Transcript Highlights:

• SB 1067 helps students get the support they need when it matters most.
• We are here in support. Joaquin Avalos, student at Da Vinci High School, in support.
• Scholarship Association of ESL Students, in full support.
• Brad Mercado, student of Ogreaj, and I'm in full support.
• Andrew Pearson, on behalf of all the students of California, I fully support SB 1067. Thank you.

Keywords: 988, house, all

Transcript Highlights:

• While multi-layer system of support focuses on differentiated assistance based on student needs both
• supports.
• I don't have students that are one student.
• It's not to collect data, it's to provide the supports and understand why students are not filling out
• we also have to make sure that those interventions are supporting what the student needs to pass the

Transcript Highlights:

• He said the people they spoke with from campus housing, security, student support, presidents, and student
• <00:18:00.320> support students to the systems student support students to the systems student
• transfer helps support our students who transfer helps support our students who transfer from<00
• The investment made by the legislature to support comprehensive student support has enabled Minnesota
• Support currently over 1,600 students Support currently over 1,600 students are<00:30:50.480>

Keywords: 1183, house

Transcript Highlights:

• transfer helps support our students who transfer helps support our students who transfer from<00
• The investment made by the legislature to support comprehensive student support has enabled Minnesota
• > Minnesota student support has enabled Minnesota student support has enabled Minnesota state<
• <00:21:45.080> support excuse me and Innovative student support excuse me and Innovative student
• health, and other high-need student supports on campus.

Keywords: 919, house, all

Summary: Minnesota State Colleges and Universities presented an overview of the system and several budget riders. Board Chair George Soul described the system’s structure, noting 26 colleges and seven universities governed by a 15-member board, and emphasized that Minnesota State serves about 270,000 students annually, including many students of color, adult learners, Pell-eligible students, first-generation students, and veterans. He highlighted the system’s workforce role, saying it offers more than 4,000 programs, extensive employer partnerships, and that 86% of graduates find jobs in their field or a related field. He then turned the presentation over to system staff to discuss specific funding requests. Associate Vice Chancellor Kim Lynch focused on the Z-degree textbook program, which supports zero-textbook-cost courses and degrees. She said prior legislative support has produced about $3.1 million in savings in academic year 2024 and more than $12.6 million in aggregate savings, with 10 colleges now offering Z degrees and 12 more on track or exploring implementation. She described the program’s use of open educational resources, instructional design support, and library resources to fill gaps where free materials are not available, and said students save roughly $7 to $10 for every $1 invested. Members praised the program and asked about its expansion. Associate Vice Chancellor Paul Shepard discussed student support funding, including a centralized basic needs resource hub, the Mantra Health mental health platform, and the emergency grant program. He said student surveys showed significant food, housing, and homelessness insecurity, and that the basic needs hub has served over 2,400 students with a 97% positive response rate. He said Mantra provides telecounseling, peer support, self-paced courses, and crisis support, and clarified in response to questions that it is not AI-driven and does not sell student data; general usage data is collected, and follow-up with campus counselors occurs only at the student’s request. He also said the emergency grant program has distributed over $3 million to more than 4,800 students, with grants averaging just under $700, and that campuses use application review and recordkeeping to manage repeat requests. Members asked about counselor staffing, data privacy, and grant safeguards. The final item addressed sexual assault reporting and prevention funding. System staff said the appropriation supports technology infrastructure for statutory reporting, case management for investigations, campus prevention training, and professional development for Title IX coordinators and related staff. They noted that the statutory student training requirement is funded by individual colleges and universities, not by this appropriation. No formal votes were taken in the portion of the meeting provided.

Transcript Highlights:

• I'm a volunteer with Students Demand Action in support of this bill. Good afternoon.
• I'm a volunteer with Students Demand Action, and I'm in support of this bill.
• Amy McRae, a volunteer with Students Demand Action, in support.
• I'm a student with disabilities, and I also support. Thank you.
• I'm a student with disabilities, and I also support. Thank you.

