Transcript Highlights:

• And an academic institution that takes AP credits will determine...
• I'm the chief academic officer for Williston Schools.
• I'm the chief academic officer for Williston Schools.
• We have academic performance.
• There's many meaningful discussions and academic engagement.

Committees: Joint Education , Joint Education Committee

Transcript Highlights:

• He said Minnesota State offers more than 4,000 academic programs and students can take many of those.
• programs and students can take academic programs and students can take many<00:16:24.240><c> of</c><
• I’m the Associate Vice Chancellor for Academic Affairs.
• </c><01:19:33.960><c> support</c> million um and then um academic support million um and then um academic
• </c> drivers are instruction and academic drivers are instruction and academic support<01:23:39.239><

Committee: House Higher Education Finance and Policy

Transcript Highlights:

• The plan includes $1.75 billion in general obligation bonds, $50 million in academic revenue bonds, $58
• revenue bonds, 58 million in academic revenue bonds, 58 million in fiscal<00:03:46.160><c> 2027</c><
• This is around academic bonds.
• </c> University System of Maryland Academic University System of Maryland Academic Facilities<00:07:34.680
• This is around academic bonds. annually. This is around academic bonds.

Transcript Highlights:

• PCS for HB 1279 promotes consistency and academic rigor, improves oversight and transparency, and cleans
• and athletics, arts, and academics.
• But I'm questioning, I have a question about the academic programs that we could anticipate being hit
• than academic governance.
• rather than academic governance.

Summary: The committee first took up PCS for HB 1503, which would require general education courses that use technology to provide students opportunities to build digital literacy, including instruction on applications of artificial intelligence and related topics such as software engineering, computer networks, database systems, and cybersecurity as applicable to the course. It would also require high school computer science courses offered by school districts to include instruction on AI. There was no public testimony or debate, and the bill was reported favorably on a unanimous roll call vote. The committee then considered PCS for HB 1279, an education bill that the sponsor said was intended to improve consistency, oversight, and transparency while putting Florida students first. The bill drew extensive questioning and opposition over provisions affecting university admissions and funding, including a 95% Florida-resident first-time-in-college enrollment target tied to preeminent funding, a cap on nonresident students from any one country, standardized GPA weighting, limits on institution-wide graduation requirements, and changes related to accreditation references and other education programs. The sponsor argued these changes would open more seats for Florida students, preserve academic rigor, and align statutes with existing regulations and court action, while opponents said the bill would harm university competitiveness, research, revenue, faculty recruitment, and access for international and nontraditional students. Public testimony on HB 1279 was largely opposed. Speakers included a student advocate, a dental hygiene representative concerned about dual regulation of expanded-function dental programs, and faculty representatives from FSU and FAMU who warned the bill would politicize admissions and curriculum, reduce competitiveness, and create negative fiscal impacts. During debate, supporters emphasized taxpayer investment in Florida students and the need to prioritize in-state applicants, while opponents argued the bill would weaken the state university system and undermine its national standing. The committee reported PCS for HB 1279 favorably by a 12-5 vote.

Transcript Highlights:

• First of all was the impact on student academics.
• What does it mean for students to use AI in academic context?
• First of all was the impact on student academics.
• What does it mean for students to use AI in academic context?
• We have an AI task force on academics, and I am the chair of that group right now.

