state revenue, was referred to Ways and Means after a favorable report with amendment from Human Services. The House also read and adopted concurrent resolutions honoring the federal TRIO programs in Vermont, recognizing tourism economy day and the importance of the visitor economy, and honoring former Representative John Killacky of South Burlington for his artistic and legislative contributions. Multiple members offered personal remarks about John Killacky/Colacci, his arts career, activism, and service in the House, and guests connected to the resolutions were welcomed from the gallery. The House then concurred in the Senate proposal of amendment to House Bill 237, which would allow certain doctoral-level psychologists to prescribe medications. The committee explained the Senate’s changes, including revised training and rotation requirements, a later effective date, and a future OPR report, and said the bill was intended as one tool to address mental health provider shortages; the House agreed by voice vote. The chamber next began second reading of House Bill 955, a major education reform bill titled “next steps in transforming Vermont’s education system,” with the Education Committee describing mandatory cooperative education service areas, merger study committees, and related changes intended to improve efficiency, support local voice, and strengthen public education. No final action on H.955 was taken in the portion provided.

Transcript Highlights:

• It's a 600,000 ongoing Prop 98 general prop to support the California Educators Together platform.
• We support the special education proposal, and thank you so much for your time.
• We support the special education proposal, and thank you so much for your time. Good afternoon.
• I am very much in support of the increase for special education.
• We also support the increased funding for special education.

Summary: The committee heard an overview of the May Revision’s Proposition 98 changes for K-12 and community colleges. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with higher guarantees in each year, full payment of the prior settle-up, and larger deposits into the school rainy-day fund. The LAO said the revenue and LCFF updates were reasonable, but urged caution about the settle-up approach and recommended using more of the available funding to protect ongoing programs and build budget resilience. Members focused heavily on the size of the proposed $3.9 billion settle-up, the $10.3 billion reserve deposit, declining K-12 enrollment, and how much of the new funding should be ongoing versus one-time. The committee then reviewed the community colleges portion of the budget. Finance described the May Revision’s higher SCFF COLA, additional funding for enrollment growth, a student support block grant, apprenticeship adjustments, and continued funding for deferred maintenance, Calbright, Common Cloud, and credit for prior learning. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the growth formula, and a COLA for Student Equity and Achievement. The LAO recommended prioritizing the statutory COLA increase, noted that more than half of districts are already above current-year growth targets, and said the new adult learner demonstration project should be rejected because districts already have tools to support similar services. Members also discussed a $52 million current-year apportionment shortfall, which Finance said was discovered too late for the May Revision and would need to be addressed later. Finally, the committee took up the proposed implementation of the federal Workforce Pell program. Finance proposed one-time funding for the California Student Aid Commission and Cradle to Career to build eligibility and data systems, along with trailer bill changes to set up state approval processes. CSAC said the program is promising but highly complex, that California lacks the needed infrastructure, and that the state will need emergency regulations, data linkages, and ongoing funding beyond the one-time proposal. The LAO agreed that some initial funding is needed but warned that the amounts and ongoing costs remain uncertain and that the Legislature should carefully draft the trailer bill language. Members asked about timing, other states’ actions, and how the state would ensure the program is ready for students and institutions.

Transcript Highlights:

• First, when you talk about supporting our schools, our K-12 education, higher education, including our
• on education.
• We've supported three C3 grants, which has been essential in stabilizing our early education and care
• And NEP educators do it with fun and engaging educational programming.
• This act will invest in state funding to support research, education, and innovation in Massachusetts

Keywords: 995, all

Summary: The committee on Economic Development held a hearing on the DRIVE Act, a proposal to invest $400 million in Massachusetts research and innovation without new taxes. Governor Healey and administration officials said the bill would direct $200 million to public higher education research and regional partnerships and $200 million to a research funding pool for hospitals, universities, and other institutions, with the goal of retaining talent, leveraging private and philanthropic dollars, and offsetting major federal R&D cuts. They argued that research is a core economic engine for the state, supporting jobs across labs, construction, services, and surrounding businesses, and said the bill would help protect the Commonwealth’s tax base and competitiveness during a period of federal uncertainty and cuts to SNAP, Medicaid, and other programs. Committee members raised concerns about whether Fair Share surtax dollars should instead be used for K-12 and other community needs, whether the proposal is enough given the scale of lost federal grants, and how the money would be allocated. The governor responded that the funds are one-time surplus dollars, that most surtax revenue already supports education, and that the bill is meant as a bridge to stabilize public higher education and research. She also said the legislation includes a review board and could support a revolving or matched-fund approach in some cases. Several members pressed for more detail on selection criteria, future funding, and whether private companies and large endowments should contribute more. University of Massachusetts leaders and researchers testified that federal grant cancellations and delays are already causing layoffs, furloughs, rescinded admissions, and lost research capacity. UMass officials said the bill would help preserve faculty, postdocs, graduate students, and research programs in medicine, climate science, marine science, Braille instruction, and AI decision-making. They emphasized that the funding should be merit-based and that the state needs to act quickly to prevent talent from leaving Massachusetts. Business, labor, and industry groups, including MassBio, the Massachusetts Taxpayers Foundation, AIM, the AFL-CIO, and Building Trades, supported the bill, saying it would protect jobs, sustain the innovation ecosystem, and reinforce Massachusetts’ national leadership in research and life sciences. No vote was taken in the hearing.

