Transcript Highlights:

• So that's academic.
• This is the financial academic.
• And this strongest academic area.
• </c> most challenged academic subject area. most challenged academic subject area.
• </c> academic recovery has been nationwide. academic recovery has been nationwide.

Transcript Highlights:

• But it is the only academic institution on the Kitsap Peninsula.
• We use this, or we're implementing this, with our newest academic facility, the North Academic Commons
• Now, the North Academic Commons is more than just a capital project for an academic facility.
• Just to the southeast corner of that, you'll see the North Academic Commons.
• Just to the southeast corner of that, you'll see the North Academic Commons.

Summary: The Senate Higher Education and Workforce Development Committee first waived the five-day notice rule and held a public hearing on Substitute House Bill 2525, which would establish a Heritage Orchard Program at Washington State University. Staff explained the bill was narrowed from the original version and would require WSU to maintain a registry of heritage orchards and a list of rare and lost apple varieties, with a null and void clause and fiscal note available. Representative Gloria Mendoza testified in support, describing Washington’s apple history and the effort to identify and preserve old apple trees still found on farms and trails around the state. Members asked questions about how the program would locate trees and preserve historic varieties, but no vote was taken on the bill during the hearing. The committee then heard several gubernatorial appointments to higher education boards. Representative Deborah Inteman was nominated to the State Board for Community and Technical Colleges, Bryce W. McKibben to the Pierce College Board of Trustees, former Senator David Frockt to the Western Washington University Board of Trustees, and former Senator Christine Rolfes to the Olympic College Board of Trustees. Each appointee described their background in higher education, public service, and community college or university advocacy, and members asked about attendance, board service, and how they would help bridge legislative and institutional priorities. The committee also held a work session on Central Washington University’s geothermal and decarbonization efforts, with staff explaining the university’s open-loop geothermal system, planned geo-eco plants, and climate action goals tied to state clean building and decarbonization mandates. CWU officials said the project is intended to reduce emissions, support campus heating and cooling, and serve as a living laboratory for students. In executive session, the committee moved to report a panel of gubernatorial appointments, including the higher education appointments heard that day, with a recommendation that they be confirmed. The motion passed by voice vote, and the committee adjourned.

Transcript Highlights:

• Like Commissioner Morath said, students will be measured against clear state-adopted academic standards
• For students, it helps ensure their academic needs are being met and that schools are preparing them
• This structure provides context on school performance. programming beyond core academic progress, like
• It is the largest academic turnaround in the history of the United States.
• This is the largest academic turnaround at that scale in the history of the United States.

Bills: SB8 , SB 8

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• Choice is not just about academics.
• facility, it was really heartbreaking, the hurdles. ...in another academic facility.
• So I just want to say we cannot continue to rely on the obsolete Academic Performance Index.
• AB 1851 represents a significant expansion of the role of public schools beyond academics.
• Finally, AB 1851 diverts time and resources away from academics.

Summary: The committee heard several education-related bills, with the most extensive discussion focused on AB 2189, AB 2615, AB 2496, AB 1750, and AB 1644. AB 2189 would create an $800,000 grant program through the State Council on Developmental Disabilities to support a statewide parent network for special education advocacy and training. Supporters said families need stronger coordination and information to navigate special education, while an opponent argued the bill could duplicate existing family-led organizations. The bill passed 6-0 and was sent to Appropriations, held on call for add-on votes. AB 2615, a cleanup bill to AB 715 on antisemitism and instructional materials, drew the most controversy. The authors said it was intended to clarify prior commitments by removing references to professional responsibility standards, refining the “factually accurate” language, and clarifying how discriminatory materials are handled. Supporters said it would help protect students from discrimination, while many educators, civil rights groups, and other organizations opposed it unless amended, warning that the factual-accuracy language could chill teaching and be applied too broadly. The committee chair and members raised concerns about implementation but ultimately supported moving the bill forward; it passed 5-0 and was held on call. AB 2496 would streamline school accountability reporting by making the California School Dashboard the primary transparency tool, phasing out the School Accountability Report Card over time, and making mid-year LCAP reporting optional. Supporters said this would reduce duplication and administrative burden while preserving access to key data; opponents worried families could lose the simplicity and accessibility of the current SARC and that the mid-year update still serves an important purpose. The bill was approved 3-0 and held on call. AB 1750, which would extend full salary for an additional five months for school employees who exhaust sick leave due to illness or injury, was supported as a dignity and retention measure but opposed by administrators over staffing and cost concerns; it passed 4-0 and was held on call. AB 1644 would require a bell-to-bell smartphone ban in TK-8 and recommend it for high school, with exceptions for instructional and safety needs; supporters said phones are harming attention and learning, while opponents argued districts had just adopted local policies and needed more flexibility. The transcript ends during discussion of that bill.

