Transcript Highlights:

• Amazon Leo created the first-ever satellite technician certification program to prepare students for
• It's for those who do not have a college degree, so high school students and GED graduates receive the
• We provide the technical training to workers that prepare them for jobs in the aerospace industry.
• It's for those who do not have a college degree, so high school students and GED graduates, receive the
• We provide the technical training to workers that prepare them for jobs in the aerospace industry.

Summary: The committee first heard a work session on cryptocurrency kiosks from the Department of Financial Institutions and Spokane City Councilmember Paul Dillon. DFI described crypto kiosks as licensed money transmission terminals that allow cash purchases of virtual currency, and said the main concern is fraud: scammers often pressure victims, especially older adults, to deposit cash into kiosks and send it to wallets controlled by organized crime. DFI cited a sharp increase in kiosk volume, nationwide fraud complaints and losses, and said Washington currently has licensing and disclosure rules but lacks transaction and fee limits. The department said it is seeking stronger disclosures, a $1,000 daily transaction limit, and a fee cap. Spokane described its unanimous ordinance banning new kiosks and removing existing ones after local scam reports, and members asked about how the machines work, whether the fraud is in the hardware or the transaction, and whether stronger warnings or screening could help. The committee then reviewed home equity sharing agreements, or CHISAs, based on a report by Mariana Amaram and testimony from DFI and industry representatives. The report found that CHISAs provide homeowners a lump sum in exchange for a share of future home value or appreciation, with no monthly payments, but that consumers often struggle to understand the products and settlement calculations. The report said the market has grown quickly in Washington, that costs can be hard to predict, and that early uncapped contracts could produce very high settlement amounts, especially during periods of rising home prices. DFI said it views these products as mortgage loans and is moving forward with rulemaking, including counseling and clearer disclosures, while industry witnesses said the products are equity-based rather than debt-based and asked for tailored regulation. Members discussed the need for better consumer education, clearer payoff schedules, and whether the products should be treated as mortgages or a separate category. The final panel focused on Washington’s space economy, with presentations from Amazon Leo, Blue Origin, Stoke Space, Space Northwest, and Green River College. Speakers highlighted major in-state investments in satellite manufacturing, launch systems, and workforce training, including Amazon Leo’s Redmond and Kirkland facilities, Blue Origin’s Kent headquarters, and Stoke Space’s Kent manufacturing and Moses Lake test site. Space Northwest presented data showing the sector’s growing economic footprint, high-wage jobs, and regional clusters in Kent and Redmond, and urged more workforce programs, incentives, infrastructure support, and a state space commission. The companies emphasized local hiring, apprenticeship and certification programs, and the role of Washington’s aerospace supply chain in supporting the broader space industry. No votes were taken during the transcript excerpt.

Transcript Highlights:

• So how do we prepare them to return? How do we know when they're ready to return?
• So how do we prepare them to return? How do we know when they're ready to return?
• If after nine weeks you are deemed not prepared, and they have, like, a report card—there's a score you
• If they can't stay in high school, we've got to help them get their GEDs, just to be successful in life
• We are going to start training and helping them get through that, and providing GED assistance.

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• We reported to us as we were preparing for this presentation that roughly 70% of the revenue that their
• </c><00:08:12.520><c> for</c> reported to us as we were preparing for reported to us as we were preparing
• These adults participate in classes such as GED and high school equivalency preparation, English language
• as GED and highet preparation<00:32:14.480><c> English</c><00:32:14.919><c> language</c><00:32:15.240
• ><c> learning</c> preparation English language learning preparation English language learning college

Keywords: 1187, senate, all

Bills: HB33, HB35, HB274, HB56, HB287, SB229, SB201, SB216, HB33, HB35, HB274, HB56, HB287, SB229, SB201, SB216

Keywords: HB33, Alabama, ALEA, driver license, driver's license, learner permit, learner's permit, school attendance, truancy, high school diploma, GED, dropout, student withdrawal, enrollment verification, disciplinary points, homeless student, job training, youth employment, minor parent, public safety

