Transcript Highlights:

• Nobody wants to suspend a student or expel a student.
• and white students.
• and students with brown students and students with disabilities<01:04:15.359> were<01:04:15.680
• <01:05:26.319> they brown students and white students. they brown students and white students
• That student said she by a student.

Keywords: 1183, house

Transcript Highlights:

• <00:52:20.240> 18 classroom with our minor students 18 classroom with our minor students 18
• positions and make sure their students positions and make sure their students are<01:32:04.840><
• then it's not going to help students then it's not going to help students learn<01:42:46.760>
• <02:11:06.119> primary student their students as their primary student their students as their
• > District to Student Learning student and District to Student Learning student and District budgets

Keywords: 928, house, all

Summary: The committee first heard House Bill 362, which would grant the Department of Education rulemaking authority related to educator licensure and testing requirements, including passing scores on professional education assessments. Representative Ladd said the bill is intended to preserve New Hampshire’s standards for classroom teachers and CTE instructors, while allowing DOE flexibility through rulemaking. He emphasized maintaining high standards, including for career and technical education, and said he was open to DOE clarifying the language further. Committee members raised concerns that the bill, as written, could remove language recognizing industry-recognized credentials for CTE instructors. Department of Education Director Steven Appy said DOE had drafted an amendment to clarify that the requirement applies to an initial New Hampshire license, to exempt CTE teachers from content exams, and to preserve current administrative practice allowing basic academic skills testing and industry-recognized credentials as substitutes. The committee discussed the distinction between basic academic skills tests and content assessments, and Appy said the amendment was meant to avoid conflating those requirements. The chair said the committee would take up executive session on HB 362 and related bills later. The committee then took up House Bill 90, which narrows and defines the rules for part-time teachers, especially in concurrent enrollment settings. Representative Ladd explained that the bill is meant to allow qualified college faculty or adjuncts from the University System or Community College System to teach high school concurrent-enrollment courses when local schools lack a teacher with the needed master’s-level credentials, particularly in math and STEM subjects. He said the bill is intended to expand student access to college-level coursework, save money, and preserve standards, while still requiring background checks and adherence to ethics and conduct rules. Members began asking questions about how the bill would work in practice, including certification and endorsement issues, but the hearing was not concluded in the portion provided.

Transcript Highlights:

• There are other issues that are important to students that we highlighted in our one-house budget bill
• THERE ARE OTHER ISSUES THAT ARE IMPORTANT TO STUDENTS THAT WE HIGHLIGHTED IN OUR ONE-HOUSE BUDGET BILL
• are facing serious cuts in their student loan options, whether it be undergraduate or, more seriously
• can continue their education without worrying about not being able to pay off their student loans.
• CREATING THE NEW YORK WE INVEST IN STUDENT EDUCATIONAL SUPPORTS.

Keywords: 993, senate, all

Summary: The Higher Education Conference Committee met to discuss budget priorities for SUNY, CUNY, community colleges, TAP, student aid, and capital funding. Chair Toby Ann Stavisky emphasized the need for increased operating and capital support, protection against enrollment-based funding losses, no tuition increases, a review of TAP because it has not kept pace with living costs, and action on student loan access and research funding cuts. Assembly Chair Alicia Hyndman outlined the Assembly’s higher education proposal, including $475.7 million to expand TAP eligibility, raising income thresholds for TAP and the Excelsior Scholarship, creating a graduate tuition assistance program, adding community college operating aid, expanding the Opportunity Promise Scholarship, forgiving SUNY hospital debt service, increasing CUNY operating support, restoring opportunity program funding, creating a $110 million student loan support program called New York Rises, and funding five-year capital plans for SUNY and CUNY plus additional ECAP grants. Members broadly supported making higher education more affordable and accessible, while highlighting district-specific needs. Senator May praised SUNY Reconnect, community college workforce programs, hospital debt service relief, and a five-year SUNY capital plan. Senator Gonzalez framed the budget as an investment in economic mobility. Senator Griffo supported affordability, operating and capital aid, and additional support for medical schools and hospitals. Assembly Members Walker, Colton, and Fall backed TAP expansion, opportunity programs, disability supports, SUNY Downstate’s transformation, and capital needs at CUNY and SUNY campuses. Assembly Member Smullen, speaking for the minority conference, urged a five-way budget process, said TAP has not kept pace with inflation, and called for a more stable long-term funding model for community colleges. He also stressed aligning higher education with workforce needs. Assembly Member Pirozzolo pointed to the College of Staten Island as an example of the benefits of investment and warned that employers recruiting students directly from high school could weaken higher education unless colleges continue strengthening trade and career training. The meeting ended with no vote on the budget items, and the chairs adjourned the conference committee after concluding remarks.