Committee: House Postsecondary Education & Workforce

Summary: The committee heard a series of informational presentations on student mental health, artificial intelligence, and the High School and Beyond Plan. Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges described campus and system efforts to support student well-being through counseling, peer programs, behavioral intervention teams, basic-needs assistance, crisis response, and partnerships with community providers. Presenters said students are reporting high levels of anxiety, loneliness, basic-needs insecurity, and substance-use concerns, while also increasingly seeking services. Members asked about substance-use treatment, student feedback, historical trends, and the distinction between counseling and academic advising. The community and technical colleges also discussed a four-college mental health pilot that expanded access through licensed counselors, telehealth, referral pathways, and stronger connections to basic-needs supports. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the State Board of Community and Technical Colleges described how they are developing AI policies, governance structures, faculty guidance, and training for students and staff. Topics included academic integrity, ethical use, privacy, cybersecurity, equitable access to AI tools, and using AI to support teaching, research, advising, and operations. Presenters emphasized that AI should be used with human oversight and that students need clear course-level policies and foundational skills. Members asked about deepfakes, AI use in hiring and admissions, student monitoring, K-12 alignment, and the risk of bias or privacy problems. Finally, OSPI presented the statewide High School and Beyond Plan platform, School Links, as a practical tool to help students plan for postsecondary pathways and connect to career and college information. The presenter said the new platform is intended to create more equitable access across districts, improve implementation data, and support students’ future planning, while also helping them see a pathway forward. OSPI reported that about 200 districts and 694 middle and high schools are using the platform, with roughly 282,000 students rostered, and said additional funding is needed to complete the statewide rollout beyond June 30, 2026. No votes or formal actions were taken during the meeting.

Transcript Highlights:

• Number 4, differentiating the difference between a school counselor and an academic advisor to ensure
• So as a secondary symptom, we're looking at, um, academic deficits.
• The counselors and academic advisors often are seen as being the same, that those roles are very, very
• The legislation asks schools to expand on academic competencies.
• Research has shown that the presence of an exit exam doesn't increase students' academic achievement

Transcript Highlights:

• Personalized academic support, job coaching, and independent living options for students with IDD.
• Similarly, employers are left guessing if a student is accomplished at academically as they appear on
• For decades, UHV has served as a cornerstone of academic excellence in Victoria.
• You're the chief academic officer representing yourself. Oh, I'm sorry. Go ahead.
• My name is Sarah Noveland and I'm the Chief Academic Officer at Hill Country Christian School here in

Committee: House Higher Education

Transcript Highlights:

• The uh Deborah Halbert, vice president for academic strategy for the uh system.
• The uh Deborah Halbert, vice president for academic strategy for the uh system.
• The uh Deborah Halbert, vice president for academic strategy for the uh system.
• The uh Deborah Halbert, vice president for academic strategy for the uh system.
• </c> increase language access, meet academic increase language access, meet academic educational<00:50

Committee: House Education

Summary: The House Committee on Higher Education met on February 4 and began with announcements about committee protocol, including posting hearing notices and testimony earlier than required and using written HD1 drafts for more complex amendments. The chair also noted the new AV system and asked speakers to be clear because the microphones are sensitive. The committee then took up several University of Hawaiʻi-related measures, with most testimony coming from UH officials, state agencies, and advocacy groups, and no votes were taken in the portion provided. HB 1596, relating to student basic needs support at the University of Hawaiʻi, drew support from UH, the Oʻahu Youth Action Board, and an individual. UH said it stood on its written testimony and could answer questions. HB 1597, relating to Alzheimer’s disease and related dementias research, received support from UH/JABSOM, the Alzheimer’s Association, the Hawaii Medical Association, and others; the Attorney General’s Office offered a procedural reminder about statewide concern. HB 1970, funding the University of Hawaiʻi Cancer Center and the Hawaii Tumor Registry, was supported by UH, the American Cancer Society Cancer Action Network, the Hawaii Medical Association, and others, with testimony emphasizing the registry’s role in cancer surveillance, prevention, and federal funding. The committee also heard HB 1598, creating a Hawaii Climate Institute. UH testified in support, citing worsening drought, heat, sea level rise, and extreme weather, and said the institute would hire climate modelers and faculty across several schools. Members questioned funding, and UH said it would seek state startup money, possible green-fee support, and federal grants, noting recent federal cuts and the need for permanent positions. HB 1989, on water retention, was supported by UH as a study to slow runoff and improve aquifer recharge. HB 1951, on biosecurity, drew support from UH, DLNR, the Hawaii Farm Bureau, students, and other organizations; testimony stressed invasive species threats, the need for biocontrol research and containment capacity, and possible sites for a statewide facility. HB 1952, funding agricultural research station improvements on Kauaʻi, was supported by UH, the Farm Bureau, and others, with testimony noting aging facilities and the need to modernize stations across the islands. Finally, HB 2005, relating to language access, received UH support, with a UH representative noting that credit programs may fit best in a credit-bearing academic program and that Outreach College could be an option for noncredit programs.

