Transcript Highlights:

• Thousand students.
• Representative Garner.
• It asks how much funding students receive as compared to other students.
• Professional development is awarded on a per-student basis for each student.
• Representative Carr, thank you.

Summary: The meeting began with approval of the prior minutes and then shifted to an update from Department of Education Secretary Jacob Oliva and Deputy Commissioner Stacey Smith on early childhood education, especially the state-funded Arkansas Better Chance (ABC) program. They said Arkansas had received a federal Preschool Development Grant and described ABC as a large state program with about 23,800 funded slots and roughly $114 million in annual appropriations. Department officials said they are reviewing slot allocations because about 1,000 seats are funded but unfilled, while more than 2,000 families are on waiting lists, and they plan to reduce or reallocate slots from providers that have not filled them over several years. They also said they are examining whether income thresholds, curriculum expectations, daily rates, and summer programming should be updated, and members raised concerns about access, local control, transportation, and whether the program should better align with K-12 choice and school readiness goals. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical data and other information for future discussion. The committee then received a legal presentation from BLR attorney Taylor Lloyd on the constitutional and statutory framework for education adequacy in Arkansas. She reviewed the Dupree and Lake View cases, explaining that the state must maintain a general, suitable, and efficient system of free public schools, and that adequacy and equity are distinct but related concepts. She emphasized that the General Assembly is responsible for defining adequacy, studying whether the system meets that standard, and reacting to the evidence, while the courts ultimately decide constitutional compliance. Lloyd also explained the current adequacy definition, the role of the matrix as a funding tool rather than a spending mandate, and the distinction between unrestricted foundation funding and restricted categorical funding. BLR’s Elizabeth Bynum followed with a historical overview of how Arkansas responded to the court cases and developed the current adequacy process. She traced major legislative actions from the 1980s through the Lake View litigation, including the creation of funding formulas, categorical aid, isolated funding, declining enrollment funding, and the 2003-2004 adequacy study that led to the Continuing Adequacy Evaluation Act and the matrix used to set foundation funding. She also described later changes to the adequacy statute, the financial reporting requirements for districts, and the ongoing use of surveys, stakeholder testimony, and consultant studies in the biennial adequacy process. Members asked questions about whether private or homeschool programs could use public funds for expenses like utilities, whether stakeholders should include those groups, the difference between average daily membership and attendance, and whether school board members are surveyed; staff said those issues would need further research or were outside the scope of the presenters’ role.

Transcript Highlights:

• My name is Representative Martin Zamora (member_22662). I represent House District 63.
• I'm Representative Patty Lundstrom.
• the student did this work or not.
• The last program is the Student Connect Program, which provides connectivity for students wherever they
• Thank you, Madam Chair, Representative.

Transcript Highlights:

• Representative Keeler said, “Well, Speaker, so what this was trying to do is right now all of our students
• And so, thank you so much, Representative Keeler, Representative Lawrence, Representative Vernig, Representative
• And so, thank you so much, Representative Keeler, Representative Lawrence, Representative Vernig, Representative
• And so, thank you so much, Representative Keeler, Representative Lawrence, Representative Vernig, Representative
• > Lawrence,<00:30:16.480> Representative Representative Lawrence, Representative Representative

Keywords: 1183, house

Transcript Highlights:

• I'm Representative Mike Drago. I represent the town of Raymond.
• represent family members of mine. represent family members of mine.
• student in where per student? student in where per student?
• school students presently. school students presently.
• when a when a student le one student um when a when a student le one student um either<03:10:12.479

Keywords: 1191, senate, all

Transcript Highlights:

• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• sure that student doesn't get behind, and they do it on a student by student basis and they're going
• We need Representative Truett's bill because those are Kentucky students who need to get educated and

