Transcript Highlights:

• At that level, not yet, Dr.
• Dual credit by contrast, places students directly into actual college-level courses, and the credit earned
• career and technical education courses.
• . courses.
• Everything from the UH in four program to course redesign programs, where we're looking at courses where

Keywords: 1184, house, all

Transcript Highlights:

• , a small business level, a community level, and certainly statewide across the sector.
• I'm looking at you, of course. Of course.
• Of course. Of course. Thank you. Mr. Liking. Yeah, I just had a quick comment.
• Of course, of course. Thank you. Mr. Liking.
• Half of CAPA's board of directors, which are senior-level executives in parks, started in an entry-level

Summary: The Assembly Committee on Arts, Entertainment, Sports, and Tourism held an informational hearing on the state of California tourism amid declining international visitation and broader economic and political headwinds. Visit California CEO Caroline Betetta said the industry remains a major economic driver, with 2024 visitor spending of $157 billion, 1.2 million jobs supported, and $12.7 billion in state and local tax revenue, but warned that 2025 forecasts show the first post-pandemic decline in visitation, driven largely by a projected 9.2% drop in international travel. She cited concerns about the strong dollar, visa wait times, border and immigration rhetoric, and a proposed federal visa integrity fee, while emphasizing Visit California’s marketing campaigns and the importance of upcoming mega-events like the World Cup and 2028 Olympics. A second panel of destination leaders described local impacts and strategies. Visit Sacramento’s Mike Testa said the city has diversified beyond conventions into music festivals, sports, and food events, but noted that international apprehension is affecting events like Terra Madre Americas and that California should do more to incentivize major festivals to stay in-state. Santa Monica Travel and Tourism’s Lauren Salisbury said the city is seeing lower international visitation, especially from Canada, Australia, and Europe, and that wildfire coverage and later federal troop presence in Los Angeles hurt local sentiment and caused cancellations. Yosemite Sierra Visitors Bureau’s Rhonda Salisbury reported steep drops in international visitation to the gateway region, ongoing concerns about wildfire, reservations, insurance costs, and park access, and praised a new federal requirement for quarterly meetings between national parks and gateway communities. San Diego Tourism Authority COO Carrie Verbeck-Cappich said tourism is the region’s second-largest sector, but 2025 is softer than 2024, with spending down despite modest visitation growth. She pointed to weaker Canadian and Asian travel, government-related meeting cancellations, and the need for more support to bid on and host major events; she also highlighted border-crossing delays, insufficient federal staffing at ports of entry, and the Tijuana River sewage crisis as major regional issues. Committee members discussed the effects of federal rhetoric, infrastructure, and cross-border conditions on tourism, and several witnesses urged continued support for Visit California, Brand USA, event incentives, and efforts to present California as welcoming and open. Public comment then opened, beginning with testimony from the California Attractions and Parks Association.

Transcript Highlights:

• We also look at the bachelor's level.
• campus taking that course.
• At the state level and at the local and community level... ...were elected officials.
• At the state level and at the local and community level, they were elected officials included as well
• Of course.

Keywords: 908, all

Transcript Highlights:

• or at a level that... ...an advanced level or at a level that would be appropriate.
• is up to the level that we expect our students to be..." ...level that we expect our students to be
• So that's one level, but then, of course, the secondary component of that is what I just mentioned.
• I know... ...courses.
• And of course, our students are...

Bills: HB9, HB102, HB9

Keywords: three-cueing system, reading instruction, K-12 education, structured literacy, scientific strategies, dual enrollment, high school, community college, university, educational access, high school credit, 1136, house, all

Transcript Highlights:

• So what we call bottleneck courses, courses that are necessary for graduation within a particular major
• can get into those courses.
• Is it at the campus level, at the system-wide level? How are those decisions made?
• The idea behind the CCN project is to identify comparable courses and assign them the same course number
• It encompassed six courses.

