Transcript Highlights:

• noncredit program, or a credit program at one of our institutions.
• Specifically, that course program programs and outcomes for people's enrolled in dual enrollment programs
• program?
• I mean, other programs like our CSAP program is a 30-year loan program.
• I mean, other programs like our CSAP program is a 30-year loan program.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also 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 defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• Under the Texas Education Code, CTE programs are designed to equip students with academic and technical
• To clarify the difference between the two, the LOTC program is actually a middle school program.
• having such a program.
• I have to know several young people that have gone through a JROTC program. ...program, and they're outstanding
• I'm going to design the development and the bonus program of the incentive program exactly like floral

Bills: HB 1079, HB3651, HB4980

Keywords: Junior Reserve Officer Training Corps, Leadership Officer Training Corps, public school, career education, military readiness, public school accountability, funding allotments, healthcare, insurance, cost control, patient access, regulation, affordability, public health, JROTC, automobile maintenance, high school education, elective course, student skills, practical knowledge

Transcript Highlights:

• And Brian Underhill who handles Florida education finance program and other K through 12 programs.
• And that's where our program leaders of established programs and one other important critical program
• We encourage our programs that students have work experience during the program.
• It's typically the two-year program is the is the basic program.
• So our Academic Innovation program aims to better prepare students for the realities of serving children

Keywords: 999, senate, all

Transcript Highlights:

• This one program, though, is the one program they run that I like.
• program expenditures.
• We don't have to change the whole program for those that abuse the program.
• program.
• program.

Bills: HB2352, HB2388, HB2418, HB2499, HB2500, HB2579, HB2584, HB2804

Keywords: funding, auditor general, county treasurer, procedural reviews, state appropriations, HB2388, Arizona Commerce Authority, ACA, small modular reactor, SMR, nuclear energy, advanced nuclear, data center, data centers, economic development, study, appropriation, general fund, jobs, wages

Summary: The committee first heard HB 2584, which would prohibit public funds from being used for genetic sequencing equipment made by companies owned or controlled by entities domiciled in a foreign adversary. The sponsor said the bill is intended to prevent sensitive genetic data from being sold or used against the United States. There was little public testimony, and the committee approved the bill on a 13-5 vote for a do pass recommendation. Members then considered HB 2804, a rural development and housing tax credit bill that would let the Department of Housing allocate up to $2 million per year in credits for qualifying rural affordable housing projects, with the program set to expire in 2037. Supporters, including the sponsor, the mayor of Flagstaff, and housing investors and developers, said the credit would leverage federal LIHTC dollars, attract private capital, and help finance affordable housing for seniors, veterans, and low-income residents in rural Arizona. Opponents from the Arizona Free Enterprise Club argued state LIHTC programs are inefficient, costly, and hard to oversee. The committee passed the bill 13-4. The committee also heard HB 2388, as amended, which appropriates $100,000 to the Arizona Commerce Authority to study the economic benefits of small modular reactors and data centers, with a report due by June 30, 2027. Supporters said the study could help Arizona plan for future energy and data-center growth, while opponents argued the agency already has other funding sources and should not receive additional money for the study. The amended bill passed 10-7. After a presentation from Auditor General Lindsay Perry on county treasurer procedural reviews and the Santa Cruz County embezzlement case, the committee approved HB 2352, which provides $2,385,900 in FY 2029 for the Auditor General to continue county treasurer reviews, on an 11-7 vote. The committee then unanimously approved HB 2418, as amended, which directs $600,000 to be evenly distributed among five major incident task force counties and codifies the longstanding distribution practice. Finally, the committee took up HB 2499, the first of two ESA administration bills, which would appropriate $2.6 million and 12 FTEs to the Department of Education for ESA administration and oversight beginning in FY 2027; the bill drew extended debate about ESA growth, accountability, testing, and spending oversight, but the transcript cuts off before the final vote.

Transcript Highlights:

• Specialized programs include academic, vocational programming, substance abuse programming, preforestry
• DRP's programs also extend into the community pre-release, such as the female community reentry programs
• , volunteer programs to academic programs.
• programs.
• CTE programs.