Transcript Highlights:

• So when a student isn't doing well, they know exactly what resources are available to help that student
• That is absolutely student learning.
• He came home, and he's a straight-A student.
• Are students who are not Are students who are not on grade level, are students who are not excelling
• Above the line, it'll show every student that knows the standard and below the line, every student that

Keywords: 985, all

Transcript Highlights:

• student attendance.
• student attendance.
• student attendance.
• student attendance.
• Horseman supports uplifting student voices and empowers students to share their perspectives through

Keywords: 910, house, all

Transcript Highlights:

• We also must invest to keep our students here in our state, where students have so many choices today
• mission across the state and the student mission across the state and the student stories<00:01:
• Good experience for students.
• severe needs students.
• We have 100 students at the deaf school and 50 students at the blind school.

Keywords: 1187, senate, all

Transcript Highlights:

• for those students and ensuring a resilient institution.
• They shape the character of students. They cultivate excellence.
• is improving our student success rate.
• We just went through a student success workshop.
• The Slate program, where the parents of the students can actually monitor the students' success, which

Summary: The Appropriations Committee on Higher Education convened with a quorum and first took up CS for SB 1694 on technology education. The bill would require technology-integrated postsecondary general education core courses to include digital literacy and competency instruction, including use of artificial intelligence tools, and would encourage high school computer science courses that include AI to teach how AI systems use data, their benefits and limitations, and responsible use in academic and personal settings. The bill sponsor and several supporters emphasized preparing students for an AI-driven workforce while teaching critical evaluation and ethical use; one speaker raised concerns about overreliance on AI and the need to preserve real-world skills. Senator Davis supported the measure and suggested introducing similar instruction earlier, possibly in middle school. The committee voted the bill favorably, with Senator Leak later recorded in the affirmative. The committee then heard a large block of confirmations for higher education boards, including appointees to Tallahassee State College, the University of South Florida, the University of North Florida, Palm Beach State College, the College of the Florida Keys, Hillsborough College, Miami-Dade College, Florida A&M University, Florida Gulf Coast University, Florida International University, New College of Florida, Florida Polytechnic University, and the University of Florida. The appointees generally highlighted backgrounds in education, health care, law, business, technology, and public service, and described priorities such as student success, workforce alignment, affordability, fiscal responsibility, and institutional growth. One nominee to Tallahassee State College was asked about low NCLEX pass rates and said the college had a plan approved by the Florida Board of Nursing. Another nominee discussed Florida Poly’s STEM mission, and several members praised the nominees’ community ties and professional experience. After hearing the appointees, the committee voted to report the block of confirmations favorably to the Ethics and Elections Committee. The committee then received a high-level overview of the higher education budget, totaling $11.9 billion, with major emphasis on workforce training and development. Highlights included increases for school district workforce education, the Florida College System, workforce development capitalization, a rural educator recruitment program, funding for the USF Center for Nursing, preeminent research universities, UCF’s community school grant program, UF’s literacy and math initiatives, UF’s autism and neurodevelopment center, and a postsecondary guardian program for campus security. Members asked a brief question about a workforce fund transfer, and the chair explained it was a transfer of an existing program with new funds added. No public comment was offered, and the meeting adjourned.

Transcript Highlights:

• I also have students from St. Michael's High School.
• Students from St. Michael's High School.
• We'll have our students from St.
• He is a senior and serves as student body vice president.
• graduate student at UNM.

Keywords: 996, all

Transcript Highlights:

• And it's important not just for the students that are benefiting from it, but also for other students
• About how our students are learning.
• who's an A student, right?
• who are C students.
• And that's a lot of funding per student.

