Transcript Highlights:

• appropriate enrollment goals for the different disciplines and academic units.
• James Todd, I'm the Vice Chancellor of Academic Affairs for the California Community Colleges.
• I know that ICAS and our academic senate continue to work on that. And I think, you know,...
• There's the ICAS group, which is the Academic Senate group, that meets also regularly.
• Strategies on behalf of the Academic Senate for California Community Colleges.

Summary: The Joint Legislative Audit Committee held an oversight hearing on a state audit of California’s community college transfer process, with members and witnesses broadly agreeing that transfer pathways remain too complex and inconsistent. Opening remarks emphasized that community colleges serve a large, diverse, often first-generation and low-income student population, but only about one in five transfer-intending students move to a UC, CSU, or other university within four years. Members highlighted disparities by race, region, campus, and major, and pointed to the Associate Degree for Transfer, TAG, and Cal-GETC as helpful but incomplete tools because requirements still vary across campuses and systems. State Auditor’s Office staff said the audit found that while UC and CSU overall enroll substantial numbers of transfer students, individual campuses and high-demand programs often do not, especially in STEM fields. They described barriers including missing prerequisite courses, unclear information, limited counseling, and inconsistent articulation between campuses. The audit used a computer science example to show how different UC and CSU campuses require different courses for the same major. The audit issued 22 recommendations, with 10 fully implemented and four partially implemented; remaining work centers on articulation, counseling, data sharing, and better use of ASSIST. UC, CSU, and the Community Colleges each said they support transfer and are taking steps to improve it. UC cited a new public dashboard, data-sharing agreements, new transfer pathways, and an ADT pilot at UCLA, while saying campus capacity and program differences limit systemwide mandates. CSU pointed to its strategic plan goals, the Transfer Success Pathway program, direct admissions outreach, and efforts to expand ADT alignment and credit applicability, while acknowledging that many students never reach the application stage. Community Colleges emphasized that transfer reform is central to equity and baccalaureate access, and called for stronger common course numbering, broader ADT acceptance, and more student-centered articulation. Members pressed the systems on why more uniform requirements and better coordination have not been achieved, and on how to reduce barriers for placebound and working students.

Transcript Highlights:

• appropriate enrollment goals for the different disciplines and academic units.
• I know that ICAS and our academic senate continue to work on that. And I think, you know,...
• I know that ICAS and our academic senate continue to work on that.
• There's the ICAS group, which is the Academic Senate group, that meets also regularly.
• Strategies on behalf of the Academic Senate for California Community Colleges.

Committee: Senate Joint Legislative Audit

Transcript Highlights:

• </c><00:11:19.120><c> libraries</c> Ours is one of many academic libraries Ours is one of many academic
• </c><00:20:17.679><c> Academic</c> regional and local needs. Academic regional and local needs.
• Following academic year.
• </c> coming academic year. coming academic year.
• </c><01:15:34.000><c> Institutionally,</c> next academic year. Institutionally, next academic year.

Committee: Senate Higher Education

Transcript Highlights:

• The board adopts regulations and academic standards, defining what students should know and be able to
• intervention and budget advice, the California Collaborative for Educational Excellence, which provides academic
• out of our operational budget to give it to school districts that have more money for programs like Freedom
• matter who that, no matter who’s leading our government, accountable for achievement gaps and for academic

Summary: The Assembly Education Committee first heard two bills. AB 1665 by Assemblymember Pacheco would require school sports coaches to complete approved mental health training. Supporters said coaches are trusted adults who are often first to notice student-athlete distress, and a witness described personal experience with body image and disordered eating pressures in athletics. There was no opposition, and the bill was moved out of committee on a due pass as amended motion to Appropriations, ultimately passing 9-0 after add-on votes. AB 2316 by Assemblymember Hoover would allow charter schools to apply for the same financial hardship relief in the state school facilities program that traditional districts can seek. Supporters argued this would improve parity and help smaller and low-income charter schools access permanent facilities; some initially opposed agencies said their concerns were addressed by amendments. The bill also passed unanimously, 9-0, to Appropriations. The committee then took up a consent calendar containing 12 additional measures, including bills on education funding, facilities, and other school-related matters, plus a resolution. Those items were approved on a 7-0 vote, with the roll left open for add-on votes. After the bill hearing portion was recessed and later reconvened, additional members added votes to AB 1665, AB 2316, and the consent calendar, bringing each to 9-0. The committee then held an informational hearing on state-level education governance, centered on Governor Newsom’s proposal to restructure the California Department of Education and the role of the elected Superintendent of Public Instruction, with AB 2117 serving as a policy vehicle carrying the same language and no action to be taken. Testimony came from the Legislative Analyst’s Office, the Education Commission of the States, and former CDE chief deputy Richard Zager. Witnesses reviewed the history of California’s governance structure, compared it with other states, and discussed accountability, legislative oversight, and the role of the superintendent under the proposal. Committee members raised concerns about preserving checks and balances, the fiscal implementation plan, county-office relationships, and whether the superintendent’s role would be reduced too far; no vote was taken at the informational hearing.