Summary: The Assembly Budget Subcommittee on Education Finance, chaired by Assemblymember Alvarez, held a hearing focused on University of California budget issues. The committee reviewed UC core operations funding, enrollment trends, federal funding threats, Title IX implementation, and basic needs support. Major themes included the end of the Governor’s multi-year UC compact, the state’s fiscal outlook, UC’s enrollment growth, and the potential impacts of federal policy changes on research, health care, and student aid. On core funding, the Department of Finance described the Governor’s proposal to continue compact-related support, defer some payments, and authorize a cash-flow loan. The LAO recommended a smaller or no base increase, earmarking some funds for capital renewal, retiring deferrals when possible, avoiding new compact commitments, and funding UC annually rather than through compacts. UC argued that the compact has supported enrollment growth, student services, and operating costs, but said campuses face rising expenses, structural deficits, and limited reserves. Members questioned the effects of deferrals on students and discussed the need to prioritize less harmful reductions if cuts become necessary. The enrollment panel focused on UC’s growth in California resident enrollment and the nonresident replacement plan at Berkeley, UCLA, and UC San Diego. The LAO recommended maintaining the current enrollment target, funding enrollment separately from base increases, pausing the nonresident replacement plan, and holding enrollment flat in 2027-28. UC said it has already met compact enrollment goals, grown California undergraduate enrollment by about 18,800 students, and that further growth depends on ongoing state support. The committee also discussed the cost of enrollment growth, possible differential nonresident tuition, and a reporting request for UC to analyze the nonresident replacement approach; the motion to adopt supplemental reporting language passed. The hearing also covered federal funding risks, with the LAO and UC warning that federal changes could affect research grants, medical center reimbursement, and student financial aid. UC said research cancellations and suspensions are disrupting labs and graduate student support, while federal health policy changes could increase uncompensated care at UC hospitals. In the Title IX update, UC described its systemwide civil rights structure, annual student training, and campus support offices, and members praised the work while asking about ongoing concerns and intersegmental collaboration. The final basic-needs item began with Finance stating the Governor’s budget does not change ongoing support, but the transcript cuts off before further discussion or action.

Transcript Highlights:

• We also look at the bachelor's level.
• on the campus taking that course.
• At the state level and at the local and community level... ...were elected officials.
• Of course.
• Course.

Summary: The Higher Education Institutions Committee met at NDSU and heard an extensive presentation from President David Cook/President Stewart and NDSU leadership on the university’s priorities, including enrollment, student success, research growth, and use of New Horizons funding. Leaders emphasized NDSU’s land-grant mission, its role in workforce development, and its goal of becoming more distinctive through strategic planning, recruitment and retention, commercialization, and partnerships. They highlighted that NDSU awarded 2,370 degrees in 2025, produces a large share of the state’s engineering, nursing, and agriculture graduates, and reported strong outcomes for graduates staying and working in North Dakota. They also noted enrollment headwinds, competition from other institutions, and the need to manage tuition waivers more carefully through a scholarship optimization effort. Provost Sherry Vale outlined academic stewardship efforts, including review or consolidation of low-producing programs, strategic hiring tied to institutional priorities, faculty workload policy changes, and expanded online and regional offerings. She said the university is using New Horizons dollars to strengthen advising, student support, and programs in engineering, agriculture, and health. NDSU leaders also described new or expanded academic offerings such as robotics and automation, artificial intelligence, material science and engineering, nuclear engineering certificates, accelerated nursing, nurse practitioner certificates, a Master of Health Administration, and a clinical research master’s program with Sanford Health. They stressed that these investments are intended to improve student completion, meet workforce needs, and increase return on public investment. The committee also heard testimony from students and recent graduates who described the value of NDSU’s education, mentorship, internships, research opportunities, and support services. Alyssa Hodges spoke about pharmacy education, public health work, and campus support as a parent and student; Ethan Blessy described engineering coursework, internships with Marvin, and career preparation; and Aiden Freolic discussed neuroscience research, federally funded projects, and plans for graduate study. Their testimony was followed by presentations on partnerships with Gateway to Science for K-12 STEM outreach and with Sanford Research on biomedical research, clinical trials, obesity research, and a joint biostatistics hire. NDSU also highlighted systemwide shared services, Governor’s School programming, and research growth, including a reported 8% increase in research expenditures from $199 million to $215 million. No bill votes were taken; the meeting was informational and featured presentations, testimony, and discussion of future planning and partnerships.

