Transcript Highlights:

• in how it presents an incredible education to our students across the board and represents the state
• athletes and students in of our student athletes and students in general<00:25:36.799> that<00
• <00:42:50.160> will every student so all 500 students will every student so all 500 students
• . students. students.
• NIL students? NIL students?

Keywords: 912, senate, all

Summary: A joint informational briefing of the House and Senate higher education committees focused on how the University of Hawaiʻi athletics department plans to remain competitive in the new NIL era, including the effects of the House v. NCAA settlement, direct institutional payments, and the need to balance competitiveness with the university’s educational mission. Senators and committee members introduced themselves, and the briefing featured remarks from women’s basketball coach Laura Beeman, football coach Timmy Chang, and Athletic Director Matt Elliott. Coach Beeman said NIL has already affected recruiting and retention in women’s basketball, estimating the program has lost six to 10 student-athletes because it lacks the funding to keep comparable talent. She emphasized that the issue is not greed but retention, culture, and keeping student-athletes who value the university and community, while also using NIL as a way to teach financial literacy, privacy, and adult responsibilities. Coach Chang described similar pressures in football, including transfer portal volatility and competing offers from other programs, and gave examples of players whose personal and family circumstances made NIL support important for staying at Hawaiʻi. Athletic Director Elliott said the department’s vision is to create an outstanding student-athlete experience, recruit and retain elite athletes, compete at the top of the Mountain West, and strengthen community ties. He said the department wants to preserve the educational focus while adapting to a system in which student-athletes can share in revenue. Elliott explained that UH is seeking a $5 million annual NIL fund, is fundraising through the community and the “Boost the Bose” account, and is also pursuing individual NIL deals, corporate sponsorship-related deals, and licensing opportunities. In response to Senator Kim’s question, he said NIL compensation can come through two tracks: institutional payments within the department’s discretion and outside deals that must be reviewed for market value under the new reporting system. No votes or formal actions were taken; the meeting was informational only.

Transcript Highlights:

• education student.
• That's the district's reported out those students separately from their own students who would be getting
• And so do I have students.
• We want to look at that student and go okay, put putting that student on the FTC.
• Other students pull them out separately so they can see that they're FTC students and we also fund them

Transcript Highlights:

• Representative Allen. I'd make that motion, Madam Chair. Thank you, Representative Allen.
• Representative Liebling. I wonder if Representative Scott was also excused, actually, on the 27th.
• It's awarded to eligible students in an amount up to 50% of the amount of a Pell Grant a student would
• Representative Scott. Representative Scott. Thank you, Madam Chair.
• So, do we know how many of these North Star Promise students were first-time college students?

Transcript Highlights:

• First up, House Bill 129, the Florida virtual school by Representative Smith Representative.
• recognized Representative Daniels.
• Madam Chair, Representative Smith.
• The total number of FBS fte students funded in the FEFP has now grown to 13% of the total fte students
• for district Fte students.

Transcript Highlights:

• > students are losing students or certain students are losing students or certain students along<
• . students. students.
• student outcomes. student outcomes.
• can parenting students so that students can parenting students so that students can really<00:45
• our students are low-income students. our students are low-income students.

Keywords: 1187, senate, all

Transcript Highlights:

• Thank you, Representative Eskamani. Representative Harris.
• Representative Eskamani. Thank you, Mr. Speaker. These are students who are already here.
• Representative McClure: Representative McClure? Representative McClure? Mr. Representative McClure?
• Representative McClure: I'm sorry, Representative.
• Representative Gant in debate. Representative Gant in debate.

Summary: The House convened with prayer, a moment of silence for the Parkland shooting victims, quorum call, and the Pledge of Allegiance. The Rules and Ethics Committee special order report for February 13, 2025 was adopted, setting the day’s special order calendar and debate times. The chamber then took up immigration-related special order items, beginning with Senate Memorial 6C, which urged the U.S. Department of Homeland Security to provide guidance and training for 287(g) agreements. Members debated federal immigration policy and state cooperation with DHS, and the memorial passed 85-27. The House next considered Senate Bill 4C, an immigration bill creating new state offenses related to unlawful entry and reentry into Florida and requiring a mandatory death sentence for an unauthorized alien convicted of a capital felony. Members questioned the bill’s constitutionality, including Supremacy Clause, due process, and Eighth Amendment concerns, and several speakers argued it would create separate classes of people and invite litigation. Multiple amendments were offered to narrow or expand exemptions, including protections for Venezuelans on TPS, certain Haitian TPS and humanitarian parole recipients, undocumented people brought to Florida as children working in critical professions, and a proposal to delay action pending court rulings; all of those amendments were rejected. The bill passed 85-29. The chamber then took up Senate Bill 2C, which would create a State Board of Immigration Enforcement led by the Governor and Cabinet, establish a local law enforcement immigration grant program and advisory council, repeal the undocumented-student fee waiver, and appropriate more than $300 million for immigration enforcement. The sponsor described it as supporting cooperation with federal immigration agencies and ending the in-state tuition incentive for undocumented students. Early questioning focused on the impact on “dreamers” and whether the bill would effectively raise their tuition costs; the sponsor said it removed the incentive of in-state tuition but did not bar attendance. The transcript cuts off during that exchange, before final action on SB 2C is shown.