Summary: The hearing focused first on sexual abuse, harassment, and retaliation in California’s women’s prisons, with testimony from CDCR wardens, the Office of Inspector General, advocacy groups, and formerly incarcerated survivors. Legislators and witnesses described a pattern of staff misconduct, fear of retaliation, gaps in reporting, and the need for stronger accountability, better investigations, and more outside access for survivor support organizations. CDCR said it has expanded training, body-worn and stationary cameras, outside partnerships, and PREA-related response procedures, while the Inspector General requested additional funding and staff to monitor more grievances and staff sexual misconduct cases under SB 1069. Members pressed CDCR on why accused staff are not always placed on leave, how cases are referred to prosecutors, and whether current protections are enough; several members argued the state should aim to investigate all complaints and do more to prevent retaliation and repeat abuse. The second issue was rehabilitative and reentry programming in women’s prisons. CDCR’s Division of Rehabilitative Programs and the wardens highlighted education, vocational training, substance use treatment, peer support, and community reentry programs, citing increased enrollment and recent graduates earning diplomas, degrees, and certifications. They said these programs are intended to reduce recidivism and improve public safety. Formerly incarcerated advocates and community providers argued that current offerings are still too limited, outdated, and not aligned with today’s job market, especially around digital literacy and transferable credentials, and they urged more funding for community-based, trauma-informed, gender-responsive programming. A coalition representative asked for a $20 million continuation and expansion of the Wright Grant program, and members discussed additional budget requests for reentry and related women’s services.

Transcript Highlights:

• . program. program.
• shelter housing program. shelter housing program.
• get into our housing program. get into our housing program.
• Thank you. wellness or academic costs. That's wellness or academic costs.
• funding their programs. funding their programs.

Keywords: 1183, house

Summary: House File 4738 was laid over for possible inclusion in the 2026 tax bill. Representative Keeler presented the bill as a funding source for Minnesota’s Safe Harbor program, arguing that trafficking and sexual exploitation are statewide problems and that current shelter and housing resources are insufficient. She and several supporters emphasized that the program serves youth across greater Minnesota, not just the metro, and that state and federal funding pressures make additional support necessary. Testifiers from Place Called Home/Life House, The Link, the City of Minneapolis, and a survivor all described the impact of Safe Harbor and related shelter programs. They cited data on youth served, bed nights, mental health services, and high unmet need, including waitlists and youth turned away because programs are full. Testimony stressed that stable housing and trauma-informed services help survivors recover and move toward education, employment, and family stability. One committee member, Representative Davis, objected to the proposed funding source, saying he would not support taking money from women’s sports scholarships and urging a different source. The bill’s tax mechanism was described as ending the sales tax exemption for preferred seating, suite licenses, and related amenities at athletic and entertainment events. Alec Williams of We Make Minnesota supported the proposal as a fair way to raise revenue from high-end discretionary purchases for a public purpose. Committee discussion also focused on the size of the revenue estimate and the breakdown of the impact, with nonpartisan staff saying roughly 85% would come from suite licenses, 10% from collegiate seating, and 5% from amenities. Representative Smith and others framed the issue as both a tax and moral question, and the chair moved the bill to be laid over.

Transcript Highlights:

• program of welding and machining.
• We are especially proud of our oil pre-employment program, our OPEC program.
• What's the program?
• Programs like New York State P-TECH and Link Learning focus on the triangulation of academic and technical
• integration with academics?

Transcript Highlights:

• I want programs like the Literacy Act to help them actually do better and to catch them.
• I want programs like the Literacy Act to help them actually do better and to catch them.
• It says student academic >> Okay.
• It says student academic achievement<00:49:44.800> growth.
• like we've dropped off academically like we've dropped off academically >> and<00:54:19.920

Keywords: 1136, house, all

Transcript Highlights:

• Maria Wong from Cupertino, mother to successful academically kids, is strongly supporting this bill.
• Maria Wong from Cupertino, mother to successful academically kids, I am strongly supporting this bill
• This bill shamelessly erodes constitutional free speech and academic freedom, and I oppose it.
• I strongly urge you to oppose AB 715 and protect inclusivity and academic freedom for our students.
• debate in an academic classroom setting?