Transcript Highlights:

• health and social A cradle-to-career vision, aligning education, health, and social services to support
• education to impact them.
• It takes a comprehensive, community-led approach, aligning education, health, and economic supports to
• I urge you to support that.
• We also are looking at how do we strengthen and support housing development and education from a non-displacing

Keywords: 995, all

Summary: The Joint Committee on Community Development and Small Business held its final hearing of the session on H. 5187 and S. 3022, the Enough Act, with Chair Andy Vargas and Senator Adam Gomez opening by thanking committee members and stakeholders for their work during the session. The bills were described as a grant-based, place-based anti-poverty initiative intended to support cradle-to-career services by funding local nonprofits, schools, community organizations, and backbone entities that can coordinate housing, education, health, workforce, and family supports in high-poverty neighborhoods. Testimony was overwhelmingly in support of the bills. Speakers including Strategies for Children, Chelsea Public Schools, Bunker Hill Community College, Senator Sal DiDomenico, Rep. Kate Lipper-Garabedian, Rep. Antonio Cabral, the Harlem Children’s Zone’s Kwame Owusu Kesse and Jeffrey Canada, former Education Secretary Paul Reville, AFT Massachusetts, United Way, the Boston Foundation, Give Black Alliance, Eastern Bank Foundation, and others argued that poverty is a systems issue that schools alone cannot solve. They emphasized the need for local control, community voice, coordinated services, and long-term public-private investment, often citing examples from Chelsea, New Bedford, Springfield, Lowell, Boston, and other communities, as well as the Harlem Children’s Zone and Maryland’s similar model. Committee members asked several questions about how the bill would function in practice, including what organizations would do on day one, how it would interact with existing efforts like community schools, McKinney-Vento, and the Student Opportunity Act, and how it would be sustained over time. Witnesses said the act would help create or strengthen backbone organizations, reduce duplication, align existing resources, and leverage philanthropy and future revenue sources for long-term sustainability. No vote was taken during the hearing, but multiple speakers urged the committee to report the bill favorably and quickly.

Transcript Highlights:

• We also have support from the Democratic Party of Hawaiʻi Education Caucus.
• For us, we have Department of Education in support. Um members, questions? Um members, questions?
• I am the Hope A Palakikana of Kialoha O'Eva and a strong supporter of Hawaiian immersion education.
• . support. support.
• <00:47:04.560> Pilot First up, we have Department of Education in support.

Keywords: 910, house, all

Summary: The committee heard testimony on SCR 78, which urges the Department of Education to strengthen natural health education and adopt a comprehensive menstrual cycle curriculum. The Department of Education said it supported the intent and had offered technical amendments to scaffold the curriculum by grade level. The Commission on the Status of Women and several advocates, including students and Ma'i Movement Hawaiʻi, testified in support, describing gaps in menstrual health education, stigma, and the need for more inclusive, age-appropriate instruction. No opposition was heard, and the chair moved on after no questions from members. The committee then took up SCR 194, urging the Department of Education to meet the criteria to recognize cheerleading as a Title IX sport. The Department supported the measure, noting recent expansion of girls flag football and surfing as recognized sports and saying cheerleading would create additional opportunities for students. The Commission on the Status of Women also supported the resolution, saying it could improve participation, resource allocation, and representation for female students. No opposition or further action was recorded in the excerpt. Finally, the committee discussed SCR 195, requesting the Board of Education and Department of Education to revise graduation requirements to include a standalone financial literacy course. The Board of Education and Department of Education both supported the intent but cautioned against a one-size-fits-all mandate, emphasizing school-level flexibility, existing stand-alone and online options, and the requirement that the class of 2030 must complete financial literacy before graduation. Hawaii Kids Can supported the resolution while raising questions about equity, access, quality, and how different delivery models compare; it also asked for more information on community survey data. Committee members questioned the department and board about asynchronous versus in-person instruction, standards, and how the requirement would be tracked in the personal transition plan. No vote or final action was taken in the provided portion of the meeting.

Transcript Highlights:

• Those in support, just show of hands. Any in opposition? Would the supporters like to come up?
• There is concern among some educators related to a state board of education.
• in interested in the education of children, not in the politics around education.
• But my concern with this is, let's see, appointed State Board of Education... Education.
• Without programs and support, people like me are not here. I'm not educated.

Transcript Highlights:

• We also have the privilege of supporting the Massachusetts Education Equity Partnership, a statewide
• Obviously, lots of strong leaders on higher education, but so many of you are also incredibly supportive
• According to the Council for Advancement and Support of Education, the average alumni participation rate
• And education about plant-based proteins across Massachusetts in support of public health, environmental
• Without policy in place to support our educational institutions' efforts to help our students and their

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:

• , the higher education department, the early childhood education and care department, school districts
• partners including Safe and Healthy Schools Bureau, our Regional Educational Cooperatives, and Educator
• These trainings support districts in prevention, de-escalation, function-based behavior support, and
• These workshops support special education, bilingual, multicultural education, English learners, and
• , English learner education, special education, social emotional learning school finance, curriculum