Transcript Highlights:

• whatever because, you know, I had a lot of clients that really graduated from high school or got their GED
• high school or uh really graduated from high school or got<00:20:08.160><c> their</c><00:20:08.320><c> GED
• 08.960><c> read</c><00:20:09.120><c> at</c><00:20:09.200><c> a</c><00:20:09.360><c> sixth</c> got their GED
• and they read at a sixth got their GED and they read at a sixth grade<00:20:09.840><c> level.

Keywords: 958, all

Transcript Highlights:

• And then we've also got prepared to present to you today not only our budget overview, but also our refill
• So to whatever extent y'all want to discuss that, we're prepared to go.
• Um, I've got several other questions, but we're also prepared to talk about the tourism with you if you
• </c><01:11:48.480><c> while</c><01:11:48.800><c> he</c> you will he finished his GED while he you will
• he finished his GED while he was<01:11:49.440><c> at</c><01:11:49.920><c> Oakley</c><01:11:50.560><c

Keywords: Appropriations - Room 216, 28 January, 2026; 8:15 AM, 925, all

Transcript Highlights:

• I think I'll refer you to the flyer that we prepared, specifically an answer to your question.
• I think I'll refer you to the flyer that we prepared, specifically an answer to your question.
• I think I'll refer you to the flyer that we prepared, specifically an answer to your question.
• I think I'll refer you to the flyer that we prepared, specifically in answer to your question.
• computer skills financial such as GED computer skills financial literacy<00:58:04.280><c> and</c><00

Keywords: 1187, senate, all

Transcript Highlights:

• You can walk straight in and be accepted, whether you have your high school degree, are seeking a GED
• You can walk straight in and be accepted, whether you have your high school degree, are seeking a GED
• or strongly prepared in terms of the prerequisite courses that they had completed.
• A course that prepares a student for transfer should count in a predictable way.
• Right now, community colleges are preparing students for two separate public university pathways, the

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:

• She has a master degree though, but she had to go back and get a GED. >> Mhm. >> So I understand those
• 00:45:26.560><c> a</c> but uh so she had to go back and get a but uh so she had to go back and get a GED
• GED. GED. &gt;&gt; Mhm. &gt;&gt; Mhm. &gt;&gt; Mhm.
• And that is one of the hurdles we take for granted sometimes, that somebody can afford to pay for a GED
• And that is one of the hurdles we take for granted sometimes, that somebody can afford to pay for a GED

Keywords: Appropriations - Room 210; 14 January, 2026: 3:30 PM, 925, all

Transcript Highlights:

• </c><00:29:49.240><c> students</c> essential because they prepare students essential because they prepare
• These experiences have shown me how education can prepare students to give back to their communities.
• My mom didn't go to college and my dad dropped out of high school to get his GED.
• I don't have like the smart genes GED.
• </c> reflects how schools actually prepare reflects how schools actually prepare for<01:11:52.880><c>

Keywords: 1187, senate, all

Transcript Highlights:

• And today, February 27th, as the Senate prepares itself to hear in committee the expansion of ban...
• I went on to earn my GED. from community college and eventually found a space at the University of Houston
• crisis, and we're organizing to address this crisis in the best way that we know how, which is to prepare

Keywords: education, curriculum, HB178, diverse history, equity, testimony, higher education crisis, representation

Summary: The meeting was characterized by impactful discussions focused primarily on education and the representation of diverse histories in Texas's curriculum. Notably, Representative Christina Morales advocated for HB178, a bill aimed at ensuring that all Texas high school students have access to Mexican-American and African-American studies as part of their graduation requirements, moving from elective-only status. This bill garnered support from both sides of the aisle, highlighting a cooperative effort to improve educational equity in Texas. Several representatives shared personal stories reflecting on the importance of inclusive education, showcasing the bill's far-reaching implications for students' sense of identity and history.