Transcript Highlights:

• Senator Neal, Senator Tichenor, Senator West, Representative Banta, Representative Bojanowski, Representative
• Representative Bojanowski here. Representative Riley here. Co-Chair Truett here.
• students drops substantially. students drops substantially.
• students.
• IEP students? IEP students?

Keywords: 958, all

Summary: The Education Assessment and Accountability Review Subcommittee received an Office of Education Accountability presentation on student discipline data in Kentucky schools for the 2024 school year. OEA said the study used Safe Schools data, educator and student surveys, site visits to 12 schools, and principal surveys. The report found that about 1 in 10 schools have major behavior-related challenges and up to one-third have at least moderate challenges, with the most common concerns varying by level: high schools cited vapes, cell phone misuse, apathy, and tardiness; middle schools cited apathy, vapes, and cell phone misuse; and elementary schools reported more extreme classroom behaviors such as throwing objects, overturning furniture, and screaming. OEA also noted that 14% of students had at least one behavior event in 2024, but repeated events were rare, and event rates alone do not reliably measure the severity of behavior problems in a school or district. The presentation emphasized that many disciplinary consequences do not align consistently with statutes or local expectations. OEA said law violations made up 19% of more than 250,000 recorded behavior events, while most were board violations, and that some serious incidents resulted in minimal consequences. The report highlighted concerns about weapons, threats, and assaults: only 9.2% of weapon events led to expulsion or alternative placement, few threats resulted in those outcomes, and fewer than 10% of assaults led to expulsion or alternative placement, including some first-degree assaults. OEA also said the Safe Schools data do not identify victims, limiting analysis of assaults on staff or students, and recommended clearer statutory definitions and better data reporting. A major theme was the difficulty schools face in addressing chronic disruption and severe behavior while complying with federal protections for students with disabilities. OEA said principals reported the biggest challenges were federal limits on disciplinary removals and a lack of alternative placement options. The report described variation among districts in how they implement federal requirements, with some administrators discouraging alternative placements or avoiding discipline because of perceived legal risks. Site visits found that many schools lacked chronic-disruption policies, and teachers often reported frustration with minimal consequences and repeated classroom removals. OEA recommended that KDE collect more information from educators, identify promising practices for alternative instructional settings, and develop clearer guidance and training. In discussion, committee members said the findings showed reporting gaps and resource strains, and OEA staff clarified that some underreporting reflects local discretion, while law violations should still be reported.

Transcript Highlights:

• Hispanic and Latino students accounted for 50% of all transfer-intending students yet represented 27%
• For example, at UC, transfer students represented about 20% to 25% of all undergraduates in STEM fields
• For example, at UC, transfer students represented about 20 to 25 percent of all undergraduates in STEM
• And similarly at CSU, transfer students represented about 40 to 40 percent of degree earners in STEM
• And we are doing that because of you and all the many students that you will represent.