Transcript Highlights:

• </c> commitment to the equality and freedom commitment to the equality and freedom it<00:37:48.960><c
• </c><01:27:50.840><c> of</c> perpetuates uh rights and freedoms of perpetuates uh rights and freedoms
• Our state has always prided itself in preserving individual freedom, not freedom for big groups.
• Our state has always prided itself in preserving individual freedom, not freedom for big groups.
• Our state has always prided itself in preserving individual freedom, not freedom for big groups.

Summary: The House Judiciary Committee opened a hearing on House Bill 148, which Rep. Jim Kofalt said is the same language as last year’s HB 396, vetoed by the governor. He described the bill as allowing, but not requiring, separation by biological sex in three areas: bathrooms and locker rooms, houses of correction, and certain athletic competitions. Kofalt argued the bill would give local school boards and other policymakers discretion to set practical rules, citing concerns about safety, privacy, and a Milford incident involving a biological male in girls’ locker rooms. Committee members pressed him on the lack of a definition of “biological sex,” and he said he did not think one was necessary because males and females are commonly understood. He also said the bill was meant to address situations where outside groups threaten lawsuits and leave local boards with no latitude. Testimony then split sharply. Supporters, including Executive Counselor Karen Hill and several others, said HB 148 would roll back anti-discrimination protections, contradict New Hampshire’s “Live Free or Die” values, and harm transgender and non-binary people. Opponents described the bill as discriminatory and unnecessary, arguing that existing bathroom and sports policies already work and that the bill would invite harassment, invasive enforcement, and legal conflict. Several speakers, including trans residents and parents of trans children, said they had used public restrooms without incident and warned that enforcement would be impractical or abusive. One supporter argued the bill was needed to protect girls’ privacy and safety and cited school sports disputes and a concern about a sex offender at a game as examples of why sex-segregated rules should be restored. Committee members asked questions about how biological sex would be defined, whether the bill was responding to real incidents in New Hampshire, and how any restrictions would be enforced. Kofalt said he was aware of issues in several school districts and at the State House, but did not have detailed documentation for every case. No vote or final action was taken in the portion of the hearing provided; the chair instead moved through public testimony under a strict two-minute limit and noted that follow-up questions would be limited so the committee could hear multiple bills that day.

Transcript Highlights:

• We made difficult reductions in order to protect our core academic mission.
• to the non-academic sphere.
• This has resulted in fewer academic programs, fewer class offerings, and larger class sizes.
• She was overwhelmed, isolated, struggling, and not just academically, but emotionally.
• They can't reach academic advisors because of staffing cuts.

Summary: The committee heard public testimony on House Bill 2070, which would create state funding parity for Western Washington University by tying appropriations to a per-student funding ratio. The prime sponsor and Western officials said Western has long been the lowest-funded public four-year institution on a per-student basis, leading to budget cuts, reduced student services, and delayed graduation. Students, faculty, and university leaders testified in support, while some members questioned whether the bill should instead address a broader higher-education funding formula for all institutions. Central Washington University also supported the bill but suggested a broader approach. No vote was taken on HB 2070. The committee then heard House Bill 2671, which would expand eligibility for state financial aid to certain nonprofit out-of-state branch campuses operating in Washington if they meet specified accreditation, duration, and authorization requirements. Rep. Timmons said the bill is intended to help students in an accelerated nursing program at Northeastern University in Seattle access aid and support workforce needs. Northeastern’s dean testified in support, saying the bill would align financial aid law with prior changes to degree-granting statutes and would not increase state spending. The hearing on HB 2671 was then closed. House Bill 2617, dealing with the higher-education “fund split,” drew extensive testimony. The bill would gradually shift more of employee compensation increases and central services costs to state funding, and would require a study of essential student services. The sponsor and many university, faculty, staff, and student witnesses argued that the current funding practice shifts costs to tuition, contributes to layoffs, program cuts, larger classes, and reduced student support, and creates instability across public higher education. Community and technical college representatives also said underfunding COLAs harms operations and students. The committee then moved to executive session on Senate Bill 6258, which would authorize the Washington Medical Commission to create a non-disciplinary pathway for voluntary license relinquishment; the committee approved it 14-0 with a due-pass recommendation, with three members excused.