Keywords: 958, all

Summary: The Senate Education Committee heard House Bill 132, which would change home and hospital instruction funding so schools can be reimbursed sooner when students miss school for short-term mental health-related stays. Representative Nick Wilson said current law requires a student to be out five days before funding begins, leaving schools unpaid when they provide instruction during 2- to 4-day absences. The committee gave HB 132 favorable expression unanimously. The committee then heard House Bill 193, a cleanup bill on dual credit scholarships. Representative J.T. Payne and KHEAA’s director explained that the bill consolidates academic and CTE dual credit scholarships into one statute to reduce administrative confusion, since the programs have been funded together in recent budgets. HB 193 passed unanimously with favorable expression. House Bill 241 drew the most discussion. The committee first adopted a substitute, which members said changed the bill to give the Commissioner of Education discretion, rather than a mandate, to grant calamity days. The bill and substitute centered on virtual instruction and Cloverport Virtual Academy: supporters said the school was a pilot project that needed more time and that a prior agency effort to cap virtual instruction would have effectively shut it down, while opponents argued the substitute would reward a low-performing virtual model and extend NTI/virtual learning too broadly. Testimony from an Oldham County parent criticized NTI quality and opposed adding more virtual days. No final vote on HB 241 was included in the portion provided.

Transcript Highlights:

• Thank you, Representative Perkinson. Representative Bott. Thank you, Madam Chair. I'm over here.
• Thank you, Representative Perkinson. Representative Bott. Thank you, Madam Chair. I'm over here.
• We didn't report every student.
• Representative Meeks. Thank you, everyone. Thank you, sir. Representative Meeks.
• Representative Rye: “Thank you.

Summary: The meeting focused on Arkansas’s proposed workforce system overhaul, including a combined WIOA/Perkins state plan and a package of federal waiver requests intended to consolidate workforce governance, reduce administrative costs, and redirect more funding to training and supportive services. Commerce officials said the plan would replace the current structure of 10 local workforce boards and more than 200 board members with a single statewide board and one administrative entity, while keeping local offices open and using regional business councils to preserve employer and local input. They said the state has already reduced Commerce headcount and operating costs, and that the changes would improve coordination with higher education, adult education, vocational rehabilitation, DHS, and Arkansas Industry Connect. Much of the discussion centered on the waiver package, especially the proposal to make the state board function as the local board, allow more flexible movement of funds across regions, eliminate the WIOA “last dollar” requirement for training and supportive services, create affiliate sites instead of requiring every area to maintain a comprehensive center, and relax the 14 youth program element requirement. Officials said the State Board of Workforce Development approved the waiver package 11-3 before it was submitted to the U.S. Department of Labor, and that implementation would begin only after federal approval and a closeout process, likely taking up to a year. They also described plans to streamline referrals and data sharing, expand mobile and virtual services, and use a more centralized model to improve customer service and employer engagement. Members raised repeated concerns about rural representation, local control, board composition, and whether jobs and relationships would be lost if local boards were eliminated. Commerce officials responded that local offices would remain open, some current staff could be rehired by the state, and regional business councils would help ensure local employer voice. Several members also questioned how the funding was being used, citing audit findings that only about $1.8 million to $1.9 million of roughly $14 million to $15 million in federal workforce funds had gone to training and supportive services. Officials said the reorganization could increase annual training spending to roughly $6 million to $7 million by reducing overhead, one-stop operator contracts, and board administration. The committee also discussed how the changes might support workforce training facilities, apprenticeships, child care and transportation assistance, and employer-driven training in fields such as manufacturing, health care, technology, and welding. The Division of Higher Education also briefed members on Workforce Pell. Officials explained that the new federal program would extend Pell eligibility to short-term programs, but only within narrow limits, such as 150 to 599 clock hours and 8 to 15 weeks of instruction, with additional completion and employment benchmarks. They said Arkansas is working with colleges and universities to identify programs that fit the criteria and that the governor has designated the Division of Higher Education to lead implementation. No votes were taken by the committee during this portion of the meeting.