Transcript Highlights:

• </c><00:09:08.240><c> school</c> beginning with the 2728 academic school beginning with the 2728 academic
• </c><00:10:18.399><c> criteria</c> achieve the academic criteria achieve the academic criteria um um
• </c> average to academic years. average to academic years.
• </c> &gt;&gt; So actually there's the two academic &gt;&gt; So actually there's the two academic partners
• </c> exceed eight courses per academic year. exceed eight courses per academic year.

Committee: Senate Education

Transcript Highlights:

• And we wish you all the very best in your academic endeavors and your future progress that you make in
• /c><00:14:53.600><c> best</c><00:14:53.760><c> in</c><00:14:54.000><c> your</c><00:14:54.160><c> academic
• </c><00:14:54.560><c> endeavors</c> the very best in your academic endeavors the very best in your academic
• recognize the protection<02:50:41.680><c> of</c><02:50:41.840><c> Wyoming's</c><02:50:42.319><c> freedom
• </c><02:50:42.640><c> of</c> protection of Wyoming's freedom of protection of Wyoming's freedom of access

Transcript Highlights:

• </c> allocation for students AC academic allocation for students AC academic success<00:20:30.159><c>
• </c> contribute to strengthening our academic contribute to strengthening our academic instruction<00
• </c> Minnesota's academic Minnesota's academic standards<00:54:01.240><c> um</c><00:54:01.520><c> a</
• </c> Implement Three core components academic Implement Three core components academic support<00:57:
• </c> enrollment attendance and academic enrollment attendance and academic success<01:04:20.920><c> for

Committee: Senate Education Finance

Transcript Highlights:

• I’m the Associate Vice Chancellor for Academic Affairs.
• Some used it to look at increasing or developing new academic programs.
• Some used it to look at increasing or developing new academic programs.
• Some used it to look at increasing or developing new academic programs.
• Or developing new academic programs.

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

Transcript Highlights:

• It is what allows people like me to live with dignity, freedom, and independence.
• We call it Freedom Day.
• We call it Freedom Day.
• I want and I deserve freedom and to live as normal as possible.
• I want and I deserve freedom and to live as normally as possible. Do not cut our lives. Thank you.

Transcript Highlights:

• hard work, accountability, teamwork, and respect, principles that extend beyond the court and into academic
• And whereas the program emphasizes the importance of academic excellence alongside athletic achievement
• staff has created a structure and supportive environment where students learn to balance rigorous academics
• But through dedication, focus, and a commitment to both personal and academic growth.
• across Arizona. ...talented micro school exemplify the promise of gifted education through their academic

Transcript Highlights:

• It's called the Early Academic Outreach Program.
• So if we wanted to redirect some of the funding to the Early Academic Outreach Program right now, if
• For example, the academic year was still ongoing when we prepared the Governor's budget.
• We share our academic and programmatic spaces. We share our housing.
• Village partners, but also incoming Academic Village partners.

Transcript Highlights:

• They are outstanding members of our community with a variety of academic and professional backgrounds
• He is the provost and executive vice president for academic affairs. Dr.
• We are bolstering our academic medical system for Floridians right here in our own backyard.
• And recently, we've expanded the Academic Health Initiative to the Florida Panhandle.
• So one of the things that we do, we have academic maps for all of our majors.

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.