Summary: The Student Academic Success Subcommittee met with a quorum and considered two bills. The first, PCS for HB 1565, would expand permitted purchases under the Personalized Education Program scholarship to include digital devices, clarify statutory terms, and distinguish between parent-directed part-time programs and full-time instructor-led programs. Rep. Hinson questioned oversight and misuse safeguards, while the sponsor said existing statutory and SFO oversight already applies. Public testimony included support from the James Madison Institute, and the bill was reported favorably by a 12-1 vote. The committee then heard PCS for HB 1483, the SCORE Act, which would gradually align Florida’s school grading scale with the familiar A-F scale used for students over a 10-year transition. The sponsor argued that current school grades are inflated and confusing to parents, and said the bill would also expand early support identification from pre-K through 8th grade. Members raised concerns about the impact on public and charter schools, low-income communities, teacher workload, resources, property values, and whether the bill should be paired with funding and professional development. Public testimony included an ESE teacher asking about funding and class size, one opponent from Orange County teachers, and a proponent from Florida Citizens Alliance. After extensive debate, the committee voted 12-5 to report PCS for HB 1483 favorably. Supporters said the bill would improve transparency and accountability for parents and create pressure to raise standards, while opponents warned it could sharply increase lower-rated schools without sufficient resources and could mislead the public about school performance during the transition.

Transcript Highlights:

• Student engagement, one of the number one indicators of student outcomes.
• Student engagement is a pivotal lever. How do we get student engagement? Engaging teaching.
• We have a whole generation of students who.
• Whether it carries 1 student or it carries 30 students, the bus still costs the cost of a bus.
• And so if we have a student that comes in, that is, that is DD or a student that comes in that has some

Transcript Highlights:

• Students needs evolve. Without is high. Students needs evolve.
• student in crisis. student in crisis.
• students throughout the state. students throughout the state.
• to other students.
• in those students accounts? in those students accounts?

Keywords: 1189, house, all

Transcript Highlights:

• <00:32:06.640> can students can learn and all students can students can learn and all students
• make sure that that students understand. make sure that that students understand.
• . students. students.
• And if the student isn't there, you still get to collect money for that student.
• And if the student isn't there, you still get to collect money for that student.

Keywords: Education - Room 216, 22 January, 2026; 10:30 AM, 925, all

Summary: The committee took up several education-related bills. Senate Bill 2071 would allow school boards to vote on providing health insurance to board members and their dependents using local, not state, funds; it was advanced after Senator Brian objected that it could create an incentive for people to seek school board seats for the insurance benefit. Senate Bill 2072 would move the deadline for teacher supply cards earlier, from August to July, using EF funds, and it was reported. Senate Bill 2103 would require school boards to adopt policies banning or restricting student cell phone use during school and class time, and it was also reported. Senate Bill 21103 would remove a requirement that school counselors follow the National Association of School Counselors’ code of ethics and instead align them with the Mississippi teacher code of ethics; it passed without opposition. Senate Bill 2236 would authorize the use of LifeVac choking devices in schools, with the sponsor saying the devices are inexpensive and could be provided free to districts; it passed as well. The committee then spent most of its time on Senate Bill 2242, the Mississippi Math Act, which would create a statewide math improvement initiative within the Department of Education. The bill would deploy math instructional coaches, require K-5 universal math screeners three times a year, create individual math plans for students below benchmark, support algebra readiness, protect data under FERPA, and establish a fund for grants and other deposits. Senator Boyd said the bill is modeled on efforts in other states, especially Alabama, and is intended to build on Mississippi’s literacy reforms by focusing on support, intervention, and professional development rather than retention or punishment. Members raised concerns about cost, the proposed anti-lapsing language for the fund, and whether the bill should require high-quality instructional materials statewide rather than leaving curriculum choices to local districts. Senator Hopson estimated the program could cost about $3.5 million and suggested the anti-lapsing language might be removed or handled through appropriations. Senators Blunt, Hill, and Wiggins argued that the success of literacy reforms came from requiring standardized, high-quality instructional materials and accountability, not home rule alone. Senator Wiggins offered an amendment to require high-quality instructional materials for math statewide, and Senator Boyd said he was supportive of that as a friendly amendment. The discussion ended with the amendment still being worked through and the bill not yet finally disposed of in the excerpt.