Transcript Highlights:

• And this represents approximately 30% of our undergraduate students.
• And this represents approximately 30% of our undergraduate students.
• And this represents approximately 30% of our undergraduate students.
• And this represents approximately 30% of our undergraduate students.
• And this represents approximately 30% of our undergraduate students.

Keywords: 1187, senate, all

Transcript Highlights:

• Thank you, Representative Perkinson. Representative Bott. Thank you, Madam Chair. I'm over here.
• We didn't report every student.
• Thank you, Representative Tosh.
• Representative Meeks. Thank you, sir. Representative Meeks. Thank you for your time this morning.
• Because Pell Grants are determined on student need, a student may qualify for 100% of a Pell Grant or

Keywords: 1204, all

Transcript Highlights:

• I want to thank Representative Thurber who's here, Representative Chaisson as well.
• Also on the committee, we have Representative Donaghue and Representative Hong. Thank you.
• Also on the committee, we have Representative Donaghue and Representative Hong and Representative Hendricks
• Thank you very much, Representative. Questions from the committee? Representative Hendricks.
• Thank you, Representative.

Keywords: 995, all

Summary: The Joint Committee on Community Development and Small Business held its final hearing of the session on H. 5187 and S. 3022, the Enough Act, with Chair Andy Vargas and Senator Adam Gomez opening by thanking committee members and stakeholders for their work during the session. The bills were described as a grant-based, place-based anti-poverty initiative intended to support cradle-to-career services by funding local nonprofits, schools, community organizations, and backbone entities that can coordinate housing, education, health, workforce, and family supports in high-poverty neighborhoods. Testimony was overwhelmingly in support of the bills. Speakers including Strategies for Children, Chelsea Public Schools, Bunker Hill Community College, Senator Sal DiDomenico, Rep. Kate Lipper-Garabedian, Rep. Antonio Cabral, the Harlem Children’s Zone’s Kwame Owusu Kesse and Jeffrey Canada, former Education Secretary Paul Reville, AFT Massachusetts, United Way, the Boston Foundation, Give Black Alliance, Eastern Bank Foundation, and others argued that poverty is a systems issue that schools alone cannot solve. They emphasized the need for local control, community voice, coordinated services, and long-term public-private investment, often citing examples from Chelsea, New Bedford, Springfield, Lowell, Boston, and other communities, as well as the Harlem Children’s Zone and Maryland’s similar model. Committee members asked several questions about how the bill would function in practice, including what organizations would do on day one, how it would interact with existing efforts like community schools, McKinney-Vento, and the Student Opportunity Act, and how it would be sustained over time. Witnesses said the act would help create or strengthen backbone organizations, reduce duplication, align existing resources, and leverage philanthropy and future revenue sources for long-term sustainability. No vote was taken during the hearing, but multiple speakers urged the committee to report the bill favorably and quickly.

Transcript Highlights:

• So there's baseline requirements for the contract, which would be student ages, grade level, student
• the student to where the student goes.
• We're funding the students and where those students decide to take their dollars to be educated.
• So between Senator Osgood and I, we represent half of Broward. I represent 20 cities.
• So between Senator Osgood and I, we represent half of Broward. I represent 20 cities.

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and took up several education bills. SB 1150, by Senator Calatayud, was presented as a measure to help school districts retain school social workers by removing an exam requirement unrelated to the profession. With no questions or debate, the committee voted the bill favorably. The committee then moved to SB 1514, by Senator Smith, on anaphylaxis response in public schools. After adopting a delete-all amendment and a late-filed amendment clarifying FDA-approved epinephrine devices and weight-based dosing, the committee heard support from Orange County Public Schools and reported the bill favorably. The most extensive discussion centered on SB 1708, also by Senator Calatayud, which would expand Schools of Hope by broadening the definition of low-performing schools from those in the bottom 10% in both math and reading to those in the bottom 10% in either subject, and would authorize co-location of Schools of Hope in underused public school facilities. Senators questioned how co-location would work, who could enroll, how liability and contracts would be handled, and whether the bill would help the specific students most in need. Many public speakers opposed the bill, arguing it would strain already underfunded public schools, reduce space and resources, and unfairly favor charter operators. The sponsor said the bill would not reduce classroom space in use, would require contracts to address safety and liability, and would provide a net positive to districts through a $600-per-student facility payment plus associated funding. After debate from both supporters and skeptics, the committee reported the bill favorably. The committee also considered CS for SB 822, by Senator Rodriguez, which would give charter schools more autonomy over governance and operations, including deadlines, enrollment caps, student conduct policies, and data sharing. The Florida Charter School Alliance supported the bill, arguing it would create parity and reduce burdens on charter schools, while committee members pressed the witness on claims of district “harassment” and the basis for those concerns. The bill was reported favorably after a roll call vote. At the end of the meeting, members recorded votes on prior tabs, thanked staff, and adjourned.