Transcript Highlights:

• The board adopts regulations and academic standards, defining what students should know and be able to
• intervention and budget advice; the California Collaborative for Educational Excellence, which provides academic
• out of our operational budget to give it to school districts that have more money for programs like Freedom
• our government, no matter who’s leading our government, accountable for achievement gaps and for academic

Committee: House Education

Transcript Highlights:

• ,</c><00:03:43.920><c> operational,</c> evaluating the academic, operational, evaluating the academic
• ,</c> on evidence showing the academic, on evidence showing the academic, organizational<00:08:15.599
• A description of the school program and specific academic and non-academic outcomes that pupils must
• </c><00:14:01.920><c> and</c><00:14:02.240><c> non-academic</c> specific academic and non-academic specific
• academic demonstrate satisfactory academic achievement<00:19:38.000><c> for</c><00:19:38.240><c> all

Bills: HF3487 , HF3421

Committee: House Education Policy

Transcript Highlights:

• And this would be for the 2025-26 academic year, since the scholarship is funded in arrears.
• graduate academic column, those are students who would not meet the professional degree because of academic
• The average award was about $14,500, which was $1,000 more than in the 2023-24 academic year.
• That was nearly a 23% increase in total aid compared to the previous academic year.
• That was nearly a 23% increase in total aid compared to the previous academic year.

Transcript Highlights:

• Merit-based programs account for 56% of the 2024 academic year budget.
• The need-based programs account for 23% of the 2024 academic year budget.
• The maximum award is $6,100 per academic year.
• And that is, of course, we have to have a GPA, 3.0 for Medallion, 3.5 for the Academic Scholar.
• Thank you. to the workforce or continue their academic career. Thank you.

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

Transcript Highlights:

• </c><00:02:44.080><c> They</c> long-term academic disengagement.
• They long-term academic disengagement.
• </c> If we're serious about academic If we're serious about academic achievement,<00:03:45.920><c> if
• And what this bill academic preparation.
• ,</c><00:11:03.519><c> career,</c> counselors which is in academic, career, counselors which is in academic

Summary: Legislators and school counselors discussed a bill aimed at strengthening school counseling services in Minnesota. Supporters said the proposal would clarify counselors’ roles in state policy, require at least one school counselor in every school, and ensure counselors spend 80% of their time in direct services to students rather than being assigned to duties like hall monitoring or substitute teaching. The bill was described as building on prior efforts to expand student mental health supports after COVID and responding to Minnesota’s low student-to-counselor ratio, which speakers said ranks 48th nationally. Several counselors testified about the pressures facing students and schools, especially in communities affected by ICE enforcement and broader trauma. A St. Paul counselor described students displaced by enforcement actions, a child whose father was detained, and schools serving as food distribution centers. Another counselor from Minneapolis said students were experiencing chronic stress, fear, and difficulty focusing on school, with staff organizing mutual aid, delivering supplies, and helping students continue learning from home. Speakers said these conditions are statewide and that counselors are providing trauma support, family crisis navigation, and basic needs assistance. In response to questions, a Minnesota School Counselor Association advocate said the bill is intended to give counselors a clearer state framework and support their professional training and responsibilities. No vote or formal committee action was described in the transcript.

Transcript Highlights:

• My primary job is helping schools increase academic outcomes, and I will be talking about that as I have
• So let's talk about academics.
• My predecessor allocated some of those funds to projects that would not have any academic result.
• Maximize classroom time on academics is the...
• Maximize classroom time on academics is the key to success.

Committee: Senate Senate Education Committee of Reference

Summary: The Senate Education Committee heard a presentation from Superintendent of Public Instruction Tom Horne on school safety, academic improvement, career and technical education, ESA oversight, and teacher pay. Horne argued that students cannot learn if schools are unsafe and urged more funding for school police officers, described efforts to expand Project Momentum and tutoring, supported keeping cell phones out of classrooms, promoted the Student Industry Partnership, and called for renewing Proposition 123 with more money directed to teacher raises. In response to a question, he said the department is using AI tools, residency checks, and investigators to monitor ESA fraud and abuse. The committee then considered SB 1074, which would require written certification from a principal or administrator before a student removed for discipline could return to class. Horne and the sponsor said the bill would support teachers and improve accountability, while the Arizona Education Association opposed it as unnecessary, punitive, and potentially inconsistent with existing practice and FERPA concerns. After debate, the committee voted 4-3 to give SB 1074 a do pass recommendation. Members also heard SB 1327, as amended, requiring public universities to adopt and post research security policies and report on foreign grants and security practices. ABOR and a national security advocate supported the measure as a way to strengthen protections against foreign adversary influence, and the committee adopted the strike-everything amendment and advanced the bill 5-2. The committee then approved SB 1475, which bars students convicted of certain serious offenses from participating in school-sponsored interscholastic activities, 4-3 after discussion about second chances, counseling, and whether the bill was too punitive. Finally, the committee advanced SB 1582 and SB 1583, both related to school safety interoperability funding and fund administration, with technical discussion about correcting bill language and returning unspent monies to the fund. It also approved SB 1598, which appropriates $500,000 for grants to school districts and charter schools to create community gardens; supporters described the gardens as hands-on learning spaces that teach science, nutrition, and teamwork and can also serve as calming spaces for students. The committee adjourned after the last vote.

