Transcript Highlights:

• their credential. their credential.
• credentialed and then they do that. credentialed and then they do that.
• <00:56:22.720> because here to revoke your credential because here to revoke your credential
• credential all over again? credential all over again?
• <04:54:23.680> for with most changes in credentials for with most changes in credentials for

Keywords: 1189, house, all

Transcript Highlights:

• A new institution seeking to offer any degrees or credentials that may take one or more years to earn
• For our impact on Florida's workforce, during our fiscal year 2223, more than 80,000 credentials were
• EASE Plus is an additional education program that leads to a credential, certificate, or degree.
• Ease Plus is an additional education programs that lead to a credential, certificate, or a degree.
• So simultaneously earning their high school credential and then also a CTE credential as well.

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

Transcript Highlights:

• And we work to establish some real attainable goals for the 27th session.
• don't always account for people that transfer into the state because some states have different credentialing
• that service is not really adequate in terms of creating need for providers to step out, get the credentialing
• required to provide that service. ...need for providers to step out, get the credentialing required
• required to provide that service. need for providers to step out, get the credentialing required to

Summary: The House Health Services Subcommittee met to approve the October 7, 2024 minutes and then shifted to behavioral health as the main topic. Representatives Woodridge and Vaught described the work of the behavioral health working group, saying Arkansas needs a more proactive system that improves access, reduces red tape, and focuses on a few achievable policy changes for the 2027 session rather than many bills. Members discussed barriers such as low reimbursement, workforce shortages, licensing and credentialing hurdles, rural access problems, and the need to better use community providers, compacts, and step-down services. Director Paula Stone of DHS’s Office of Substance Abuse and Mental Health gave a detailed overview of the behavioral health system. She said Medicaid pays for more than 75% of behavioral health services in Arkansas and explained that when people are jailed or admitted to the state hospital, Medicaid generally stops, leaving state general revenue to cover care. She described current efforts including family-centered treatment for children, community reintegration group homes, a new adolescent substance use disorder residential unit, expanded community mental health center contracts, a secured restoration unit to reduce state hospital backlogs, and an IMD waiver to allow Medicaid payment for certain residential services. She also said DHS is working on crisis services, forensic evaluations, and provider rebidding in areas previously served by ERISA. Members asked about reimbursement for jail services, the lack of a statewide behavioral health dashboard, civil commitment options, crisis stabilization units, and whether Arkansas should expand step-down or long-term facilities for people who cannot safely return to the community. Stone said the state hospital backlog remains significant, average stays are still about 14 months, and crisis stabilization units have had mixed success, with Fort Smith and Jonesboro performing better than Fayetteville and Little Rock. The meeting ended with a commitment to continue the work, with more substantive discussion planned for August.

Transcript Highlights:

• talking about those individuals, their secondary students who are also going on for post-secondary credentials
• talking about those individuals, their secondary students who are also going on for post-secondary credentials
• So last year there was a 4.4% increase in the number of credential completions of students at Florida
• So again, short-term, rapid credentials, individuals are earning that are helping prepare them for the
• The attainment number is the number of bachelor's degrees in those counties, for the population, and

Summary: The Higher Education Appropriations Committee met for its first session of the year, took roll, welcomed new member Senator Bracey Davis, and had members briefly describe their backgrounds and interest in higher education. Chair Harrell framed the committee’s focus on maintaining Florida’s top national ranking in higher education and workforce development, with an emphasis on funding decisions tied to student success, workforce needs, and the state college system. Senior Chancellor Kevin O’Farrell presented the Department of Education’s workforce and Florida College System budget requests and data. He described requested increases for adult education, Florida College System program funding, workforce development, and several grant programs, including workforce capitalization, apprenticeship/teacher apprenticeship, Open Door, and CAPE industry certifications. He highlighted record enrollment and completion growth across Florida’s colleges and technical centers, major gains in career dual enrollment, and expansion in programs such as nursing, AI, cybersecurity, welding, HVAC, and manufacturing. Members asked about labor-market demand, the impact of artificial intelligence on future job training, teacher apprenticeship details, mission creep and duplication in CTE programs, student placement and wages after graduation, and articulation between technical college clock hours and college credit. South Florida State College President Fred Hawkins testified about challenges facing a rural college, including low local college-going rates, long travel distances, limited faculty recruitment due to salaries, and the need for more operational funding to expand capacity. He cited strong job placement and licensure outcomes in nursing, dental hygiene, EMT/paramedic, and radiography, and said the college is exploring AI tools to improve student services and reduce staffing pressure. Pinellas Technical College Executive Director Mark Hunter described strong dual enrollment, high job placement, employer partnerships, and a reported 400% return on investment, while also warning that many programs have waiting lists because of staffing and equipment constraints. He explained how technical college coursework is aligned with state college credit through content-based articulation agreements. The committee then opened the floor for public comment, but no additional business was taken up, and the meeting adjourned.