Transcript Highlights:

• research to biotech to pharma and back to patient access. ...cycle from academic research to biotech
• Our academic institutions are obviously training our best and brightest talent.
• So there are ways that we could piggyback on existing infrastructure within the academic institutions
• And yes, academic medical centers are the best players in the drug development environment to innovate
• Academic research must persevere, and grad students are the backbone of that research.

Committee: Joint Joint Committee on Economic Development and Emerging Technologies

Summary: The committee on Economic Development held a hearing on the DRIVE Act, a proposal to invest $400 million in Massachusetts research and innovation without new taxes. Governor Healey and administration officials said the bill would direct $200 million to public higher education research and regional partnerships and $200 million to a research funding pool for hospitals, universities, and other institutions, with the goal of retaining talent, leveraging private and philanthropic dollars, and offsetting major federal R&D cuts. They argued that research is a core economic engine for the state, supporting jobs across labs, construction, services, and surrounding businesses, and said the bill would help protect the Commonwealth’s tax base and competitiveness during a period of federal uncertainty and cuts to SNAP, Medicaid, and other programs. Committee members raised concerns about whether Fair Share surtax dollars should instead be used for K-12 and other community needs, whether the proposal is enough given the scale of lost federal grants, and how the money would be allocated. The governor responded that the funds are one-time surplus dollars, that most surtax revenue already supports education, and that the bill is meant as a bridge to stabilize public higher education and research. She also said the legislation includes a review board and could support a revolving or matched-fund approach in some cases. Several members pressed for more detail on selection criteria, future funding, and whether private companies and large endowments should contribute more. University of Massachusetts leaders and researchers testified that federal grant cancellations and delays are already causing layoffs, furloughs, rescinded admissions, and lost research capacity. UMass officials said the bill would help preserve faculty, postdocs, graduate students, and research programs in medicine, climate science, marine science, Braille instruction, and AI decision-making. They emphasized that the funding should be merit-based and that the state needs to act quickly to prevent talent from leaving Massachusetts. Business, labor, and industry groups, including MassBio, the Massachusetts Taxpayers Foundation, AIM, the AFL-CIO, and Building Trades, supported the bill, saying it would protect jobs, sustain the innovation ecosystem, and reinforce Massachusetts’ national leadership in research and life sciences. No vote was taken in the hearing.

Transcript Highlights:

• You were just. kind of middle-of-the-road academic data guy, right? Trying to be.
• For all students. rank first in academic growth for low-income students first.
• Is there a ranking for private schools, academically? A ranking?
• Ladner, we should, you did the same, you academic guys, you wrote on here.
• Beyond academics, Milne Elementary does not align with our community's values.

Bills: HB3 , HB3

Committee: House Public Education

Keywords: education savings account, educational expenses, certified educational assistance organization, school choice, funding, special education, tuition reimbursement, emergency communication, public safety, interoperability, Texas Interoperability Council, grant program, emergency communications, public safety radio, first responders, radio system, dispatch, emergency management, Texas Division of Emergency Management, public safety infrastructure

Transcript Highlights:

• Part two, UMMC academic exemption.
• Part two, UMMC academic exemption.
• Part two, UMMC academic exemption.
• Part two, UMMC academic exemption.
• Part two, UMMC academic exemption.