Summary: The Assembly Education Committee met without a quorum at first and began as a subcommittee, with the chair outlining hearing procedures and several bills on consent. The committee heard and advanced AB 1581, which would improve collection of tribal affiliation data for California students so Native students are more accurately counted and better served; supporters said current systems undercount Native students and erase their needs. AB 1586 also passed, requiring school resource officers who volunteer to carry naloxone to receive opioid overdose response training every two years; supporters emphasized student safety and the need for rapid response to overdoses on campus, while one school employees’ group raised concerns about retaliation protections for non-volunteers. Both bills were moved do pass as amended to Appropriations, with roll calls held open for absent votes. The committee then approved AB 1943, which updates school notices about secure firearm storage by making the information clearer, more visible, and more likely to reach families at key moments such as counseling or discipline interventions. Supporters from gun violence prevention groups, educators, and parents argued that many school shooters obtain guns from home and that plain-language, digital, and timely notices could help prevent child deaths and suicides; the author shared a personal story about a child accessing a gun at home. AB 1792 also advanced, directing the Instructional Quality Commission to consider updating health education to address digital safety issues such as deepfakes, extortion, grooming, and AI-generated exploitation; supporters said students need instruction that reflects modern online risks, while an opponent objected to language referencing LGBTQIA+ and gender-diverse students. AB 1653 passed as well, adding heat-illness guidance to the health framework after a young Girl Scout described students suffering during extreme heat and not recognizing symptoms. Later, the committee approved AB 1861, which would require the California Department of Education to create a public database of special education investigation reports with personal information redacted; supporters said families need better access to complaint outcomes and accountability, while an opposition witness warned of unintended consequences, misuse of incomplete information, and added burdens on districts. AB 1721 also moved forward, creating a stakeholder work group to review and streamline school safety plan requirements so plans remain practical and focused on emergency preparedness. AB 1631, which would make kindergarten mandatory, received mixed testimony: supporters argued it would help close achievement gaps and improve readiness, while opponents framed it as an intrusion on parental choice; the bill was held on call after a split vote. Finally, AB 1809, extending job order contracting authority for school and community college districts, was also held on call after opposition from contractors who argued project labor agreement requirements raise costs and reduce competition. The committee then began hearing AB 1659, aimed at improving transitions for court school students back to their home districts, with testimony describing re-enrollment barriers and the need for a designated district contact.

Transcript Highlights:

• <00:15:57.680> student practices that support student practices that support student attendance
• <01:29:23.280> And<01:29:23.600> with supporting student attendance.
• And with supporting student attendance.
• How do we connect with families and support families and students?
• <01:48:27.760> You support families and students? You support families and students?

Keywords: 1187, senate, all

Transcript Highlights:

• <00:31:33.200> and<00:31:33.440> support meet the needs of students and support meet
• :43:20.000> support<00:43:20.319> now school students need your support now school students
• These supports are direct investments in Minnesota students.
• These supports are direct investments in Minnesota students.
• students supported by these critical students supported by these critical services<01:30:22.000>

Keywords: 1187, senate, all

Transcript Highlights:

• Identifying students early and providing support is vital, as students who find ...early identification
• Identifying students early and providing support is vital, as students who fall behind in math often
• struggling, and equipping both teachers and parents with the tools they need to support student success
• I urge this committee to support 2252 and invest in the future of Texas students and our state's economic
• Our supporters, many of whom are parents of students in public schools, want their students to be united