Summary: The Assembly Education Committee held a special hearing on AB 715, with the authors presenting the bill as a response to rising anti-Semitism in K-12 schools. The authors said the measure is intended to strengthen protections for Jewish students, improve district accountability, expand the uniform complaint process, clarify protections related to religion and nationality, and create a state-level anti-Semitism coordinator. They emphasized that the bill was developed through collaboration with the Black, Latino, AAPI, and Jewish caucuses and argued it is meant to protect all students from hate while preserving legitimate classroom discussion. The hearing included extensive public testimony. Supporters, including students, parents, rabbis, Jewish organizations, and some educators, described harassment, biased curriculum, delayed or ineffective school responses, and fear among Jewish students and families. They urged the committee to act to make schools safer and more responsive. Opponents, including teachers, ethnic studies advocates, civil liberties groups, Palestinian rights advocates, and some Jewish parents, argued the bill was rushed, vague, and could chill academic freedom, censor discussion of Palestine and Israel, and expand complaints against teachers and school districts. Several witnesses said existing complaint and anti-discrimination systems already address these issues. Committee members then questioned the authors and witnesses about implementation, definitions, and possible effects on curriculum and school boards. The authors said the bill is still intent language and that details would be refined in further negotiations with stakeholders. Representatives from the California School Boards Association and California Teachers Association raised concerns about the new language and possible unintended consequences, while ACLU California Action said it had concerns but wanted to keep working on the bill. The transcript does not show a final vote or action taken on AB 715 during this hearing.

Transcript Highlights:

• Their dance-based in-school outreach program is provided in 90 public schools in 32 communities across
• These programs are improving confidence, health, and academic achievement.
• This is an example of a program that has grown through public, private, and corporate partnerships.
• NDI New Mexico programs are a unique blend. of performing arts, physical fitness, physical education,
• Program and over half of them have a premium of less than $10 a month.

Transcript Highlights:

• State and local pre-kindergarten programs almost without exception improve academic readiness for school
• VPK is a state-funded program, and the budget for the 2024-25 program year is $438 million.
• There's a school year program that includes a 540 instructional hour program.
• We have families that don't have the ability to take advantage of said program. ...program.
• The summer bridge program is for VPK children at the end of the VPK program year.

Summary: The Pre-K through 12 Budget Subcommittee held its first interim meeting, took roll, and established a quorum. Members introduced themselves, many noting backgrounds in education, school boards, local government, or parenting, and Chair Jenna Persons-Mulicka outlined the committee’s goal of building the fiscal year 2025-26 Pre-K-12 budget. She also reviewed the fiscal year 2024-25 education budget, noting that the Pre-K-12 portion totals about $21 billion, with the Florida Education Finance Program (FEFP) as the largest driver, along with major funding for VPK, school readiness, and school recognition. She explained that federal COVID relief funds have ended and that recent school choice legislation has affected budget structure. Commissioner Manny Diaz and department leaders then gave overviews of their divisions. Diaz highlighted Florida’s education rankings, record graduation rate, progress monitoring, expanded school choice participation, charter school growth, and teacher salary investments, while emphasizing a focus on literacy, math, and early learning. Carrie Miller described the Division of Early Learning’s school readiness and VPK programs, their funding, eligibility, accountability systems, and the importance of kindergarten readiness. Paul Burns outlined the Division of Public Schools’ work on educator quality, literacy, standards, certification, family outreach, federal programs, and school improvement. Suzanne Pridgen reviewed finance and operations functions, including budget management, FEFP calculations, grants, procurement, transportation, and emergency management. Adam Emerson described parental choice programs, including scholarships, charter schools, schools of hope, virtual education, and home education. Darren Norris detailed the Office of Safe Schools’ responsibilities for risk assessments, compliance inspections, threat management, grants, and training created after the Marjory Stoneman Douglas tragedy. Members asked questions about several issues, including whether the Safe Schools office recommends changes to the school safety grant distribution formula, whether early learning eligibility should shift from federal poverty level to state median income, how scholarship payments are verified to avoid funding students who return to public school, and whether daily attendance systems could improve funding accuracy. Other questions addressed hurricane-related survey disruptions, VPK provider reimbursement rates and instructional hours, teacher salary increases, school start time costs, and how voucher schools handle IEP accommodations. Department officials generally said some issues remain under review, supported moving school readiness eligibility to SMI, noted that scholarship and enrollment data are cross-checked and adjusted when needed, and said progress monitoring now helps schools support mobile students. On school safety, officials said exemptions are allowed in statute for some items but not for classroom doors, and that district-specific conditions matter. No votes were taken and no formal actions were reported beyond receiving presentations and discussion.