Transcript Highlights:

• students paying their student loans within 10 years, and median earnings of graduates as a percent of
• , student loan debt, repayment rates, and graduation earnings.
• In the bill, it mentions the metrics are student retention, graduation rates, employment outcomes, student
• loan The metrics are student retention, graduation rates, employment outcomes, student loan debt, repayment
• These programs make meaningful, lasting impacts on our students.

Summary: The Senate Committee on Education K-16 heard several bills and took no final votes, leaving each measure pending. The first major item, SB 1322 by Senator Hagenbuch, would create a Texas Higher Education Accrediting Commission to evaluate and approve accrediting agencies for public colleges and universities using outcome-based metrics such as retention, graduation, employment, debt, and repayment. Supporters, including Kate Byerley of the Texas Public Policy Foundation, argued the bill would add competition and align accreditation with Texas workforce needs; Senator Menendez questioned the need for a new bureaucracy and noted the $3.6 million fiscal note, suggesting existing reporting and oversight structures could serve the same purpose. The committee then heard SB 1998, which would establish a pediatric subspecialty preceptorship program to encourage medical students to enter pediatric subspecialties. Dr. Lauren Gamble testified in strong support, saying the program would help address shortages and improve access for children, especially in rural and underserved areas. SB 2788, authored by Senator Menendez, would add the PSAT as an accepted assessment for dual credit and Texas Success Initiative purposes; Priscilla Camacho of Alamo Colleges supported the bill, citing strong student outcomes and widespread use of the PSAT as a readiness indicator. Senator Creighton laid out SB 2076, which would remove or modify certain Capitol view corridor restrictions affecting the UT Austin Academic Medical Center project, including the planned specialty hospital and MD Anderson Cancer Center expansion. He said the existing corridors are outdated and limit development. The committee also heard SB 1418, a cleanup bill replacing outdated references to ACT Plan with Pre-ACT and removing obsolete SAT subject test language. After brief testimony and no opposition on the later bills, the committee closed public testimony and left SB 1322, SB 1998, SB 2788, SB 2076, and SB 1418 pending before recessing for the floor session.

Transcript Highlights:

• first one is parents fume after students first one is parents fume after students at<00:04:02.480
• <01:45:19.440> because take care of all the students because take care of all the students
• again I'm concerned about students being again I'm concerned about students being put<02:05:17.480>
• And yes, I had one school district that did have a student go around and survey other students, so I
• And yes, I had one school district that did have a student go around and survey other students, so I

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• That's $36,000 per student.
• Reputation over student safety.
• A student used AI to generate nude photos of another student, a 14-year-old female.
• The student victim of another student shouldn't have to suffer those consequences of moving.
• However, students also face internal threats related to education. and student misconduct.

Bills: SB604, SB843, SB1636, SB2395, SB571, SB1224, SB1832, SB2392, SB747, SB2623, SB2624, SB2185

Keywords: bonds, education funding, Texas Permanent School Fund, financial transparency, speculative rating, school funding, deferred maintenance, tax revenue, education budget, school districts, education, finance, Texas Education Code, misconduct, child abuse, educators, investigation, criminal offense, education law, suspension

Transcript Highlights:

• Let's look at student. well. Let's look at student.
• <00:53:29.839> student be afforded to a student student be afforded to a student student organization
• <01:10:46.159> and<01:10:46.400> student faculty and student and student faculty and
• student and student organization<01:10:47.199> side.
• Now it's students, 40% instate students.