Summary: The committee held an oversight hearing on a state audit examining California’s community college transfer process and whether streamlining it could improve access to bachelor’s degrees. Opening remarks from legislators emphasized that California’s transfer system is central to equity and workforce development, but that only about one in five transfer-intending community college students complete a transfer within four years. Members highlighted disparities by race, region, campus, and major, and pointed to confusion created by differing requirements across the UC, CSU, and community college systems, including limits and inconsistencies in the Associate Degree for Transfer (ADT), TAG, and major-specific prerequisites. State Auditor’s staff said the audit found that while UC and CSU systemwide enroll more transfer students than the Master Plan target, individual campuses and high-demand STEM programs often do not. The audit identified barriers including unclear and varying course requirements, limited counseling and education plans, insufficient counselor staffing at some campuses, and weak equity plans. It also found that many students never even apply because they do not accumulate enough units or cannot navigate the process. The auditor described examples where transfer students with strong preparation were denied at selective campuses and noted that articulation alignment across systems remains limited. Representatives from UC, CSU, and the Community Colleges responded that transfer remains a top priority and described ongoing reforms. UC cited a new public dashboard, data-sharing agreements, new transfer pathways, and an ADT pilot at UCLA, while saying campus-level capacity and program differences limit how much can be standardized from the system office. CSU said it admits more than 90% of eligible transfer applicants, is expanding transfer planning tools and direct outreach, and is implementing SB 640’s Transfer Success Pathway Program. Community Colleges said transfer reform must focus on clearer credit mobility, more consistent articulation, and broader ADT adoption. Members pressed the systems on inconsistent major requirements, the need for better coordination, and whether campuses are fully prioritizing transfer students; no votes were taken during the hearing.

Transcript Highlights:

• This affected students and staff.
• This affected students and staff.
• making sure our students are safe.
• Uh, Representative Long.
• importantly, our students. importantly, our students.

Keywords: 1183, house

Transcript Highlights:

• We distribute directly to undergrad students, graduate students and then professional students.
• This includes graduate students.
• around student enrollment.
• Locals focus on student success.
• Certainly the cost of education of a medical student, the dental student of that student, a lost in is

Keywords: 999, senate, all

Transcript Highlights:

• . >> Representative Baker. >> Representative Bojanowski, here. >> Representative Bowling. >> Representative
• >> Senator McDaniel. >> Representative Bray. >> Representative Petri. >> Representative Lewis. >> Representative
• >> Representative Bray. >> Representative Petri. >> Representative Lewis. >> Representative McCool,
• Representative Mcool. >> Oh, okay. Yes. Representative Mcool.
• , 250 students each grow by 500 students, 250 students each year,<00:59:37.040> and<00:59:37.200

Keywords: 958, all

Summary: The Budget Review Subcommittee on Education met without a quorum, so the minutes were not approved. The main presentation was from retired economics professors John Garren and Dr. Kums, who discussed their Bluegrass Institute research on teacher compensation in Kentucky since the Kentucky Education Reform Act era. They said teacher base salaries, adjusted for inflation, have declined over the last decade, while state-paid “on-behalf” benefits such as pension and health insurance contributions have risen sharply; they argued total teacher compensation has increased modestly overall, but less than per-pupil funding. They also presented broader context on staffing growth, declining average daily attendance, Kentucky’s low share of teachers among total school staff, and flat or weak NAEP and ACT performance trends, including widening white-Black score gaps on NAEP. Members questioned the methodology and interpretation of the compensation figures. Representative Bojanowski argued the on-behalf calculations may overstate teacher compensation because they include insurance and pension costs that also benefit classified employees and retirees, and he asked for clarification on the denominator used to derive the per-teacher amount. Representative Truit said the presentation could be misleading if it implies teachers earn $94,000 in salary, and he objected to framing pension stabilization payments as teacher pay. The presenters responded that they were using total compensation, not salary alone, said they had divided total personnel-related on-behalf payments by the relevant staff count, and promised to review and send a technical explanation. Representative Truit and Chairman Typton both emphasized that compensation should be viewed as salary plus benefits, not salary alone, and noted that pension contributions are part of the cost of employing teachers. The presenters said their intent was to show the full compensation package and its relevance to labor supply and teacher shortages, not to claim that individual teachers earn the total compensation figure as salary. No votes or formal actions were taken beyond the decision to revisit the minutes at a later meeting due to the lack of quorum.

Transcript Highlights:

• This is allowing or encouraging school boards to have a process for two student representatives to serve
• be to that student, I guess.
• be to that student, I guess.
• , students with disabilities, students learning English, and students of color into lower-level math
• determined process for including student determined process for including student Representatives

Keywords: 1187, senate, all

Transcript Highlights:

• It's harmful for students. It causes a reduction in student achievement on average.
• Both for public students and for private school students.
• Sherman represent Brian mr.
• . students.
• You see student outcomes go up.

Keywords: 1184, house, all

Transcript Highlights:

• serve Minnesota students. serve Minnesota students.
• students who rely on us. students who rely on us.
• Thank you, Representative Johnson. Representative Quam.
• Representative<01:34:34.680> Quam. Representative Quam. Representative Quam.
• Representative<01:36:51.600> Lee. Representative Lee. Representative Lee.