Transcript Highlights:

• programs that are bachelor's degree programs that are not typically found at universities.
• programs that are bachelor's degree programs that are not typically found at universities.
• programs that are bachelor's degree programs that are not typically found at universities.
• Our proposal also allows for proper consideration of the existing programs, academic infrastructure,
• automation bachelor's degree program B?

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

Transcript Highlights:

• uphold the integrity of the program. uphold the integrity of the program.
• another state maintain certain academic another state maintain certain academic standards.<00:03
• <00:08:13.840> So um of specific training programs. So um of specific training programs.
• program based on a New York, uh, program program based on a New York, uh, program where<00:30:23.440
• staffing as they develop the program. staffing as they develop the program.

Keywords: 919, house, all

Summary: The committee first took up a series of “same and similar” provisions between the House and Senate higher education bills and adopted them one by one, with brief explanations from members and staff. The items included a cybersecurity addition for a doctoral degree program, Northstar Promise definitions and eligibility limits, self-loan provisions on institution eligibility and data disclosure, and dual training language requiring certificates, diplomas, or degrees to come from accredited postsecondary institutions. The committee also adopted an amendment to the private career school provisions that clarified exempt institutions remain within the act, and removed certain limited-license and renewal fees for institutions participating in dual training grants or the eligible training provider list. Each of these motions prevailed by voice vote. The committee then moved into policy differences between the House and Senate bills, beginning with emergency grants and hunger-free campus grants. Members discussed shifting funding from OHE-administered competitive grants to direct appropriations for the University of Minnesota and Minnesota State, while the Senate retained competitive grant access for private and tribal colleges and added reporting requirements. OHE Commissioner Dennis Olson said the added reporting would be an extra administrative task but raised no significant concerns. Testifiers from the University of Minnesota, Minnesota State, and the private college sector supported faster, more direct funding and described the grants as important for emergency housing, transportation, food insecurity, and other student basic needs. A LeadMN representative also supported the changes, saying campus staff and students wanted funds delivered more quickly. The committee also discussed direct admissions on R31. The Senate proposal would require public and charter high schools to participate in the direct admissions program by the 2029-2030 school year. Assistant Commissioner Wendy Robinson said OHE supports statewide expansion and that the program has improved FAFSA completion, college enrollment, and student retention in Minnesota. Members noted the bill had bipartisan support and heard from advocates such as Ed Allies and Students United. No votes were taken on the policy-difference items during this portion of the meeting, and the chair said further discussion of state grant and sexual misconduct policy differences would be held at a later hearing with additional OHE staff present.

Transcript Highlights:

• So in general, we want programs to have access to all the information they need, irrespective of a program
• So in general, we want programs to have access to all the information they need irrespective of a program
• We'd love to even make connections with your school programs.
• We'd love to even make connections with your school programs.
• I have to explain to me is how that number of programs is not having a That number of programs is not