Transcript Highlights:

• you're Black, if you're white, if you're rich, if you're poor, if you went to college, if you have a GED
• > if</c><00:09:26.560><c> you</c><00:09:26.800><c> have</c><00:09:27.040><c> a</c><00:09:27.120><c> GED
• </c> went to college, if you have a GED went to college, if you have a GED we<00:09:28.839><c> work</

Bills: HB1

Keywords: HB1, Alabama, elections, primary election, special primary, runoff, congressional districts, redistricting, reapportionment, district boundaries, federal court, injunction, judgment, Governor proclamation, nominee certification, party nominee, general election 2026, election calendar, voting rights, congressional race

Transcript Highlights:

• When incidents do arise, staff report that DCYF's training and procedures do not prepare them for how
• The training and procedures that DCYF offers do not prepare staff to handle these types of incidents.
• The training and procedures that DCYF offers do not prepare staff to handle these types of incidents.
• or not prepared versus whether or not we are providing best practice training.
• Not prepared versus whether or not we are providing best practice training.

Summary: The committee met on July 15, 2026, but initially lacked a quorum, so it could not adopt prior minutes. Chair Jerry Pollett welcomed new member Senator Victoria Hunt and new JLARC staff, and noted national recognition for recent JLARC reports. The meeting then moved into a series of preliminary audit presentations and an agency strategic management update, with committee members asking questions after each item. JLARC presented a preliminary audit of DCYF’s Juvenile Rehabilitation programs. Staff concluded that crowding, staffing shortages, weak risk assessments, and inconsistent programming combine to create unsafe conditions. The report found that most youth are housed in two large secure facilities operating near or above capacity, incidents rise as population rises, 47% of frontline staff leave within a year, current assessment tools are not valid for the population, and program access depends more on facility than individual need. JLARC made one recommendation to the legislature to address crowding and seven to DCYF, including improving retention, training, incident response procedures, validated assessments, program alignment, and data quality. DCYF Secretary Ross Hunter said the agency agreed overcrowding is a serious problem, described ongoing efforts to improve staffing and safety, and said a detailed response would be provided later. Committee members raised concerns about education access, retaliation against staff or youth who participated in the audit, and whether JR-25 has helped or worsened conditions. JLARC then presented a preliminary audit of Labor and Industries’ enforcement of farm worker labor laws. The audit found that L&I generally meets inspection timelines for health and safety complaints, but not for wage and hour or retaliation complaints, where delays are driven largely by time before assignment to an investigator. Staff said complaint volume exceeds capacity, though the agency has added staff, created screening processes, and reorganized workloads, and 2026 legislation now allows prioritization of complaints and broader investigations. JLARC recommended that L&I report back in December 2026 and December 2027 on backlog reduction and implementation of the new law. An L&I representative said the agency is hiring additional staff and will provide a formal response later. The committee also received a JLARC overview and Department of Health strategic management plan update on hospital data reporting, inspections, complaints, and adverse event reporting. DOH reported measurable progress on inspection compliance, new staffing and licensing systems, translated complaint forms, and plans for future work on language access, adverse event reporting, and financial data dashboards. After lunch, JLARC began its 2026 tax preference performance reviews. The first review covered the Main Street tax credit, which JLARC said has helped increase the number of Main Street communities and businesses, with positive growth near designated districts; JLARC recommended continuing the preference and improving business-count data. The second review covered the equitable access to credit program, which JLARC said appears to support underserved communities by funding loans through CDFIs; JLARC recommended continuing the preference beyond its 2027 expiration. The committee began questions on the program mechanics and the role of the Community Reinvestment Act, and the presentation was still underway when the transcript ended.