Keywords: 928, house, all

Summary: The Education Funding Committee’s higher education subcommittee met to discuss HB 443, HB 510, and related issues. The chair explained the subcommittee membership and noted that Representative Luno was absent and replaced by Representative Bricky, with other full committee members allowed to participate in discussion but not final votes. No votes were taken during this meeting, and the chair said final subcommittee recommendations would likely come in the first week of November. On HB 443, which concerns terms of appointment to the Higher Education Commission, the chair described the bill as intended to let the governor replace members who are not attending or no longer representing the appointing organization. He said the prior governor supported the idea, but the current governor’s office believes the bill is unnecessary because nonattendance or loss of representation would already amount to resignation or removal. Members raised questions about legal authority and whether the same principle should apply to other boards. The chair said he was leaning toward finding the bill not needed, but would continue discussion later. The committee then spent most of the meeting on HB 510, which would establish due process rights for students, student organizations, and faculty at public higher education institutions and address collective bargaining issues. Supporters, including Representatives Papovich and Brown, argued the bill would provide clear, minimum protections, especially because campus rules are lengthy and vary by institution; Brown also suggested adding an independent ombudsman or representation for students. Opponents, including Representatives Burton and Bricky, said existing campus regulations already provide due process and that the bill could interfere with campus governance and collective bargaining. The chair and others discussed whether the bill’s definitions should be aligned with existing law to avoid confusion, and several members suggested using existing statutory definitions or cross-references. The chair also said the bill would apply only when disciplinary action is involved, not as a general challenge to DEI policies, though members referenced recent national examples involving DEI-related disputes as context.

Transcript Highlights:

• homeschool students. homeschool students.
• Students are not charged anything. Um, we actually work with the students.
• > and<00:41:56.400> these<00:41:56.640> students these students and these students
• know, 98% of our students receive. know, 98% of our students receive.
• students are going to get. students are going to get.

Keywords: 958, all

Summary: The committee heard presentations from the Family, Career and Community Leaders of America and the Governor Scholars Program. The FCCLA student speaker described how career and technical education helped her gain certifications, work in early childhood settings, and recognize a child who needed speech help, emphasizing support for CTE, FCCLA, and related student organizations. The Governor Scholars Program presentation, led by Dr. Jennifer Price with student speakers Max Corbett and Abigail Ziggler, focused on the program’s role in serving about 1,500 rising seniors each summer, its history since 1983, its statewide reach, and its impact on leadership development, college readiness, and keeping students connected to Kentucky. Members praised the students and program, and several shared personal stories about the program’s long-term benefits. Representative Camuel asked about funding, and Dr. Price said the program’s request was $2.1 million to maintain current enrollment levels of about 1,020 scholars for 2026; no vote was taken on that request during this segment. The committee then took up House Bill 498, sponsored by Representative Duvall, with Aaron Looper of Graduation Alliance testifying in support. A committee substitute was adopted after explanation. The substitute broadened eligibility for accredited providers to include public and nonprofit entities, allowed each county an opportunity to provide services with a $200,000 aggregate maximum per county, reduced the dollars per credit to serve more students, and made date corrections. Representative Duvall said the bill was a workforce measure developed from the Workforce Attraction and Retention Task Force and aimed at adults who lack a high school diploma but have two years or less remaining to graduate. Looper said the bill would create a pathway for adults to earn a regionally accredited high school diploma, paired with workforce and industry-recognized credentials, and stressed that it would not compete with GED programs, which are better suited for adults farther from graduation. He said the model is pay-for-performance, with providers paid only after milestones are completed, and that it would be available online, in person, or in hybrid form to improve rural access. In response to questions, he said students would not be charged fees, providers would handle transcript retrieval and remediation, and the program would include built-in accountability measures. He also said the budget request is $2 million per year, with the goal of maintaining the current level of service and eventually expanding if successful. Members asked about how the program differs from existing adult education options, access in all counties, and whether there are deserts in service availability; Looper said the online model and provider outreach are intended to address those gaps.

Transcript Highlights:

• And so I think when we hear from students, we need to listen to students.
• c> in trauma to student and other students in trauma to student and other students in the<02:14:23.800
• So, to students, 40% students of color.
• to white students in Minnesota. to white students in Minnesota.
• Black students, students with disabilities, and students experiencing poverty are disciplined at disproportionately

Keywords: 1187, senate, all

Transcript Highlights:

• educational attainment for the students educational attainment for the students who<00:12:03.440
• <00:12:16.000> satisfied<00:12:16.640> educational students satisfied educational students
• >> Both. seven students who had some residency um seven students who had some residency um that<00:15
• back and re-verify all of those students back and re-verify all of those students uh<00:16:00.000
• were New Hampshire students. Thank you. were New Hampshire students. Thank you.