Summary: The House Education Committee received status updates on career and technical education (CTE), including OSPI’s work under 2024 legislation on allied health pathways and a statewide CTE task force, an update from Core Plus Maritime, and findings from an Education Northwest longitudinal study of Washington CTE access and outcomes. OSPI described development of allied health guidance such as a home care aide to nursing assistant bridge, model curricula, updated course equivalency frameworks, and coordination with health agencies and employers. It also reviewed Core Plus framework work, task force expansion under later legislation, and the timeline for recommendations due in November 2026. Committee members asked about health profession outreach, equitable access for rural districts, data updates, and employer support for local programs; OSPI said it continues to work with agency and industry partners and that local labor-market alignment varies by region. Core Plus Maritime presenters described expanding maritime career exploration into middle school through low-cost ROV curriculum, student visits to ferries and vessels, Sea Scouts partnerships, and ship-based safety and welding experiences. Industry representatives from the Northwest Marine Trade Association, American Seafoods, and Vigor Marine Group emphasized the maritime sector’s economic importance, aging workforce, and need for hands-on training to build the pipeline for family-wage jobs. A teacher from South Kitsap High School said the program gives students a clear pathway and has helped connect them to careers in shipyards, fishing, and related trades. Vigor also noted support for a student welding competition and equipment donations for a Rainier Beach shop. Dr. Sam Riggs of Education Northwest presented a longitudinal study using state data from 2013-14 through 2023-24. The study found CTE access has been relatively steady statewide, but offerings vary by school size, locale, and income, with rural and lower-income schools generally offering fewer pathways. Participation is high: nearly all students earn at least some CTE credit, and more students are accumulating multiple credits over time, though fewer go deep within a single pathway. Students who earned more CTE credits, especially within pathways such as agriculture, manufacturing, transportation, and construction, were more likely to graduate on time and later had stronger postsecondary certificate attainment and earnings. Riggs recommended addressing local barriers to participation, considering whether the CTE graduation requirement should better encourage depth while preserving flexibility, and aligning offerings more closely with labor-market needs. Committee members asked about COVID-era trends, student motivation, early workforce entry, delivery settings such as skill centers, and how to interpret the comparison groups used in the analysis.

Transcript Highlights:

• So these are, you know, these are understood as climate impacts in the realm of academics and science
• impacts in the in the realm of academics impacts in the in the realm of academics and<00:18:50.679
• The bill requires the Board of Regents to establish a specialized training program to educate health
• Of training, noting that quite a few programs do exist and suggesting that they could use a couple of
• positions to coordinate all the programs that are out there.

Keywords: 910, house, all

Summary: The House Committee on Higher Education heard SB 657 SD1 HD1, which would appropriate funds for SOEST at UH Manoa to establish and operate a Center for Climate Resilient Development. Testimony was strongly in support from UH researchers, DLNR, and several other organizations. Supporters said the center’s modeling and data are already used by state and county agencies for sea level rise, shoreline setback, flood, and infrastructure planning, and that local funding is increasingly important because federal climate research funding is uncertain. Members discussed how the work might be framed to avoid federal political pushback, and witnesses said the research can be described in terms of infrastructure protection, public safety, and cost savings. They also confirmed the funding would primarily support salaries for climate modelers and would help backfill federal cuts. The committee recommended and adopted passage of the bill unamended. Members also discussed the practical value of the center’s work, including Kauai’s sea level rise constraint district, future rainfall and flooding modeling, and the need for more granular data than current FEMA maps provide. Additional support was noted from the State Office of Planning and Sustainable Development, the City and County of Honolulu Office of Climate Change, Sustainability and Resiliency, the Ulu Pono Initiative, Surfrider Foundation, Hawaii Region Climate Protectors, Hawaii Coalition Earth, and the Climate Change and Health Working Group. The committee then voted to pass SB 657 SD1 HD1 as recommended. The committee later took up SB 1252 SD2, a bill requiring the Board of Regents to establish a specialized training program for health care providers on Alzheimer’s disease and other dementias and appropriating funds. The chair explained that the HD1 version incorporated suggestions from the John A. Burns School of Medicine, added a preamble recognizing existing programs and the need for coordination, and left a blank appropriation and FTE count in the bill while including the amounts in the committee report. With no discussion, the committee voted to pass SB 1252 SD2 with amendments.