Transcript Highlights:

• Essentially, what the data tracker does is at the user level, so at the school site teacher level, it
• So, we can go from high level, like what you see on the screen, and drill down to the individual level
• Our course completion tracker. And again, this is the very high-level district data.
• So, the high-level data that you see here, of course, follows our typical color scheme, where we have
• career readiness course.

Transcript Highlights:

• That's like upper-level math courses if you're going to be a math teacher.
• , course offerings, and course content.
• We have two 3-hour courses that are methods courses specifically about how to teach math.
• program, to lower-level courses and that upper-level coursework needs to be synchronous or in person
• I'll say that we did not go down to the level of reviewing course syllabi and assignments for example

Transcript Highlights:

• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education opened its first meeting with roll call, member introductions, and introductions of numerous interns from Kentucky colleges and universities. The chair reviewed committee rules for the 2026 session, including witness oaths, sign-up procedures, limits on testimony, and the deadline for submitting committee substitutes and amendments. The committee then took up House Bill 96, sponsored by Chair Tipton, which would revise the membership and timing of the performance-based funding work group. Tipton said the bill would expand legislative participation from one House and one Senate member to five from each chamber, keep university and KCTCS presidents on the group, make the CPE president a nonvoting chair, and change the work group’s schedule from a fiscal year to a calendar year. He argued the changes would build institutional knowledge, allow university leaders to meet without creating quorum/open-meeting issues, and help the group develop recommendations for the next General Assembly. Members raised concerns about politicization and the even-numbered membership, while Tipton said he wanted consensus rather than a tied vote. The committee approved HB 96 on a roll call vote, with most members voting yes and Representative Willner voting no but saying she might change her vote later on the House floor. The committee also heard House Bill 94 for discussion only, so no vote was taken. Representative Vanessa Gracel and CPE counsel Travis Pal described the bill as a transfer-pathways measure aimed at making two-year-to-four-year and four-year-to-four-year transfers more seamless in high-demand programs. They said the proposal would require CPE, public universities, and KCTCS to collaborate on statewide transfer pathways based on student and workforce demand, with institutions able to opt in or out of specific pathways but required to disclose nontransferable courses for transparency. Gracel argued the bill would reduce credit loss, lower time and cost to degree, improve completion rates, and help students and families understand transfer options; she also criticized some universities for not engaging in the process. No action was taken on HB 94 at this meeting.

Transcript Highlights:

• The recommended annual appropriation level is 787.5 million.
• Dual credit by contrast places students directly into actual college level courses, and the credit earned
• Of course, scholarship programs also help retain talent in Texas for students from all income levels,
• courses.
• Everything from the UHN 4 program to course redesign programs where we're looking at courses where students

Transcript Highlights:

• mandate enforced at a Statewide level mandate enforced at a Statewide level so<00:35:52.520>
• courses.
• The courses that you have available are pretty much what I would refer to as core courses.
• are are college level courses so there are are college level courses so there are um<00:51:39.920
• <00:52:25.400> and courses a year they get 12 courses and courses a year they get 12 courses

Keywords: 1191, senate, all

Transcript Highlights:

• Of course, competing recommendations.
• And then, of course, synthetic media in that space. ...and then, of course, synthetic media.
• Push back against what's happening at a legislative level at the federal government level.
• But that said, a lot of great things happen at the state level that are then adopted at a federal level
• Things are happening at a federal level.