Transcript Highlights:

• As was said, I serve as the Executive Vice Chancellor for Academic Affairs.
• We have nine academic... make institutions that offer an extensive range of academic programs and educational
• Diane Chase, Senior Vice President for Academic Affairs.
• Vice President for Academic Affairs at the University of Houston and I hold a dual role.
• One is to expand, is expanding our academic excellence scholarship.

Committee: House Higher Education

Transcript Highlights:

• appropriate enrollment goals for the different disciplines and academic units.
• James Todd, I'm the Vice Chancellor of Academic Affairs for the California Community Colleges.
• James Todd, I'm the Vice Chancellor of Academic Affairs for the California Community Colleges.
• There's the ICAS group, which is the Academic Senate group, that meets also regularly.
• Strategies on behalf of the Academic Senate for California Community Colleges.

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:

• Then we'll move on to how each segment is looking at financial aid for the next academic year in light
• That was approved as part of the 2025 Budget Act, and this would be for the 2025-26 academic year since
• who would not meet the professional degree because of academic programs.
• The average award was about $14,500, which was $1,000 more than in the 2023-24 academic year.
• That was nearly a 23% increase in total aid compared to the previous academic year.

Summary: The subcommittee on Education Finance heard an overview of the governor’s budget proposals and higher education financial aid trends, with a major focus on the Middle Class Scholarship (MCS), Cal Grant spending, and the effects of recent federal student aid changes. The Department of Finance said the budget would fully fund Cal Grant at projected levels and reduce MCS coverage from 35% to 17.5% of unmet need in 2026-27, while the Legislative Analyst’s Office supported considering the reduction as a cost-saving measure given out-year deficits. UC and CSU representatives opposed the cut, saying MCS is important to affordability and debt-free degree goals; they estimated average awards would fall substantially and that campuses do not have funds to backfill the loss. The Student Aid Commission said the proposal would reduce aid but simplify administration, and members questioned how lower awards would affect students, borrowing, and work-study options. No vote was taken, and the issue was held open for possible future action. The committee then discussed federal changes to student loans and Pell Grant policy under H.R. 1, including caps on Parent PLUS loans, elimination of Grad PLUS loans, and new proration rules for federal direct loans based on enrollment intensity. The LAO said these changes would likely push some borrowers into the private market, especially graduate and professional students and some parents of students at private institutions. CSU said the changes would affect thousands of graduate and part-time students and could reduce access by about $97 million in loan availability for part-time borrowers, while UC said the new definitions of professional degrees were too restrictive and would reduce access for nursing, teaching, law, dentistry, and other programs. Community colleges said they use relatively little federal loan aid but are monitoring Workforce Pell. Members raised concerns about workforce impacts, social mobility, and whether the state should consider alternative loan programs or other ways to reduce student costs. This issue was also held open. In the segment financial aid update, the LAO reported Cal Grant spending is projected to rise to about $3.2 billion in 2026-27, driven by more recipients and higher awards tied to UC and CSU tuition increases, while CSAC said FAFSA and CADAA applications are up significantly year over year. CSU, community colleges, and UC described their aid packaging and rising aid totals, with CSU reporting over $5.5 billion in aid to 381,000 students, community colleges reporting over $4.3 billion to more than 920,000 students, and UC reporting $3.17 billion in grant aid to undergraduates. Members asked about Cal Grant reform, application trends, and long-term outcomes; UC and community colleges pointed to alumni and wage dashboards, and the LAO noted the state’s Cradle to Career data effort. The committee then took public comment, including testimony on library funding and other education-related priorities, and concluded by holding the issues open without formal action.

Transcript Highlights:

• The bill will ease pressure on general obligation bond capacity for major academic projects like the
• The bill will ease pressure on general obligation bond capacity for major academic projects like the
• So on the academic side, this fund was intended to provide an additional option for really big stuff
• So ultimately, the academic side of this bill benefits all institutions by removing some of those big
• So these are really the types of academic projects...