Transcript Highlights:

• for middle school students, where students act as members of the executive branch, the House of Representatives
• How many students in the state, Senator Soules? I don't know how many students.
• rather than 2,000 students that were in these versions. ...the numbers are closer to 4,000 students
• Student resides in Gallup.
• She serves as medical student representative to the Doña Ana County Medical Society, the daughter of

Keywords: 996, all

Transcript Highlights:

• For many students, particularly students of low-income communities and students of color, that number
• Only 26% of low-income students and 20% of math students and 26% of Latino students are performing at
• Diego students.
• Diego students.
• For some students, that...

Summary: The committee heard SB 1067, which would require annual math screening for kindergarten through second grade students beginning in 2028-29 to identify early numeracy difficulties and connect students to evidence-based supports. Senator Weber and supporters, including EdVoice, UC Davis researcher Charles Wilkes, and several education and community advocates, argued that California’s math performance is too low and that early screening would help close gaps before they widen. Opponents, including the California Mathematics Council, county superintendents, and the CTA, said the bill could narrow instruction, overemphasize deficit-based measures, and should instead be paired with stronger investments in teacher training and implementation of the California Mathematics Framework. Committee members generally expressed support for the bill’s goals while discussing how the screener would work and what kinds of follow-up supports would be needed. The committee also heard SB 1110 on child care subsidy administration, which would restructure funding for alternative payment programs and core contracts as the state moves to enrollment-based funding. Supporters said the bill would stabilize child care providers, improve payment timelines, and better reflect the administrative work of enrolling families and managing services; there was no opposition testimony. SB 1374, supported by the CSU and UC systems, would allow public higher education institutions to seek temporary restraining orders when credible threats are directed at a campus rather than a specific person. Supporters described recent campus threats that created safety concerns but did not fit current restraining-order law; there was no opposition. Senator Nilo presented SB 1321, which would direct the State Auditor to review remedial course use and student preparedness at selected UC and CSU campuses after a UC San Diego report showed a sharp decline in incoming students’ math readiness. Supporters argued the audit would help identify gaps in college readiness and the effects of K-12 changes, while some members raised concerns about bypassing the usual legislative audit process; the bill was held on call. The committee then took up SB 1086 on microschools, which would define microschools and direct model ordinances for local land-use regulation. Supporters said it would create a clearer path for small, individualized learning communities, but several members questioned whether the concept was sufficiently defined and whether the state had enough information to draft model ordinances; the bill was also placed on call after a quorum was established. Finally, SB 1181 was presented as a limited pilot program in Central Valley counties to connect schools with regional threat assessment centers when credible safety concerns arise. The author and supporters, including the mother of a student killed in a shooting and several students, said it would improve early intervention and communication; committee members raised privacy and federal-sharing concerns but indicated support, and the bill was moved forward on a vote once quorum was present.