Transcript Highlights:

• :13:34.720> of<00:13:35.200> educational<00:13:36.399> uh<00:13:36.480> attainments
• <00:13:37.519> Um lie of of educational uh attainments.
• Um lie of of educational uh attainments.
• And they're really attuned to the skills and the credentials or the competencies that are necessary in
• are now used that skills credentials are now used regularly<01:31:56.080> in<01:31:56.400>

Keywords: 1183, house

Transcript Highlights:

• The way our schools are rewarded now is for completing or producing academic credentials.
• Now, if they want to come back and stack or skill up or get more academic credentials, that's fine.
• The way our schools are rewarded now is for completing or producing academic credentials.
• The way our schools are rewarded now is for completing or producing academic credentials.
• I think you're confusing Governor's Distinguished with, producing academic credentials.

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• investments to support the Student Teacher's Stipend Program, the Classified School Employee Teacher Credentialing
• establish and maintain a policy to contract with providers just delivering primary care who are credentialed
• We urge the Legislature to ensure that future compact agreements have student equity and attainment measures
• We urge the legislature to ensure that future compact agreements have student equity and attainment measures
• That future compact agreements have student equity and attainment measures for all UCs, in order to demand

Keywords: 987, senate, all

Transcript Highlights:

• Other important outcomes I would like to highlight are our students' job attainment and retention.
• So where we are now, we finished our credentialing journey through the Medicaid waiver system last year
• This provider type was revamped around the time we were going through initially the credentialing journey
• , and with our grounding in ABA, it seemed like a... ...initially the credentialing journey, and with
• , and with our grounding in ABA, it seemed like a, Initially, the credentialing journey, and with our

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• options for young families. ...attainable options for young families, seniors, and essential workers
• process to allow these the credentiing process to allow these experts<00:47:46.079> to<00:47:
• It's not for everyone, but for those that want it, they should be able to attain it.
• <01:09:56.880> The<01:09:57.120> ability<01:09:57.440> to be able to attain
• The ability to be able to attain it.

Keywords: Meeting Start 00:00:07 Roll Call 00:00:25 Discussion of Lexington’s Housing Affordability Partnership 00:02:26 Discussion of Northern Kentucky’s Housing Blueprint 00:30:12 Discussion of Religious Institution Land Use 00:57:33 Discussion of Free-Market Solutions to Kentucky’s Housing Crisis 01:04:18 Adjournment 01:26:37, 958, all

Summary: The committee met without a quorum and began informally, with members noting this was the final information-gathering meeting on housing before a November meeting to discuss findings and report back to the LRC. The main presentation focused on the Lexington Affordable Housing Partnership, a public-private effort supported by a $10 million state allocation. Presenters described Fayette County’s housing shortage, citing a gap of more than 22,000 units, rising home prices, and the challenge of assembling land and capital for affordable projects. The partnership explained that five local banks created a $3 million capital investment fund to buy and hold land at no interest, with deed restrictions keeping the site at 80% or below area median income and allowing the banks to seek Community Reinvestment Act credit. The first project is a 12.5-acre former Transylvania University baseball field, planned for about 242 units, including detached homes, townhouses, garden-style apartments, and senior housing. Speakers said the project required extensive neighborhood engagement and zoning/development approvals, but that the planning phase is now largely complete and infrastructure work should begin soon. Financing details included roughly $64 million in additional funding through tax credit equity, market-rate loans, city support, Kentucky Housing Corporation resources, and donations from nonprofit partners. Developers said the multifamily bond applications are due to Kentucky Housing Corporation the next day, and they expect the land purchase to be repaid into the revolving fund once the property is entitled and closed, allowing the original $3 million to be redeployed for future projects. They estimated rental units could be filled within about six months of completion, while for-sale units would come online over 12 to 36 months. In discussion, members asked about regulatory barriers and project timelines. Presenters pointed to rising construction costs tied to new federal and state requirements, and one member highlighted the need to continue reviewing planning and zoning reforms to speed development plan approvals and reduce delays. The group also endorsed a possible statewide $20 million housing fund, a residential infrastructure fund, and efforts to avoid additional regulatory burdens on housing development.