Transcript Highlights:

• These bills are about preparing Missouri students to succeed in These bills are about preparing Missouri
• reached out to her last year was the AP Board, because they see potential in using the AP test to prepare
• and potentially earn college credit through the AP test while taking the class, which would better prepare
• So it applies to anyone that would attempt to receive a high school diploma, including a GED? Yes.
• Sometimes the most powerful investment we make as a state is in its program is preparing our people before

Summary: The committee first met in executive session and approved House Bill 2863 by a 14-0 vote. It then took up House Bill 2967, adopted a committee amendment that removed a fixed one-third allocation and allowed funds to be allocated by the body as needed, rolled the amendment into a substitute, and passed the House Committee Substitute for House Bill 2967 by a 15-0 vote. Members discussed how the bill related to another expungement-fund measure already passed by the House, and were told the two bills were intended to mirror each other and would not conflict. The committee then held a public hearing on House Bill 2303 and the mirrored House Bill 2867, both aimed at expanding Missouri’s personal finance education requirements. Sponsor testimony said the bills would require a half-credit in personal finance for graduation beginning in 2027-28, broaden instruction to include budgeting, credit, investing, fraud prevention, taxes, contracts, and major purchases, and create a DESE work group with industry and educator input to update standards every seven years. Sponsors and supporters said the goal was to better prepare students for real-world financial decisions, reduce debt traps, and improve workforce readiness. Witnesses from the Missouri Bankers Association, mortgage bankers, consumer credit groups, financial advisors, and individual advocates testified in support, emphasizing the need for updated, practical financial literacy instruction and regular curriculum review as financial products change. Committee members asked about the bill’s interaction with existing personal finance requirements, whether it would apply to public, private, homeschool, and GED pathways, and how early course completion waivers would work. Members also suggested adding insurance and gambling/probability topics to the curriculum discussion. No opposition testimony was offered, and House Bill 2119 was postponed to a future hearing before adjournment.

Transcript Highlights:

• And today, February 27, as the Senate prepares itself to hear in committee the expansion of banning DEI
• I went on to earn my GED, graduated from community college, and eventually found a space at the University
• crisis, and we're organizing to address this crisis in the best way that we know how, which is to prepare

Transcript Highlights:

• And so we're really focusing on GEDs and vocational programming. Okay. Thank you, thank you, Mr.
• So you could go to GED classes. Or you would be with our treatment staff in the morning.
• So you could go to GED classes or be working on your high school equivalency.
• I didn't come prepared with my numbers, but if it's okay, Senator Miles, I can respond.
• So by doing that, it helps the individuals really prepare for life outside the hospital.

Keywords: 1185, senate, all

Transcript Highlights:

• I would like to get my GED, too. I do think I'm getting paid very well.
• They didn't finish their GED, and they had a really bad habit of treating their kids like poop.
• Because we find those students are much more prepared for employment.

Summary: The meeting was a 14(c) Task Force hearing focused on employment experiences of Oklahomans with disabilities and the state’s use of subminimum wage. Numerous self-advocates and workers testified about their jobs, accommodations, pay, transportation barriers, and the importance of community integration. Several speakers described positive experiences in competitive or community jobs, while others recounted being underused, fired without explanation, or paid by piece rate or minimum wage in sheltered or enclave settings. Many emphasized that fair pay, independence, ABLE accounts, and supportive employers matter to them, and several said they want future careers, promotions, or even to own businesses and help others with disabilities find work. Task force members discussed recurring themes from the testimony: transportation as a major barrier, the importance of community and self-advocacy, employer misconceptions and stigma, the need for better transition services from school to work, and the difficulty families face navigating benefits and employment systems. Members also raised concerns about people being fired without explanation and about the need for meaningful options for those not ready for competitive employment. Suggestions included more employer education, reverse job fairs, job coaching, benefits planning, better coordination between DDS and DRS, and stronger transition supports in schools and through programs like Project SEARCH. Staff then presented research on how other states have phased out or eliminated 14(c) certificates. Examples included Kansas, Illinois, Indiana, Oregon, Pennsylvania, and Washington, with common approaches such as phase-out timelines, technical assistance, provider transition plans, and support for competitive integrated employment. The presenters noted that Oklahoma still has 40 entities using 14(c), most of them DDS providers, but many providers are already moving away from it. Members discussed potential unintended consequences, the need for a clear timeline, the possibility of blending or braiding services, and whether Oklahoma should create a more one-stop, employer-friendly system. No votes were taken, and the group agreed to continue gathering information and return in June to begin shaping priorities and possible policy directions.