Transcript Highlights:

• 44.200> Chestnut,<00:25:45.040> a Representatives Jackson and Chestnut, a Representatives
• > originated The House Representatives has originated The House Representatives has originated
• facility and Student Veteran Center. facility and Student Veteran Center.
• <00:44:43.280> Brown number 576 by Representative Brown number 576 by Representative Brown
• <00:45:07.280> Drummond number 529 by Representative Drummond number 529 by Representative

Keywords: 920, all

Summary: The Alabama Senate convened with a prayer, pledge, and roll call establishing a quorum of 30 senators. The chamber approved excusing absent senators, dispensed with reading the prior journal, and agreed to allow bill introductions and committee reports throughout the day. Several guests were recognized in the gallery, including local officials, construction representatives for the new statehouse, and advocacy groups. A series of House messages were received and referred to committees, including local bills and constitutional amendments for Macon, Winston, Perry, Montgomery, Mobile, Jefferson, Marengo, Covington, Tuscaloosa, and Madison counties, along with measures on campaign finance, title fraud, public health, workforce, income tax, legal tender, consumer protection, seafood products, carbon dioxide injection wells, and boards of registrars. Committee reports included favorable reports on Senate Bill 374 and House Bill 432 from the Committee on Local Legislation. The Senate also adopted Senate Joint Resolution 97 commending the University of Alabama on its planned ROTC facility and Student Veteran Center, and Senate Joint Resolution 98 naming a portion of Highway 9 in Elmore County the Lamar S. "Bubba" Woodham Jr. Highway. During personal privilege, Senator Smitherman urged attention to the lack of septic systems in parts of the state and suggested the Senate may need to study the issue, possibly through a resolution or task force. Senator Orr submitted a notice in writing regarding proposed Senate rules changes. The Senate then took up local legislation, adopting budget isolation resolutions and passing multiple local bills and constitutional amendments, including House Bill 569 (Autauga County), House Bill 337 and Senate Bill 371 (Madison County), House Bill 576 (Mobile County), House Bill 529 (Class 2 municipalities), Senate Bill 369 (Lauderdale County), House Bill 612 (Covington County), and House Bill 514 (Tuscaloosa County), with votes largely unanimous or near-unanimous. The Senate recessed until 1:00 p.m. after completing the local calendar items.

Transcript Highlights:

• and student-to-student misconduct, including consideration of Namely, the bill requires the review to
• and student-to-student misconduct, including consideration of crime prevention through environmental
• NDAs add nothing to student safety.
• Protecting students must remain our top priority.
• It allows parents of exceptional student education students to request in writing to the school's principal

Summary: The committee first heard SJR 1104, a proposed constitutional amendment on voluntary religious expression in public schools. Senator Massullo said the measure would protect students and school personnel from discrimination for lawful religious expression, while not requiring prayer or religious activity. Questions focused on whether the proposal would change existing law, whether it could be used to protect coercive conduct by school officials, and whether the staff summary accurately reflected the bill. Public testimony included support from religious-freedom advocates and opposition from American Atheists and some senators who said the measure could make minority-faith students uncomfortable. The committee voted to report SJR 1104 favorably. The committee then took up SB 1738 on educational facilities, which directs state education offices to review facility requirements and recommend design and construction practices to improve safety and accountability. Senator Yarborough offered and the committee adopted an amendment removing crime-prevention-through-environmental-design language and adjusting the bill to preserve safe spaces during emergencies. The bill was reported favorably after brief discussion about balancing transparency, access control, and emergency safety. The committee also adopted a delete-all amendment to SB 824 on charter schools, replacing it with a transparency measure requiring districts to submit annual reports on unimproved land holdings to the Department of Education, which would publish a statewide report; the amended bill was then reported favorably. The committee next approved confirmation recommendations for appointees on tabs 7 and 8, then took up SPB 7036, a committee bill sponsored by Chair Simon. The package included school turnaround and early literacy changes, updates to school safety and health policies, early learning revisions, instructional changes, and educator pipeline provisions. The most contentious part was a proposal to let the state develop instructional materials; several senators questioned costs, guardrails, and whether the state should enter the textbook business. Simon said that portion was still being considered and that the bill would need safeguards if it moved forward. The committee adopted a motion to submit the bill as a committee bill and reported it favorably. Finally, the committee heard SB 1620 on public education, described by Senator Leak as a “school board members’ bill of rights.” The bill would give individual board members direct access to district documents and staff, limit district attorneys’ ability to represent both the board and administration, strengthen nepotism rules, and prohibit nondisclosure agreements for employees. Testimony from Volusia County board members, educators, and advocates was sharply divided: supporters argued the bill would improve transparency and protect minority board members, while opponents warned it could undermine superintendent authority, expose confidential student or personnel information, and create confusion in district operations. After debate, the committee voted to report SB 1620 favorably. The committee then heard SB 1170 on cameras in self-contained special education classrooms, with an amendment changing the proposal from a statewide mandate to a district policy allowing parents of students with disabilities to request cameras. Testimony was overwhelmingly supportive, centered on protecting non-speaking and vulnerable students and documenting abuse; one witness opposed the bill as an unfunded mandate. The committee was still in debate on the bill when the transcript ended.