Transcript Highlights:

• on and need a fully funded state grant program to succeed in earning a postsecondary degree or credential
• navigation assistance, we are ensuring that the state's investment in access results in degree attainment
• I'm happy to take any questions. results in degree attainment. results in degree attainment.

Keywords: 1187, senate, all

Transcript Highlights:

• Those who escape from these three gates of darkness seek what is best and attain life's supreme goal.
• Those who escape from these three gates of darkness seek what is best and attain life's supreme goal.
• Those who escape from these three gates of darkness seek what is best and attain life's supreme goal.
• introduced by Senators Rogich et al., revises provisions governing the treatment of certain military credentials

Keywords: 909, all

Transcript Highlights:

• And last year, very proud of the fact that we awarded more than 46,000 credentials as a part of the work
• And so you are starting to hear students saying, hey, why do I need to go get any kind of credential
• And finally, Workforce Pell requires the credentials be stackable and portable.
• It's ensuring, in a sense, that it's not a one-and-done credential, right?
• So this credential can build to other bigger credentials and open up more career pathways and education

Summary: The committee held a work session on the state of Washington’s community and technical college system with State Board executive director Nate Humphrey and Tacoma Community College president Ivan Harrell. They described the system’s open-access mission, 34 colleges serving more than 307,000 students, relatively low tuition, enrollment growth over 12 consecutive quarters, and strong outcomes such as more than 46,000 credentials awarded last year. They also highlighted system initiatives including guided pathways, I-BEST, dual enrollment, tribal partnerships, a new program search tool, and six colleges named Aspen Prize finalists. At the same time, they emphasized major challenges: high rates of student food, housing, and homelessness insecurity; sharply rising emergency aid requests; and federal funding disruptions affecting TANF, BFET, adult basic education, Carl Perkins, NOAA-related tribal work, and several federal grants. Members asked about SNAP impacts, declining high school graduates, and how BFET and TANF interact with other aid programs. The presenters also discussed system priorities such as AI, Workforce Pell, capital planning, nursing accreditation alignment, and the Washington College Grant. The committee then heard testimony from AFT Washington and the Washington Association of Higher Education on faculty and staff conditions in the community and technical college system. Jackie Kane and Suzanne Sutherland argued that classified staff, professional staff, and contingent faculty are essential to student success but face low pay, instability, and weak retention, and they urged lawmakers to protect existing funding and avoid further cuts. They said working conditions for faculty and staff are student learning conditions, and that underfunding leads to reduced services, shortened advising, and program instability. Marina Parr of the Workforce Board presented on federal H.R. 1’s new Workforce Pell provisions and the updated Career Bridge website. She explained that Workforce Pell would allow federal aid for short-term training programs of 8 to 15 weeks, with high completion, employment, and earnings thresholds and a requirement that credentials be stackable and portable. She said Washington is well positioned to implement the program because of its existing eligible training provider evaluation system and Career Bridge, which now has a redesigned public portal, digital portfolios, multilingual access, and performance data on programs. Members asked about rulemaking, possible gaps in state services, and how the wage and completion standards would be applied. The Washington Student Achievement Council then briefed the committee on the new Washington Completes FAFSA campaign created by executive order. Staff described an advisory board with statewide representation, a pilot that used microgrants and other supports at 25 priority schools, and a new goal of 46,000 FAFSA or WASFA completions this year. They reported that completion rates were tracking slightly ahead of last year, with 24% of high school seniors having completed a FAFSA by the end of November, and they showcased a public dashboard with subgroup data and a WIAA-based leaderboard. Members asked about outreach to rural and homeschool students, legislative communications, Pierce County representation, and barriers to FAFSA completion, and staff said they would provide toolkits and continue expanding outreach. The committee then began hearing from student presenters about affordability, access, equity, and student experience.

Transcript Highlights:

• With this statutory update, Texans will be ready to deliver skills, credentials, and careers to Texans
• A four-year degree or even a two-year degree, a lot of times we're talking about skills attainment through
• great that employers are snatching them up as soon as they get skills, and they maybe get their credential

Bills: HB431, HB648, HB 1006, HB1926, HB2037, HB2468, HB2788, HB2791, HB3255, HB3260

Keywords: HB 431, Texas Property Code, Property Code Chapter 202, solar roof tiles, solar shingles, solar energy device, homeowners association, HOA, property owners' association, POA, renewable energy, residential solar, distributed solar, roof-mounted solar, homeowner rights, architectural control, restrictive covenants, real estate, subdivision regulations, multi-zoned subdivisions