Keywords: Technology and Science, Joint Commission on, 976, house, all

Summary: The commission opened its first 2026 meeting by calling the roll, confirming a quorum, welcoming new members, and reelecting Delegate Cliff Hayes as chair and Senator Barbara Favola as vice chair. Members also adopted the commission’s annual virtual participation policy, which allows remote participation but does not permit virtual attendance to count toward a quorum. The commission then heard an introductory presentation from VITA CIO Mike Watson, who outlined the agency’s mission and structure, including cybersecurity, infrastructure, governance, and procurement. He emphasized VITA’s role in protecting state systems, managing statewide technology contracts, overseeing major contract recompetes, and developing an approach to artificial intelligence that keeps a human in the loop. Members asked about AI executive orders, cybersecurity support for localities, and what the General Assembly could do to help VITA serve state and local partners; Watson stressed the need for clear policy direction, process modernization, and guardrails that allow innovation without reckless deployment. Executive Director Jody Coon presented the 2026 work plan, including a schedule of meetings, a broader focus on science topics, and planned presentations from Virginia Sea Grant, the Hampton Roads Sanitation District, and a health-tech company. She reviewed prior commission recommendations, noted that several AI-related bills were not introduced in 2026 because of the federal executive order, and outlined this year’s studies and deliverables, including workgroups on .gov domains and caller ID accuracy, a study on age verification, a brief on companion chatbots, and a major study on independent verification organizations. The commission discussed whether the AI study would duplicate work by another legislative body and agreed to proceed with coordination and to include best practices and other-state comparisons in resource briefs; the work plan was then adopted. Dr. Kira Allman and Steve Wimmer provided presentations on federal and state AI policy. They described recent White House executive actions, including an executive order and national framework that seek to preempt burdensome state AI laws, and explained how those actions have chilled some state legislation, especially where BEAD broadband funding could be affected. They also reviewed how different states have responded—some pulling back, others moving ahead with AI bills on chatbots, deepfakes, transparency, and child protections—and suggested Virginia focus on carve-outs, state-specific applicability, regulatory sandboxes, and coordination with other states. Members debated the balance between innovation and guardrails, the risks of federal retaliation, and the need to protect children and address AI harms while avoiding unnecessary conflict with federal policy.

Transcript Highlights:

• I take a 200-level, second-year biology course on my way to obtaining my associate degree, and then I
• They let me transfer, and my credits transfer, but they say that 200-level biology course that you took
• You're going to need to take our 100-level biology course instead in order to use that to transfer.
• level uh second-year level I take a 200 level uh second-year level biology<00:07:38.560> course
• uh biology course know that 200 level uh biology course that<00:07:52.159> you<00:07:52.319><

Keywords: 958, all

Summary: The committee first heard House Bill 305, which would clarify and expand a healthcare workforce bill to explicitly include physician assistants and dietitians in efforts to address shortages, especially in rural areas. Rep. Fleming said the change was intended to help with Medicaid-related needs such as diabetes care and noted a decline in dietitian internship applications. Rep. Roarx supported the bill, emphasizing the value of dietitians in helping patients make practical nutrition changes. The bill received a unanimous favorable expression, 14-0, and was reported to the House floor. The committee then considered House Bill 427, which would create statewide 60-credit-hour transfer pathways for high-demand bachelor’s degree programs under the Council on Postsecondary Education. Rep. Grossl explained the bill is meant to prevent students from losing major credit when transferring between KCTCS and four-year institutions, using nursing as an example. Questions focused on rigor, dual credit, how high-demand programs would be selected, and the July 1, 2026 implementation date; the sponsor said CPE and faculty would map curricula and align standards. The Kentucky Student Rights Coalition testified in support, saying the bill would help students complete degrees faster and make credits count toward majors. HB 427 also passed unanimously, 14-0, with favorable expression. The committee then took up House Bill 424, as amended by a committee substitute. Rep. Tipton said the substitute removed language allowing up to six-year contracts and instead set up a process for four-year contracts and periodic performance reviews for faculty, including presidents, at public postsecondary institutions. He said the bill is intended to give universities clearer authority to remove underperforming employees and be more efficient with taxpayer dollars. Several faculty witnesses opposed the bill, arguing it would erode tenure protections, create arbitrary performance standards, and harm recruitment, retention, and academic freedom. The committee adopted the substitute and heard testimony, but no final vote on HB 424 is shown in the transcript excerpt.