Summary: The committee continued hearing testimony on Senate Bill 2252, which would expand early literacy and numeracy screening, parent notification, intervention supports, and teacher training, including math academies and early childhood supports. Supporters from Texas 2036, Good Reason Houston, Texas Business Leadership Council, and several parents argued that early identification of skill gaps, clearer data for families, and stronger teacher preparation would improve student outcomes, workforce readiness, and long-term earnings. They cited low math proficiency statewide, the importance of early intervention, and examples of districts using screeners and data dashboards to guide instruction and resource allocation. One witness also highlighted home visiting as a family-support model, while another urged more funding for pre-K partnerships and stronger support for parents with reading materials and guidance. A district special education administrator testified neutrally, saying the bill reflects practices already used in her district but expressing concern that it could reduce local control and teacher discretion by standardizing screening and tying it to funding. A Texas Classroom Teachers Association representative supported the intent but warned that mandatory math academies and intervention academies could burden teachers if implemented like prior reading academies, and a substitute teacher/teacher-of-the-year witness asked for clearer protections around special education information and pay for alternative certification candidates. After public testimony closed, SB 2252 was left pending. The committee then took up Senate Bill 2253, as substituted, which would phase out routine hiring of uncertified teachers over time, require parent notification when a teacher is uncertified, and expand high-quality preparation pathways such as university programs, residencies, improved alternative certification, and grow-your-own programs. Senator Creighton said the bill responds to the rise in uncertified teachers and aims to strengthen the teacher pipeline with more structured preparation, mentorship, and oversight by SBEC. Invited testimony strongly supported the measure: a Texas Tech researcher said uncertified teachers and fast-track programs are associated with significant learning losses, while year-long residencies and mentored pathways produce stronger outcomes and higher earnings for students. Leaders from Dallas College and Sam Houston State University described successful residency and grow-your-own models, high completion and retention rates, and the need for paid residencies and stipends so candidates can afford to enter the profession. Committee members asked about the difference between mentorship and residency, the cost-effectiveness of paid residencies, retention incentives, and how to scale the model statewide. The committee also adopted the substitute for SB 2253 and later paused to vote out several other bills, including SB 1191, SB 1786, SB 226, SB 326, SB 570, SB 870, SB 991, SB 60, SB 365, SB 1401, and SB 1067, all of which were reported favorably, many with unanimous votes and some placed on the local and uncontested calendar.

Transcript Highlights:

• After-school programs are essential for working families and critical for keeping students engaged, supported
• With me to testify in support of this measure are, first, a former student, Oliver Quintana Bravo, a
• And so how do we get more funding to the students with the greatest needs, with the most expensive support
• What are the supports required for each individual student as they move forward in their education rather
• If we had clear guidance, financial support, and aligned coursework, this would allow students like Hillary

Summary: The Assembly Education Committee heard a lengthy agenda of education-related bills, with quorum established at the start and several measures taken up on consent or special order. The committee also announced that AB 1644, AB 2362, and later AB 2197 were pulled from the hearing. Members reminded the public of hearing rules and limited testimony to two witnesses each in support and opposition. AB 2651, by Assemblymember Bonta, would require schools to notify parents when school vaccination rates fall below herd-immunity thresholds. Supporters, including physicians, the California State PTA, public health groups, and school employee organizations, argued that families need timely, school-specific information to protect children and vulnerable community members. Opponents raised concerns about privacy, stigma, and whether school-level snapshots could be misleading. The bill passed the committee 5-1 and later 7-1 on the roll call. AB 2509, by Assemblymember Schultz, would allow districts to use a five-year rolling average for ADA funding calculations; supporters said it would stabilize funding amid attendance declines, while one member noted concerns about masking long-term enrollment problems. It passed 5-1 and later 7-2. The committee also approved AB 2430, which would expand after-school access, especially for high school students, improve funding and transparency, and create a work group on program quality. Testimony emphasized the value of expanded learning for youth development and working families, and members discussed the need to address middle school access as well. AB 2526, focused on special education funding, would expand the low-incidence fund to include students qualifying for the California alternate assessment; supporters said it would better align funding with student need, while some concerns remained about over-identification. AB 2325, the Pathways to Bilingual Teaching Act, would create a grant program to build bilingual teacher pipelines through partnerships among schools, community colleges, and universities; it received strong support and passed unanimously. AB 2460, presented by Assemblymember Pellerin for Assemblymember Celeste Rodriguez, would update school mental-health referral protocols to address trauma related to immigration enforcement; it also passed unanimously. AB 2404, which sought to require Central Valley representation on several governor-appointed bodies, drew debate over geographic representation and board composition and ultimately failed on a 2-5 vote.