Transcript Highlights:

• Former athlete, college student.
• I am a college student and former student athlete, and I strongly oppose this bill. Thank you.
• I am a college student and former student athlete, and I strongly oppose this bill. Thank you.
• I'm a 16-year-old student at FCS High in Yuba City, and I am here representing my volleyball and cheer
• I am here representing my volleyball and cheer team, and I am also here representing my little sister

Summary: The committee met on April 1, 2025, first adopting its rules and then taking up AB 89, a bill to require CIF to align girls’ high school sports with federal policy and restrict participation to biological females. The author and supporters argued the bill was needed to protect fairness, safety, privacy, and competitive opportunities for girls, citing individual student-athlete stories and examples of transgender participation. Opponents, including parents, athletes, advocates, and technical witnesses, argued the bill would stigmatize transgender youth, invite invasive scrutiny and harassment, and solve a problem they said was extremely rare or unsupported by data. After lengthy public testimony and debate, the committee rejected AB 89 on a 2-7 vote and sent it to the Committee on Education as a failed motion. The committee then heard AB 844, a related measure framed by the author as restoring competitive integrity, protecting student privacy, and bringing California into compliance with Title IX and federal directives. Supporters, including Matt Walsh and a student athlete who said she lost a varsity spot to a transgender student, argued that sex-based sports rules are necessary because biological males retain athletic advantages and that California risks federal funding if it does not change course. Opponents, including educators, parents, LGBTQ advocates, and trans youth, said the bill would increase bullying, harassment, and exclusion, and that existing policies have worked without evidence of harm from transgender athletes. Public comment was again heavily divided, with many speakers on both sides. The transcript ends during public testimony on AB 844, before any final committee vote or action is shown.

Transcript Highlights:

• Representative Raymond Cruz, Speaker of the House of Representatives.
• Keith Leje, representing Dr.
• I'm served with Representative Freiberg on House Education, and I am a lifelong student of civic education
• And so we had a student from New York City talking to a student from rural Texas.
• Representative Owen?

Summary: The Louisiana Commission on Civic Education met with a quorum, approved the minutes from its prior meeting, and unanimously approved the 2026–27 membership slate for the Legislative Youth Advisory Council after hearing that more than 300 students applied. The commission also approved LIAC’s budget and mileage reimbursement guidelines, which were updated to reflect the IRS rate increase. Members thanked the Legislature for continuing to fund LIAC after earlier years of sponsor-based support. The meeting featured several civic education presentations tied to the nation’s 250th anniversary. Brandon Burris of the Lieutenant Governor’s office described state parks, museums, library backpack programs, Keep Louisiana Beautiful, and Homework Louisiana as civic and educational resources. Liam Julian of the Sandra Day O’Connor Institute discussed national trends in civics education, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and a PBS Learning Media series on Bernardo de Gálvez and Spanish Louisiana, along with teacher training events. LIAC members John Parker and Brandon Routon reported on their work over the year, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment of minors, and school advisory councils. The Louisiana Center for Law and Civic Education reported on Law Day and Constitution Day programming reaching thousands of students, its summer institute, student and teacher awards, and a proclamation marking the 250th anniversary of the American Revolution. Barry Irwin also reported that legislation to clean up the commission’s membership and quorum provisions had passed the House and been heard in Senate Education. The commission adjourned after thanking staff for managing the meeting during severe weather.