Transcript Highlights:

• </c> should be based on Merit and academic should be based on Merit and academic achievement<00:21:15.679
• Legitimate concerns regarding cost, academic quality, political bias, and inequality are exacerbated
• quality political bias and cost academic quality political bias and inequality<00:25:19.919><c> are<
• I've had a couple students there who were not academically qualified for St. Cloud State.
• </c> opportunities and ensuring our academic opportunities and ensuring our academic programs<00:58:37.079

Committee: Senate Higher Education

Transcript Highlights:

• trajectory directly impacting academic trajectory directly impacting graduation.
• Significant loss of academic success.
• </c><01:04:38.240><c> attainment</c> critically impacts academic attainment critically impacts academic
• We do academic<01:13:32.719><c> support.
• We do social emotional academic support.

Committee: House Education Finance

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.
• , reflection, and many meaningful discussions, and academic engagement.
• Brenda Erman Trout, Assistant Director in the Office of Academic Support.

Committee: Joint Education Committee

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• work done in the academic units.
• </c><01:03:10.520><c> terms</c><01:03:11.039><c> during</c> population between academic terms during
• units we talk we meet with the academic units we talk about<01:19:08.280><c> their</c><01:19:08.480>
• As a result of this very robust budget review and decision-making process, every academic unit at the
• </c> student mental health student academic student mental health student academic supports<01:41:19.080

Committee: House Higher Education Finance and Policy

Transcript Highlights:

• </c><00:04:57.360><c> standards</c> from KDE on Kentucky academic standards from KDE on Kentucky academic
• </c> that is aligned to the Kentucky academic that is aligned to the Kentucky academic standard.<00:13
• </c> must be aligned to the Kentucky academic must be aligned to the Kentucky academic standards.<00:
• </c> this case, the Kentucky academic this case, the Kentucky academic standards<00:13:27.839><c> for
• </c> commissioner of education, academic commissioner of education, academic standards<01:16:11.440><

Summary: The committee heard a presentation from KDE on the revised Kentucky academic standards for reading and writing. KDE explained the statutory six-year review process, the public comment periods, and the main revisions, including updates tied to the science of reading, decodable text, encoding/decoding, and an updated vision statement. KDE said 308 responses were received on the initial public comment, most respondents favored keeping standards as-is, and about 12% of standards were revised. The department also said the document was streamlined by removing repeated graphics and reducing its size by about 24%, and that a later comment period drew more than 400 responses. No new standards were flagged for review. Members asked about alignment between standards, curriculum, assessments, and NAEP, and KDE said instructional resources should be aligned to standards, KSA assessments are aligned to the standards, and screeners/diagnostics help identify student needs. Representative Truett raised the idea of a textbook-to-standards crosswalk, and KDE said publishers and a future repository partner should provide such crosswalks for local districts. Representative Bojanowski asked why foundational reading skills are not directly assessed on the third-grade KSA; KDE responded that the assessment is designed to measure end-of-grade expectations, while screening and diagnostics are used earlier to identify decoding needs. Representative Gel asked about early childhood supports, and KDE said it is working with early learning and special education offices and promoting LETRS professional learning for both teachers and preschool educators. The committee then received the mathematics improvement committee report. KDE said the mathematics committee unanimously approved a new strategic plan for improving math achievement from pre-K through grade 20 and adult education. The plan centers on six priorities: student empowerment, effective mathematics teaching and learning, continuous educator development and growth, a continuum of learning, community and family partnerships, and teacher recruitment and retention. KDE said the plan is intended as a living document with goals, recommended actions, and evidence bases, and that it aligns with the Kentucky Numeracy Counts Act by supporting high-quality instructional resources, professional learning, and family resources. In response to Senator Thomas, KDE explained that the professional learning recommendation means districts should tailor teacher training to classroom needs and instructional materials so math teachers are better equipped to implement standards and support students.