Keywords: 1189, house, all

Summary: The committee received an update from the LBA on three audits related to education programs. Christine Young reported that the special education audit is in report-writing, with 44 of 81 observations completed, and that a draft is expected early in the third quarter with a final report later in the summer. She also said the doorway program audit has a draft report with 12 observations, auditee responses were received May 14, an exit conference was held May 18, and the report is now expected to be presented at the June fiscal committee meeting. The bulk of the discussion focused on the education freedom accounts audit and a proposed expansion of scope. Beulah Skids explained that the original audit, required by the 2022 law creating the EFA program, would be expanded to examine whether students were New Hampshire residents at enrollment and throughout participation, and whether records of educational attainment satisfied program requirements. She described the current work, the draft cooperation agreement being developed with the Department of Education and the Children’s Scholarship Fund, and the department’s concerns about the audit period and the term "educational progress," which the LBA said it would revise. The committee discussed that the expanded work would depend on a written agreement giving the LBA access to needed records, policies, and staff, with the Department of Education potentially serving as an intermediary for data access. Members raised concerns about the scope period and data access. Senator Lang asked that the residency review be limited to the 2024-25 and 2025-26 school years, rather than the broader 2022-25 period, because those years captured the major program expansions; the committee appeared to agree, with clarification that the reference was to school years, not fiscal years. Members also discussed reconciliation of EFA funds, noting that the department has agreed to reopen rulemaking to make reconciliation more frequent so unused funds can be returned to the state sooner. Several members expressed frustration that access to data had been delayed, while LBA staff said the cooperation agreement is intended to prevent further roadblocks and that the AG’s office could review it if needed.

Transcript Highlights:

•   39 FOURTH POINT IS WHEN A STUDENT, A STUDENT OF  FLORIDA VIRTUAL SCHOOL MAY NEED TO SIT FOR
• Some students in many of the schools are the most smart and most intelligent students we...
• SOME STUDENTS IN MANY OF THE SCHOOLS ARE THE  MOST SMART AND MOST INTELLIGENT STUDENTS WE &
• with a counselor-student relationship.
• Alexis Larose, Step Up For Students, waives in support.

Summary: The House Education Employment Committee heard seven bills and reported each favorably. HB 129 on Florida Virtual School would remove a priority system, confirm access for all Florida students and eligible military dependents overseas, clarify teacher retirement status, allow local schools to administer required exams, and authorize direct-support organizations; it passed unanimously after brief questions about audit-related updates and waitlists. HB 423 on student elopement, sponsored by Rep. Eskamani and Rep. Tramont, would require schools to establish safety teams and prevention plans for students who may leave supervised areas; testimony from autism advocates emphasized drowning and other safety risks, and the bill passed 16-0 with strong bipartisan support. The committee also approved CS for CS HB 753 on school counselors, which removes certain certification barriers while keeping the master’s degree requirement and sets evaluation criteria based on state counseling standards. Supporters said the bill would help address counselor shortages and align evaluations with the profession’s actual duties. CS HB 1253 on coach support for student-athletes, as amended, allows coaches to use personal funds up to a capped amount for student needs with written parental consent; members raised concerns about liability, fairness, and the need for clear guardrails, but the bill passed 15-0. CS HB 833 on private school facilities would make small private schools of 100 students or fewer a permitted use in commercial and mixed-use zoning districts and allow use of existing buildings if fire and code standards are met; supporters said it would reduce local barriers while preserving safety, and it passed 15-0. PCS for CS HB 1325 would update the Linking Industry to Nursing Education Fund by clarifying matching contributions, allowing expansion or modernization of existing space but not new construction, and streamlining awards; it passed unanimously with broad college and health system support. Finally, CS HB 1437 on conversion charter schools would create clearer dispute-resolution options for facility maintenance issues and, via amendment, allow capital outlay funds for repairs if the charter assumes full responsibility; after debate over whether the amendment was premature, the bill passed 13-3. The meeting then adjourned.