Bills: SB234 , SB210 , SB243 , SB244 , SM16 , HB8

Committee: Senate Senate Education

Transcript Highlights:

• If you look at the bottom, it says 'of academic instructions.'
• The last change I would talk about deals with kids who may participate in non-academic programs that
• The other change here we have deals with kids who may participate in non-academic programs that they're
• There's academic eligibility that's governed by the school district and other ways to do it.
• Since then, we learned that students are being enrolled for participating in a non-academic academic

Committee: House Revenue and Taxation

Transcript Highlights:

• </c> the alignment of each required academic the alignment of each required academic standard<00:26:00.880
• </c> communities as related to the academic communities as related to the academic standards<00:26:18.000
• </c><00:32:25.279><c> health</c> final version of the academic health final version of the academic health
• </c> I know that in other areas of academic I know that in other areas of academic standards<01:06:46.880
• </c> also implement this in other academic also implement this in other academic standards.<01:07:24.240

Bills: HF3489 , HF3550

Committee: House Education Policy

Transcript Highlights:

• William is our new vice president of academic affairs and innovation.
• The first page is our subsidized for academic year 2024-2025.
• The first page is our subsidized for academic year 24, 25.
• Atala, our VP of academics, that we're doing that.
• Either the academics in high school are not challenging enough.

Committee: Joint Higher Education Institutions Committee

Transcript Highlights:

• , the average total academic cost that students pay.
• This alignment provides a fully integrated academic medical setting.
• Our enrollment in academic programs at UT Tyler continues to grow.
• The UT Health Science Center at Tyler is the only academic medical center in Northeast Texas.
• This initiative allows us to increase the number of high-quality clinical academic programs.

Committee: House Appropriations - S/C on Article III

Transcript Highlights:

• We're talking $5,000 a year, and it's stackable with an academic challenge.
• The way our schools are rewarded now is for completing or producing academic credentials.
• The way our schools are rewarded now is for completing or producing academic credentials.
• The way our schools are rewarded now is for completing or producing academic credentials.
• I think you're confusing Governor's Distinguished with, producing academic credentials.

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• So you could preserve instruction or academic support or student services.
• Chief Academic Officer at the CSU Chancellor's Office.
• We noticed certain patterns and trends during academic year 2023-24.
• I serve as the Deputy Vice Chancellor for Academic and Student Affairs and Chief Academic Officer at
• The UNI initiative was grounded in two principles: that academic...

Summary: The Assembly Budget Subcommittee on Education Finance met to review CSU and State Library budget issues, enrollment trends, the Capital Fellows program, and a Title IX update. Chair David Alvarez opened by stressing that CSU faces serious financial pressure, including a systemwide deficit and proposed cuts that he and several members said were too large and likely to harm access, course offerings, and student services. Public comment focused heavily on the Braille Institute Library, with patrons, staff, veterans, and advocates urging restoration of funding and warning that the proposed cut would severely affect blind and visually impaired Californians across Southern California. Several CSU faculty, staff, and union representatives also opposed the proposed reductions and warned of larger class sizes, fewer sections, and layoffs. On the CSU core operations item, the Department of Finance explained the Governor’s proposal to reduce ongoing General Fund support by about $375 million and defer a 5% base increase, while the LAO said CSU core funding would be roughly flat once tuition and targeted augmentations were considered, but warned that rising costs and prior shortfalls would still force campuses to cut spending. CSU’s Chancellor’s Office said the proposed cut would deepen existing problems, citing prior-year budget gaps, job losses, reduced course sections, and student-service reductions. Members pressed Finance and the LAO on whether cuts could be made more surgically, especially at the Chancellor’s Office or in institutional support rather than in instruction, and the LAO said the Legislature has flexibility to target cuts more specifically. CSU also described ongoing consolidation efforts, including shared services among campuses and the planned Cal Maritime/Cal Poly San Luis Obispo integration, while cautioning that savings are not yet fully known. The committee then discussed CSU enrollment. The LAO recommended holding enrollment targets flat because the budget does not add new funding, while CSU reported strong recent growth, including more California residents, record first-year enrollment, and expanded direct admissions and transfer pathways. Members questioned why some campuses with high demand turn away many applicants while others continue to lose enrollment, and CSU said it is shifting resources from campuses with sustained declines to those with demand, using a 10% below-target threshold. The committee also discussed whether enrollment declines mirror local population trends, how to improve marketing and program alignment, and whether lessons from Cal Poly Humboldt’s conversion could inform other campuses such as Sonoma State. The Capital Fellows item drew a Finance proposal for a salary increase and an LAO counterproposal for a smaller raise plus future COLA language; the committee kept the item open. Finally, CSU reported progress on Title IX compliance, saying it has completed most State Auditor recommendations, expanded civil rights staffing, and increased training, prevention, and case-management efforts, though members asked how proposed budget cuts might affect those services.