Transcript Highlights:

• . student. student.
• . students. students.
• > the she represents and not representing the she represents and not representing the HEAK.<01
• Representative<01:42:00.639> Clair. Representative Clair. Representative Clair.
• for those students. for those students.

Keywords: 1189, house, all

Transcript Highlights:

• Additionally, there's a disproportionate impact on students from lower-income backgrounds and students
• And then you can see that breakout for free or reduced-price lunch students and then minority student
• And similarly with free or reduced-price lunch students and minority students, it was generally highest
• Representative Walker thanked the speaker and then another representative began speaking.
• Representative Bennett then said she had a question and that it was piggybacking off what Representative

Keywords: 1204, all

Transcript Highlights:

• That is a huge number of students as, as I understand it, uh, but all of the students on free and reduced
• Um, Chair recognizes Representative Lee Wilson.
• We're responsible for the education and well-being of hundreds of students.
• The student needed to have a didn't have a learning disability. The student simply needed glasses.
• of students that could be affected by this, and that's a large number of students in, in the.

Transcript Highlights:

• Representative Hager.
• Representative Hager: "...as the board goes through as to what the students' needs are for them determining
• Representative Hager: "You do it with tuition. So this is student-oriented.
• Representative Hager: "I've worked on these budgets long enough, and it's student-oriented, and that's
• But students.

Summary: The Higher Ed Funding Committee met to review how North Dakota might identify and address low-producing academic programs and to discuss draft funding formulas for the university system. Lisa Johnson of the NDUS explained that the State Board of Higher Education is already developing a system-wide policy, using models from other states such as Texas, Virginia, North Carolina, Colorado, Kentucky, Ohio, and Connecticut. She described how low-producing programs are typically flagged by multi-year enrollment or completion thresholds, then reviewed for workforce demand, mission fit, cost, accreditation, and regional need before any action is taken. Committee members asked about what counts as a program, how costs are analyzed, whether certificates are included, how exemptions work for mission-critical or high-demand fields, and whether the board or legislature should set the rules. Johnson said the board is the appropriate body to lead the process, but legislators could use funding leverage if they wanted to encourage action; the chair asked the board to bring a detailed proposal to the June meeting. The committee then heard a Legislative Council presentation on a draft formula for UND and NDSU. The proposal uses fall census FTE enrollment, with a placeholder undergraduate rate of $7,000 per FTE and a graduate/professional rate of $10,500, plus incentives for completions in in-demand fields and research productivity. Alex from Legislative Council walked through the projected funding effects, noting that the model would increase funding for NDSU and reduce it for UND in the current biennium, with different results in the next biennium as enrollment changes are recognized. Members questioned the use of the placeholder rates, the definition of in-demand programs, the treatment of research funding, and the exclusion of state-appropriated dollars from the external grants calculation. The chair emphasized that the numbers were illustrative and that appropriators would set the actual dollar amounts later. A second draft formula for the other nine institutions was also reviewed. That model uses fall census FTE without a weighted economic factor, applies a higher undergraduate rate, and adds completion incentives for in-demand credentials and all other completions. Members noted that the formula would benefit some institutions, such as Bismarck State College, while reducing funding for others, such as Mayville State, and discussed whether the nine institutions should be treated more uniformly or split into smaller groups because of their different missions and sizes. Committee members and staff repeatedly stressed that the formulas are still being refined and that some institutions would likely need hold-harmless adjustments or other transition measures. The meeting ended with the chair directing the committee to continue the discussion later and to expect further work on both the low-producing program policy and the funding formulas.