Transcript Highlights:

• Additionally, to minimize the impacts on core academic programs, the governor's budget does authorize
• Additionally, to minimize the impacts on core academic programs, the governor's budget does authorize
• Our medical centers are six academic health centers.
• And I don't see how we can separate food and shelter and transportation from the academic experience
• Federal funding changes will also impact the University of California academic health centers.

Transcript Highlights:

• And then finally, he says you're not an academic yet; this is eventually an academic program.
• </c> have the vice president for academic have the vice president for academic strategy<00:20:09.799>
• yet this is eventually an an academics yet this is eventually an academic<00:20:39.000><c> program</
• program so uh whether you're H academic program so uh whether you're H academic<00:20:43.440><c> is<
• </c><00:35:52.119><c> um</c> in their in their academic um in their in their academic um progression<

Summary: The hearing covered Senate Bill 426, which would create an early learning apprenticeship grant program. Testimony was overwhelmingly supportive from the City and County of Honolulu, the Department of Human Services, the Executive Office on Early Learning, the University of Hawaiʻi College of Education, the Attorney General’s office, the Early Childhood Action Strategy, Hawaii Children’s Action Network, the University of Hawaiʻi’s early childhood educator project, and a Zoom testifier who described the importance of investing in high-quality early childhood education. Committee discussion focused on the program’s estimated cost, with figures of about $14.5 million in 2025-26 and $15 million in 2026-27, and on whether the program would require ongoing base-budget funding. The committee recommended technical, non-substantive amendments, including a statewide-concern amendment and a deferred effective date, and both committees adopted the recommendation by vote. The committees then heard Senate Bill 1622, which would appropriate funds to establish the Aloha Intelligence Institute within the University of Hawaiʻi to support statewide artificial intelligence initiatives. University representatives described the proposal as the product of campus-wide input and outlined five pillars: governance and policy, outreach and engagement, research and development, workforce development, and AI tools for key sectors such as health care, creative industries, manufacturing, data science, astronomy, and climate change. Members questioned staffing distribution, tuition, enrollment timing, housing, campus placement, and whether positions would be permanent or temporary; the university said it planned about 10 positions across campuses, would start with internal resources, and would house the effort under the Vice President for Research and Innovation initially. The committees recommended an SD1 with the appropriation amounts blanked out, a July 31, 2050 effective date, and committee-report language on housing and West Oʻahu, and the higher education and labor/technology committees adopted the amended recommendation. Finally, the Higher Education Committee took up Senate Bill 1488, a housekeeping measure to consolidate existing University of Hawaiʻi conference center statutes into a single revolving fund structure, and Senate Bill 636, which would fund retention and internship coordinator positions and broader enrollment management efforts at the University of Hawaiʻi at Hilo. SB 1488 drew university support and no opposition. SB 636 prompted substantial questioning about Hilo’s declining enrollment, current retention rate of 72.8 percent, and the scope of the request, which includes not only two named positions but also about $432,000 for enrollment management initiatives such as data analysis, IT support, and other student services. Hilo said it is targeting 3 to 5 percent annual enrollment growth and that the positions would support recruitment, retention, internships, and data-driven enrollment strategy. The committee pressed for a clearer broader plan, but the discussion in the transcript ended before a final vote on SB 636 was shown.

Transcript Highlights:

• Quick question about the academic benchmarks that are required in the school districts portion.
• In academics, governance, and finance.
• Academics, they'll look at proficiency and, in some cases, growth.
• standards on this has a different academic standard for charter schools that serve 100% at-risk kids
• So they're kind of three primary criteria for academic achievement for the districts.

Committee: House Education

Transcript Highlights:

• And we don't measure durable skills at all when you're talking about an academic-only grade.
• There's been some pushback over that, like an academic grade... ...of an academic grade.
• There's been some pushback over that, like an academic grade should only measure academics.
• In discussing this, there's a lot of questions on what an academic grade is.
• As much about their kids' citizenship grade as they did about their academic grade.

Committee: Joint Education Interim Committee