Transcript Highlights:

• So this next chart is going to show teachers' highest educational attainment for the last three school
• So this next chart is going to show teachers' highest educational attainment for the last three school
• So this next chart is going to show teachers' highest educational attainment for the last three school
• So this next chart is going to show teachers' highest educational attainment for the last three school
• These refer to programs that are offered that lead to a specific state teacher credential in a specific

Keywords: 1204, all

Transcript Highlights:

• overseeing this, is that we come together collectively and we work to establish which some real attainable
• don't always account for people that transfer into the state because some states have different credentialing
• that service is not really adequate in terms of creating need for providers to step out, get the credentialing
• that service is not really adequate in terms of creating need for providers to step out, get the credentialing
• required to provide that service. need for providers to step out, get the credentialing required to

Summary: The House Health Services Subcommittee met to approve the October 7, 2024 minutes and then shifted to a broad discussion of behavioral health policy, taking up work previously handled by a behavioral health working group. Representatives Wooldridge and Vaught described major gaps in Arkansas behavioral health care, emphasizing access problems, workforce shortages, rural service barriers, low reimbursement, and the need to move from a reactive crisis system to more proactive community-based care. Members discussed possible 2027-session priorities such as reducing red tape, improving provider licensing and supervision pathways, expanding billing codes and reimbursement structures, and considering interstate compacts and other workforce fixes. A major focus was the state’s crisis and forensic system, including long waits for competency evaluations, the backlog at the Arkansas State Hospital, and the use of county jails for people awaiting treatment. DHS Director Paula Stone explained that Medicaid pays for most behavioral health services, but cannot pay for services in jails or state hospitals because those individuals are treated as inmates of public institutions, leaving state general revenue to cover much of that cost. She outlined DHS efforts including secured restoration beds, therapeutic communities, community mental health center contracts for jail-based services, and plans for an institution-for-mental-disease waiver that could allow Medicaid payment for certain hospital-based services. Members also discussed crisis stabilization units, with DHS noting that Fort Smith and Jonesboro have been more successful than Fayetteville and Little Rock, largely because of location, partnerships, and law enforcement coordination. Questions covered reimbursement for county jails, step-down facilities, civil commitment options, non-emergency behavioral health transportation, and whether DHS should create a bed-availability dashboard similar to hospital systems. DHS said it does not currently have such a dashboard but is exploring the idea. The meeting ended with a commitment to continue the work, with more detailed discussion planned for August, and the subcommittee adjourned.

Transcript Highlights:

• In 2023, the Commission on Teacher Credentialing issued more than 14,000 substandard credentials and
• People who have a credential may want to get a special education credential.
• pupil services credential.
• Loan repayment and educator must hold a preliminary or clear teaching credential or pupil services credential
• pupil services credential repayment and educator must hold a preliminary or clear teaching credential

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• with what I call a readiness factor, but they're leaving with something tangible, whether it be a credential
• higher level, which means it's pushing them toward a little bit more work or more opportunity or a credential
• those concurrent credit numbers that are in there and really have that conversation around the credentials
• The way our schools are rewarded now is for completing or producing academic credentials.
• Now, if they want to come back and stack or skill up or get more academic credentials, that's fine.

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.

Transcript Highlights:

• And then the orange line shows what New Mexico's population over 25's educational attainment is.
• Non-credit programs and industry-recognized credentials that $20 million per year.
• And then the last thing I wanted to highlight was our foreign credential crosswalk program.
• literacy skills and so really not being a player in the job Market all the way to having a full credential
• We can do that using sort of credential crosswalking. There's lots of ways to do that.

Transcript Highlights:

• So, Missyger, you come up here and Ari, how is it that Carnaby attained an A rating, an A grade?
• that if allegations were found unsubstantiated, there's a way that teachers could maintain their credentials

Bills: SB514, SB346, SB1593, SB1782, SB1366, SB1497, SB366, SB1895, SB2048, SB2005, SB2006, SB710, SB1480

Keywords: SB514, school choice, charter school, virtual charter school, OSSAA, extracurricular activities, interscholastic activities, athletics, homeschool, other means of education, alternative education, student eligibility, student transfer, district policy, public school district, adjacent district, blended learning, virtual learning, school sports, academic eligibility

Transcript Highlights:

• Based on credentials, experience, and role.
• With similarly credentialed K-12 educators.
• On higher credentials, we also supported coaching and professional development.
• credentials, what their salaries are.
• Operations or programs that don't attain educational outcomes.

Bills: SB2