Transcript Highlights:

• Of course. You're recognized. Thank you, Mr. President.
• Yes, of course. Yes. Okay. Very good. Let's see here. Thank you.
• Of course. Okay.
• Of course.
• Yes, of course.

Bills: SB111, SB128, SB203, SB205, SB261, SB317, SB393, SB397, SB466, SB510, SB582, SB705, SB731, SB748, SB801, SB867, SB876, SB913, SB1071, SB1086, SB1087, SB1250, SB1285, SB1310, SB1400, SB1444, SB1483, SB1553, SB1556, SB1581, SB1608, SB1698, SB1723, SB1730, SB1835, SB1858, SB1903, SB1946, SB1950, SB1986, SB2017, SB2043, SB2056, SB2058, SB2063, SB2082, SB2105, SB2133, SB2137, SB2177, SB2203, SB2260, SB2311, SB2334, SB2344, SB2403, SB2417, SB2446, SB2519, SB2522, SB2532, SB2600, SB2611, SB2619, SB2637, SB2688, SB2717, SB2764, SB2785, SB2790, SB2794, SB2841, SB2847, SB2857, SB2878, SB2891, SB2943, SB2955, SB2972, SB2995, SB3037, SB3057, SB3059, HJR2, HB26, HB206, HB334, HB451, HB517, HB554, HB1109, HB2081, HB2756, HB3204, HB3809, SJR3, SB5, SB72, SB509, SB616, SB963, SB985, SB1025, SB1080, SB1143, SB1172, SB1245, SB1267, SB1271, SB1273, SB1355, SB1422, SB1759, SB1786, SB2361, SB17, SB314, SB455, SB761, SB1023, SB1968, SB2122, SB2371, SB2420, SB2544, SB1, SB260, SB1506, SB1637, SJR36, SJR50, SJR63, SCR12, SCR39, SB2023, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1505, SB583, SB507, SB1434, SB1772, SB2016, SB1163, SB1122, SB731, SB397, SB508, SB1436, SB287, SB261, SB1882, SB393, SB1791, SB209, SB2429, SB511, SB2309, SB510, SB1085, SB1975, SB2717, SB1262, SB636, SB2056, SB884, SB1200, SB1845, SB2458, SB801, SB3014, SB3013, SB758, SB2797, SB2076, SB2876, SB1640, SB1449, SB1181, SB1359, SB1234, SB2926, SB2972, SB2841, SB1528, SB2891, SB1854, SB317, SB2532, SB1250, SB2082, SB2203, SB1285, SB1237, SB2819, SB629, SB2608, SB1602, SB1723, SB1858, SB1946, SB2009, SB2177, SB2460, SB2785, SB867, SB1608, SB640, SB1698, SB705, SB748, SB2680, SB2994, SB2747, SB1950, SB913, SB1071, SB1086, SB1087, SB1483, SB1444, SB1553, SB1556, SB1703, SB2133, SB2297, SB2298, SB2622, SB2955, SB3059, SB2637, SB2334, SB1861, SB2043, SB1367, SB2857, SB128, SB3058, SB2044, SB2363, SB2311, SB1986, SB2565, SB2943, SB1888, SB2417, SB3048, SB3052, SB3053, SB3036, SB3057, SB3056, SB3043, SB3037, SB3050, SB3063, SB3047, SB3035, SB2446, SB466, SB2611, SB2794, SB2105, SB2017, SB1790, SB1778, SB1730, SB2995, SB2847, SB205, SB2619, SB1903, SB203, SB3061, SB1581, SB2600, SB2799, SB2790, SB2688, SB2515, SB1230, SB876, SB2522, SB2639, SB2137, SB2519, SB2403, SB2459, SB3051, SB2655, SB2251, SB2764, SB2878, SB1884, SB111, SB582, SB2617, SB1835, SB2751, SB2063, SB1400, SB2058, SB2260, SB2928, SB1310, SB2566, SB2344, SB1897, SB1749, SB1361, SB2549, SB2553, HJR2, HJR1, HB1109, HB517, HB1130, HB1689, HB2884, HB1393, HB2559, HB26, HB2756, HB3204, HB3012, HB1327, HB451, HB109, HB206, HB1238, HB2890, HB9, HB2081, HB4215, HB2970, HB37, HB1899, HB3809, HB334, HB554, HB1593, HB2607, HB3526, HB3810, HB5092, HB388, HB2809, HB1151, HB913, SB2919, SB1782, SB1705, SB2696, SB1944, SB2215, SB644, HB3307, HB879, HB116, HB12, HB2703, HB1610, HB1615, HB1620, HB30, HB21, HCR7, HCR75, HCR86, HCR92, HCR93, HCR126