Transcript Highlights:

• The Board of Trustees has policy responsibility for system planning, academic programs, fiscal management
• We offer more than 4,000 academic programs, and students can take many of those programs online, as you
• To be fair, it did turn into a bit of an academic conference out there.
• </c> includes students whose academic includes students whose academic abilities<01:25:24.320><c> would
• academic academic Powerhouse<01:48:35.560><c> it</c><01:48:35.760><c> is</c><01:48:35.920><c> a</c><

Committee: Senate Higher Education

Transcript Highlights:

• </c><00:14:52.880><c> We're</c> academics. We are still a school. We're academics.
• Thank you for your time. academic recovery and expanding our academic recovery and expanding our mental
• </c> for academically and mentally. for academically and mentally.
• </c> student growth and academic success. student growth and academic success.
• </c> to help connect with kids, but academic to help connect with kids, but academic progress<00:41:26.480

Committee: House Education Finance

Transcript Highlights:

• Choice is not just about academics.
• facility, it was really heartbreaking the hurdles. ...in another academic facility.
• So I just want to say we cannot continue to rely on the obsolete Academic Performance Index.
• AB 1851 represents a significant expansion of the role of public schools beyond academics.
• Finally, AB 1851 diverts time and resources away from academics.

Committee: House Education

Transcript Highlights:

• have adverse programmatic impacts, including less course offerings, larger class sizes, and less academic
• And we are on the move, making major changes in enrollment strategies, fiscal strategies, HR, academic
• years of strong enrollment growth and expects to reach its highest FTS level at the end of this academic
• More than 77,000 students access food pantries on campuses in the 2024-25 academic year.
• I'm a graduate student and academic senator at Chico State.

Summary: The Assembly Budget Subcommittee on Education Finance held an oversight hearing on the California State University system covering enrollment, core operations, Title IX/civil rights, and basic needs. The Department of Finance said the Governor’s 2026-27 budget does not change CSU enrollment targets from the prior year and proposes a 5% ongoing General Fund increase for core operations as the final year of the compact. The Legislative Analyst’s Office recommended a lower resident undergraduate enrollment target than the Governor’s proposal, separate funding for enrollment growth rather than folding it into base, a smaller or no base increase tied more closely to inflation, earmarking some base funds for capital renewal, retiring deferred payments, and avoiding new multi-year compact commitments. CSU said enrollment has rebounded for three straight years, but growth is uneven across campuses, with several Northern California campuses still facing structural declines tied to demographics and community college pipelines. CSU described a multi-year reallocation plan shifting about 10,000 FTE and $89 million in ongoing funding toward higher-demand campuses, plus $40 million in one-time support, and said seven campuses submitted turnaround plans aimed at recovering enrollment over the next several years. The system highlighted strategies such as dual enrollment, guaranteed admission pathways with community colleges, outreach to high school students, retention and advising efforts, and new degree models for working adults and military-connected students. Members raised questions about how campus targets are set, whether the May Board of Trustees discussion will address a systemwide enrollment framework, and how CSU will manage future deficits if projected out-year funding does not materialize. On core operations and facilities, CSU said it faces about $320 million in mandatory cost increases in 2026-27 and is pursuing shared services, procurement consolidation, campus administrative sharing, and program redesigns to reduce costs. CSU and the LAO emphasized the system’s large deferred maintenance backlog, estimated at $8.6 billion, and discussed whether CSU’s bond/debt capacity is sufficient to address it; CSU requested up to $1.1 billion for deferred maintenance, while the administration did not propose new funding. The committee also heard CSU’s annual Title IX and civil rights update: CSU said it has implemented 15 of 16 State Auditor recommendations, has dedicated Title IX coordinators at every campus, is using a systemwide case management dashboard, and is piloting centralized investigations at five campuses. Finally, on basic needs, the Governor maintained current funding levels for food assistance/basic needs, rapid rehousing, and mental health. CSU reported heavy use of food pantries, CalFresh support, emergency housing, and counseling services, while warning that federal changes to CalFresh and related funding could make it harder to serve students in need.

Transcript Highlights:

• vision and creation created future leaders able to contribute to the global society through their academic
• She has enriched her school's cultural and academic environment by leading celebrations like Lāʻau Hōla
• </c> academic instruction and resources. academic instruction and resources.
• Jennifer Sato has been an exemplary educator, serving as an academic coach and student council advisor
• </c><00:37:36.000><c> coach</c> educator serving as an academic coach educator serving as an academic

Transcript Highlights:

• especially because of the pandemic and trying to allow our students to continue to improve their academic
• Community schools provide the kinds of academic guidance that help students see a path to college and
• But it's more than academics.
• Community schools provide the kinds of academic guidance that helps students see a path to college and
• But it's more than academics.