Transcript Highlights:

• rural pathway excellence partnership program, and a high school advising program, including funding
• for those programs under the Foundation School Program and to the new Instructional Facility Allotment
• or a juvenile justice education program.
• It's all in the federal programs, okay?
• My amendment... that wants to participate in this program to participate in the E-Verify program.

Bills: HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, HB39, HB 102, HB 126, HB290, HB300, HB2143, HJR2, HB147, HJR6, HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, SB1

Keywords: career readiness, education reform, workforce training, public schools, financial aid, applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, cybersecurity, state command, information resources, data protection, incident response, mental health, telehealth

Transcript Highlights:

• In addition to EFAs, In the budget, the cost of that program.
• , basketball, and all of our programs.
• The programming aspect, we have a director of programming now that kind of oversees the programming for
• You mentioned here over 500 inmates program.
• So that would include any sort of programming.

Summary: The committee first considered revisions to the JBC rules, which staff said were all prompted by acts passed in the 2025 legislative session. The rules were adopted without objection. Members then received a balanced budget presentation from DFA Secretary Jim Hudson on the governor’s FY27 proposal, which he said was built around three priorities: limiting state government growth, continuing investments in education, and advancing income tax cuts. He highlighted major additions for education funding, EFA growth, pay plan costs, higher education productivity funding, drug task forces, corrections medical costs, the governor’s 1033 initiative, SNAP error-rate reduction, and Medicaid sustainability, while also explaining a new A/B funding category structure intended to prioritize recurring costs and preserve room for tax cuts. Members questioned Hudson about the cost of income tax reductions, the constitutional balanced-budget requirement, education funding, the Educational Adequacy Fund, Medicaid trust fund balances, and the impact of federal changes on Medicaid and SNAP. Hudson said each tenth of a percent income tax cut would cost about $58 million, the budget remained balanced, public education would still receive historic increases, and the Medicaid trust fund would be monitored closely with additional set-asides proposed. He also said the FY27 SNAP administrative cost increase would be about $18 million. The committee then heard from the Division of Higher Education, which reported institutions were 2.61% more productive overall and that the budget recommendation followed the statutory productivity formula. Questions focused on why some institutions were receiving decreases or large increases, how the formula works, and how the new return-on-investment metric and committee composition would affect future funding. The committee approved several higher education-related actions, including personnel changes for nine institutions and special language for North Arkansas College’s move into the University of Arkansas system. Staff then walked members through the higher education appropriation summary, explaining large percentage increases at several institutions were tied to federal funds or corrected carry-forward issues, including the U of A School of Mathematical, Sciences and the Arts, South Arkansas College, SAU Tech, ASU Mountain Home, and ASU Newport. Members also discussed UAPB’s 1890 extension program and the University of Arkansas Division of Agriculture’s land-grant matching funds; officials said UAPB’s recommendation was being aligned with actual spending and that the Division of Agriculture’s Smith-Lever and Hatch matches were included within its overall appropriation. The committee ultimately adopted the Higher Education Coordinating Board’s recommendations for all institutions and then moved on to the Department of Corrections section, with the chair outlining how the committee would proceed through those appropriations by section.

Transcript Highlights:

• . program. program.
• <00:04:46.880> in supports extensive summer programming in supports extensive summer programming
• These are um regional grant programs.
• visibility to the programs with open up visibility to the programs with the<00:47:21.520> goal
• programs around the state of Minnesota. programs around the state of Minnesota.

Keywords: 1187, senate, all

Transcript Highlights:

• over years that systematic programming over years that consumed<01:02:09.559> my<01:02:09.799
• I am a parental rights advocate and education researcher focused on academic excellence.
• researcher focused on academic researcher focused on academic Excellence<02:01:41.520> um
• I've coached academic teams. I've worked with a lot of kids.
• I've coached academic teams. I've worked with a lot of kids.

Keywords: 1191, senate, all

Transcript Highlights:

• His schedule is devoid of programming five days a week, and his meals are eaten alone.
• The development of that program started when Joe was still in school.
• Employment programs must offer more than just job placement.
• I'm the racial equity and access program assistant at Massachusetts Advocates for Children.
• There are many pilot programs out there.

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.