Keywords: special education, school districts, legal fees, reporting requirements, transparency, hospital reporting, child abuse, neglect, administrative penalty, medical ethics, child protection, student privacy, numerical class rank, education policy, academic programs, high school, fetal development, health curriculum, public schools, middle school health education

Transcript Highlights:

• THEM ON GRADE LEVEL, WE HAVE TO THINK ABOUT ADVANCED COURSES ALL THE TIME AND START MAKING THAT INVESTMENT
• WE WANT TO SEE THEM IN 10TH GRADE IN ADVANCED COURSES.
• YOU TALKED ABOUT THE ADVANCED COURSES AND STUDENTS THAT NEED ATTENTION.
• HE ALSO REVIEWS HEALTH INSURANCE ISSUES THAT WE HAVE FROM A COUNTY LEVEL.
• THERE IS A DIRECT CONNECTION WITH ALL LEVELS OF INFORMANTS ABOUT THE DISTRICTS.

Keywords: 999, senate, all

Transcript Highlights:

• You know, that level of things. We have got Professional, you know, that level of things.
• And we show, of course, this is from basically We- And we show, of course, this is basically from 2025
• , you know, just as, of course, are required.
• Of course, magnets and rare earths are key.
• And then, of course, another project, Muck to Graphite, that's finding And then, of course, another project

Keywords: 908, all

Transcript Highlights:

• understanding of dual credit, if they were going to teach a high-level English course, a dual-credit
• So whether they take an AP course or a dual credit course, because... Transferability.
• So whether they take an AP course or a dual credit course, it is a little more on the guidance side on
• But they could sure take their statistics courses. They could take their math courses.
• It is about advisement when you get to those higher-level dual credit or AP courses.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• Do we have any avenue for somebody who's just like one course away?
• It is five pedagogical courses.
• I think we only had two pedagogy courses, to be honest.
• We identified courses within our program We identified courses within our program that are more applied
• Like, I guess I would call it these pedagogy courses.

Keywords: 959, house, all

Transcript Highlights:

• So eight out of level of usage as well.
• <00:10:41.519> of Now, we can contrast this high level of Now, we can contrast this high level
• Um uh junior level software development.
• on the level of debt that people have. on the level of debt that people have.
• That legacy is needed now more than ever. requires a level of human judgment, requires a level of human

Keywords: 1187, senate, all

Transcript Highlights:

• One, they're completing pathways, which means they're taking a series of courses, at least three courses
• The former scholarship provided $125 per course, and the majority of courses that are taken concurrently
• are typically three-hour courses.
• or the math course.
• a national level.

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.