Bills: HF3119

Keywords: teacher compensation, educational staff, unlicensed staff, minimum wage, inflation adjustment, education finance, 1183, house

Transcript Highlights:

• I'm Representative Hillary Alton.
• DESE and the DESE educators who serve Pappas students remain committed to those student successes.
• represented by the SEIU, you.
• Thank you, Representative. Thank you. Thank you, Representative. Thank you, Representative.
• Open the school today's students.

Keywords: 995, all

Summary: The special legislative commission on the future of Pappas Rehabilitation Hospital for Children held a hybrid public hearing focused on the hospital’s future, admissions, staffing, infrastructure, and whether the facility should be preserved, expanded, or reimagined. Opening remarks from legislators, commissioners, parents, and union representatives emphasized that Pappas provides a unique combination of medical, rehabilitative, educational, and residential services for children with complex needs, and several speakers argued that the hospital is effectively being depopulated through reduced admissions and ongoing discharges despite public assurances that it remains open. Multiple speakers urged the commission to extend its authorization and continue its work before any closure or major change can occur. Testimony from labor leaders, including AFSCME, SEIU Local 509, and the Massachusetts Nurses Association, described a “silent closure” in practice, with staff reporting confusion about the hospital’s status, declining census numbers, blocked admissions, and uncertainty about the workforce’s future. They called for immediate action to stop admission denials and unnecessary discharges, and some proposed short-term solutions such as temporary modular structures to address infrastructure barriers and allow admissions to resume. Parents and former patients testified that Pappas provided life-changing independence, specialized therapy, and campus-based supports that they said could not be replicated elsewhere, and they criticized alternative placements as inadequate. Commissioner Robert Goldstein of the Department of Public Health said the administration supports keeping Pappas open and funded while the commission works, but he argued that admissions must comply with hospital-level-of-care rules and that the campus’s deteriorating infrastructure limits the kinds of children who can safely be served there. He said the department is continuing admissions for appropriate patients, working to expand outreach and services, and exploring long-term options, including broader statewide models of care. Commissioners pressed him on whether discharge status or lack of a clear discharge plan had been used as a barrier to admission, and requested de-identified data on patients recommended for admission but denied. No formal votes were taken during the hearing.

Transcript Highlights:

• >> Representative. >> Representative. >> Representative.
• Represent<01:32:22.080> Spillsberry. Represent Spillsberry. Represent Spillsberry.
• Represent Kokcom. the representative? Represent Kokcom.
• Represent<02:16:44.639> Papovich. Represent Papovich. Represent Papovich.
• from the students on whether the student from the students on whether the student complied<04:13

Keywords: 1189, house, all

Transcript Highlights:

• c> school student Representatives on the school student Representatives on the school board<01:45
• Representatives who'll be their student Representatives who'll be able<01:48:41.920> to<01:48
• Will the student representatives have authority to vote as a sitting school board member, or are they
• makeway um will the student Representatives<01:50:20.400> have<01:50:20.639> authority
• > boards student Representatives on school boards student Representatives on school boards for

Keywords: 1187, senate, all

Transcript Highlights:

• Representative Burton said, "And as the judge said, you can't ask for students to disclose disabilities
• . >> Representative Peoples, yes. >> Representative Damon, no. >> Representative Ames, no. >> Representative
• . >> Representative Peoples, yes. >> Representative Damon, yes. >> Representative Ames, yes. >> Representative
• >> Representative Peoples, yes. >> Representative Theol, yes. >> Representative Damon, yes. >> Representative
• > Representative Fellows, no. >> Representative Hall, no. >> Representative Bricky, no. >> Representative

Keywords: 1189, house, all

Transcript Highlights:

• students, or students in special education.
• students are students in special education.
• , having staff that look like our students and that our students can relate to.
• and 23% for white students.
• They dampen student attendance, and they disproportionately affect students of color.

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:

• I don't, I don't track data related to my students or any students in my program.
• This particular student was at. placement in a school and she was a white student, bright student, she
• My students do not know.
• I mean, do we need to control the minds of our students or protect our students?
• LGF represented Black students across the country, including in Holt v.

Bills: SB37, SB1489, SB452, SB724, SB1067, SB1741, SB1273

Keywords: higher education, curriculum review, governing board, faculty council, ombudsman, faculty governance, decision-making, transparency, public meetings, department head, employment approval, public institutions, institutional oversight, education, funding, accountability, state budget, school performance, employment, Texas legislation