Bills: HB1823, HB3031, HB3369, HB3378, HB3429, HB3624, HB3657, HB3880, HB4215, HB4476

Keywords: housing finance, Oklahoma Housing Finance Agency, publication requirements, housing policy, state regulations, HB3031, North Pointe Workforce Development Initiative, workforce development, job training, skills training, job placement, local hiring, economic development, Oklahoma Department of Commerce, revolving fund, state treasury, appropriation, budget, workforce investment, employment outcomes

Bills: HB1823, HB3031, HB3369, HB3378, HB3429, HB3624, HB3657, HB3880, HB4215, HB4476

Keywords: housing finance, Oklahoma Housing Finance Agency, publication requirements, housing policy, state regulations, HB3031, North Pointe Workforce Development Initiative, workforce development, job training, skills training, job placement, local hiring, economic development, Oklahoma Department of Commerce, revolving fund, state treasury, appropriation, budget, workforce investment, employment outcomes

Summary: The Senate Economic Development, Workforce, and Tourism Committee met for a work session focused largely on executive nominations and several House bills. The committee advanced nominations for Jared Lundry and Norville Ritter to the Oklahoma Tourism and Recreation Commission, Amy Blackburn as Executive Director of the Oklahoma Department of Tourism and Recreation, and Jason Kays to the Oklahoma Employment Security Commission, with each nominee describing their background and priorities and receiving favorable roll-call votes. Members also considered and advanced a series of bills affecting housing, tourism, workforce, and related programs. HB 1823 would require the Oklahoma Housing Finance Agency to provide advance notice of HOME program changes, limit retroactive rule changes, and give preference to nonprofit grant recipients; it passed 8-1. HB 4476 created a revolving fund related to a music industry rebate program and passed 7-2 after an amendment raising a threshold from 25,000 to 28,000. HB 3880 updated tourism advertising law to include digital media and allowed the Oklahoma Today magazine to move online, with an amendment making publication permissive rather than mandatory; it passed 8-1. HB 3031 created a revolving fund for workforce development tied to skilled trades and the North Point Workforce Development Initiative, and HB 3378 staggered terms on the Oklahoma Science and Technology Research and Development Board; both passed. The committee also passed HB 3369, which aligned LP gas and fire-suppression rules for mobile food vendors and required annual fire safety training, HB 3429, which authorized up to $50 million in bonds for CareerTech-related economic development projects, HB 3657, which clarified agricultural labor reporting and allowed OESC to share workforce data with the Workforce Commission, and HB 4215, which lowered the minimum spend threshold for Oklahoma film post-production incentives from $50,000 to $20,000. Finally, HB 3624, a controversial bill changing how county lines are determined along shifting waterways, drew extensive debate over taxation, property records, and rural impacts before passing 6-5. The chair noted the committee likely had one more meeting remaining and invited further suggested language on the county-line issue.

Bills: SB1065, SB2117, SB2217, SB2363, SB2533, SB2742, SB2743, SB2881, SB2964, SB3013, SB3014

Keywords: SB 1065, handgun carry, license holder, concealed carry, open carry, government contracts, governmental entity, property lease, state agencies, local government, higher education, university, Texas Government Code, Penal Code 30.06, Penal Code 30.07, Penal Code 46.03, Second Amendment, gun rights, firearms, civil penalty