Transcript Highlights:

• This bill supports campus goals and reaches student learning and strengthens local communities.
• This bill addresses a serious gap in how we support students during medical emergencies.
• Hello, my name is Angela, and I’m a student at UCI, and on behalf of the UC Student Association, I support
• Hi, my name is Tanya Rodriguez, a student at UC Berkeley, and I strongly support this bill.
• I work with Students for Quality Education, and I strongly support this bill, too.

Summary: The Assembly Higher Education Committee heard a series of bills focused on expanding access to higher education, addressing workforce shortages, student housing, and labor standards on campus projects. AB 662 would create a South County Higher Education Task Force to explore a mixed-use, intersegmental institution in Chula Vista; supporters said South San Diego County is a “college desert,” while the bill passed on a due pass as amended motion to Appropriations. AB 885 would establish a College Access for All Fund to help make CSU and UC attendance more affordable; supporters cited student debt and affordability concerns, and it also passed to Appropriations. AB 730 would provide $15 million to help establish a medical school in the Central Valley to address physician shortages, and it advanced on a due pass motion. AB 1400 would let up to 15 community college districts pilot bachelor’s degrees in nursing; supporters argued it would expand affordable BSN access and keep students local, while CSU, UC, and other higher education groups opposed it as unnecessary and inconsistent with the master plan. The bill passed to Appropriations, with members raising questions about clinical placements, faculty shortages, and possible effects on associate-degree programs. The committee also considered AB 1235, which would require CSU design-build projects to use a skilled and trained workforce, aligning CSU with other public higher education construction standards. Supporters said it would improve safety, training, and local job opportunities, and the bill passed to Appropriations. AB 1247 would restrict contracting out of classified school and community college jobs unless workers meet training and qualification standards and would address pension and training concerns; supporters said it would protect students and classified employees, while school and college groups warned it would disrupt services and add unfunded mandates. The bill passed to Appropriations with one no vote. AB 1470, presented on behalf of Assemblymember Haney, would allow a portion of student housing revolving loan funds to be used for affordable student, faculty, and staff housing in downtown and commercial districts; it was discussed as a housing and downtown revitalization measure, but the committee held off on a motion pending more members. ACA 3, also on behalf of Haney, would require UC to offer limited down payment loans to eligible long-term support staff first-time homebuyers; it drew extensive support from UC workers and unions, while UC and business groups opposed it as costly and outside UC’s mission, and the measure was still under discussion at the end of the transcript.

Transcript Highlights:

• I'm asking that you support debt-free public higher education, and that, including in that, for the students
• Students who age out or were adopted out of foster care count on the resources designed to support their
• Students who age out or were adopted out of foster care count on the resources designed to support their
• The book was then translated into Spanish to support our bilingual early childhood education students
• So thank you for all you've done on higher education and for your continued support of students.

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• I'm here to testify in support of Senate File 4505, which will restore funding to student support personnel
• supports for students. supports for students.
• <00:23:10.040> supports<00:23:10.880> uh of student supports uh of student supports
• help support their students. help support their students.
• for students who need extra support. for students who need extra support.

Keywords: 1187, senate, all

Transcript Highlights:

• /c><00:18:49.760> file<00:18:50.480> 984 students in support of house file 984 students
• Aid schools student support Aid that Aid schools student support Aid that Aid stream<00:21:30.360
• supports needed to help our students supports needed to help our students with<00:26:13.760>
• wholly support students completely and wholly support students completely and wholly we<00:31
• <00:33:05.039> is support to elementary school students is support to elementary school students

Bills: HF984, HF921, HF922

Keywords: education funding, nonpublic schools, counseling services, guidance services, transportation for students, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization

Transcript Highlights:

• <00:51:41.240> students initially trained to support students initially trained to support
• <00:58:56.559> students like-minded groups supporting students like-minded groups supporting
• <00:59:10.760> students 1973 and we've been supporting students 1973 and we've been supporting
• <01:30:29.080> had support both students both students had support both students both students
• we're supports for students instead we're supports for students instead we're striving<01:48:42.520

Keywords: 1187, senate, all

Transcript Highlights:

• this critical support for our students. this critical support for our students.
• <00:10:56.240> the<00:10:56.480> students term to be able to support the students term
• aid that support students across the college.
• students through stipens grant support students through stipens which<00:42:41.839> offset<00
• We are student support perspective.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:14:38.560> support distribution of the student support distribution of the student support
• > to student support personnel aid to student support personnel aid to stabilize<01:10:08.640>
• <01:41:10.639> students state's approach to supporting students state's approach to supporting
• It will have a direct student support.
• > to for student support personnel aid to for student support personnel aid to include<02:07:08.320

Keywords: 1187, senate, all

Transcript Highlights:

• And so, continuing to focus on not how we only bring in students to the institution, but really support
• , leadership, and support of our system and of the students that we serve.
• student support resources help to address the barriers students face in accessing higher education and
• c> to Student support resources help to Student support resources help to address<01:03:12.240>
• Minnesota provides students with the financial support they need to pursue higher education.

Keywords: 1187, senate, all

Transcript Highlights:

• This initiative aligns with the A&M system. and state goals to support student success in underserved
• To support our students, we provided additional grant funds for students that are within reach of graduation
• And so we have redesigned our student support model.
• success building for the expansion of classrooms, labs, student support services, military family support
• It also provides dedicated student support services that focus on student retention efforts, like our

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:

• providing support for other students.
• providing support for other students.
• We've heard from our students... And getting that support directly.
• They're very important for us to be able to utilize to help support our students.
• They're very important for us to be able to utilize to help support our students.

Summary: The Select Committee on Youth Mental Health and Treatment Access held its third hearing to review the state of youth mental health, progress under the Children and Youth Behavioral Health Initiative (CYBHI), and remaining implementation and funding challenges. The chair emphasized that schools are often the main point where education, health care, and social services intersect for students, and that the committee’s goal is to ensure public investments translate into better access and outcomes. The hearing featured testimony from researchers, a youth advocate, state officials, and local practitioners. PPIC researcher Shalini Mostala reported that teen mental health remains a serious concern, with high rates of chronic sadness, hopelessness, and suicidal thoughts, though recent California data show some improvement since the pandemic. She noted persistent disparities by gender, race, and rural status, and said school-based health centers, wellness centers, and community schools are associated with lower suicidal thoughts. Youth advocate Ella Cruz, speaking for NAMI California, described her own mental health struggles and argued that youth voice, peer-to-peer support, and reducing stigma are essential; she also said technology and AI cannot replace trusted adults or trained professionals. Committee members asked about phone use, stigma, cultural barriers, and how to make supports more accessible and relatable to students. Dr. Sohill Sood of the California Health and Human Services Agency said statewide survey data show declining stigma, increased counseling use, and lower suicide ideation among students, and he highlighted CYBHI’s certified wellness coaches, digital tools, awareness campaigns, and the first-in-the-nation fee schedule that allows schools and colleges to bill health plans for behavioral health services. He said the program is growing quickly, with more than 230,000 claims and over $11 million in new revenue to date, while acknowledging that billing systems and coordination are still being built. Trina Frazier of Fresno County described a multi-tiered system of care supported by CYBHI, CalAIM, and other grants, serving thousands of students through school-based services, wellness centers, and mobile therapy units; she said ongoing funding and flexibility are critical. Rachel Kroberniski of El Segundo High School’s James Morehouse Project described a long-running wellness center and peer mentorship model that supports students in multiple languages, and said peer programs help students feel seen, connected, and more willing to seek help. Members broadly praised the flexibility, collaboration, and peer-based approaches described by the witnesses. Questions focused on sustaining funding after one-time grants expire, improving coordination among schools, counties, and providers, expanding the fee schedule to higher education, and ensuring continuity of care for students after high school. Officials said county offices of education, DHCS, and other partners are using communities of practice and technical assistance to spread best practices, and that CYBHI services can follow some young adults through age 25, with additional supports through community-based programs and digital platforms.

Transcript Highlights:

• support these students. support these students.
• So, we support students no matter if they are enrolled in college or not.
• So, we support students no matter if they are enrolled in college or not.
• > aid student support alongside financial aid student support alongside financial aid is<01:33
• The Minnesota State Grant supports students from all backgrounds, including low-income students like

Keywords: 1187, senate, all