Transcript Highlights:

• She went actually back to school when I was in second grade, so I was old enough to know that she was
• So just in terms of sense of scale, we have powerhouse institutions in the state of Florida.
• bad grade, their likelihood of graduation drops almost by half.
• So we wondered why that first bad grade was so impactful.
• And that first bad grade is confirmation to that student that everyone else was right.

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

Transcript Highlights:

• It may not be the primary basis for grading; obviously, it can be incorporated should it be relevant

Bills: SB710, SB843, SB1317, SB1338, SB1410, SB1477, SB1489, SB1593, SB1614, SB1630, SB1632, SB1633, SB1670, SB1726, SB1734, SB1725, SB1735, SB1894, SB1975, SB346, SB2045

Keywords: teacher preparation, teacher education, teacher shortage, teacher workforce, educator pipeline, alternative certification, apprenticeship, residency program, paraprofessional pathway, high school to teacher pathway, nontraditional teacher candidates, Commission for Educational Quality and Accountability, TeachForwardOK, higher education, public school districts, workforce development, grant program, technical assistance provider, mastery-based assessment, emergency clause

Transcript Highlights:

• implement, and adapt to client demands; the Air Force, where I've seen what mission-aligned large-scale
• implement, and adapt to client demands; the Air Force, where I've seen what mission-aligned large-scale
• government, where agencies turn ideas into technology that serves people securely, efficiently, and at scale
• The goal isn't just compliance; it's securing solutions that work, scale, and adapt to our needs.
• The goal isn't just compliance, it's securing solutions that work, scale and adapt to our needs.

Summary: The subcommittee heard a panel on Florida’s IT procurement process from the Florida Digital Service, the Department of Management Services, and the Department of Financial Services. Witnesses walked through the procurement lifecycle, including planning, market research, solicitation, evaluation, award, implementation, and closeout, and emphasized the role of budget timing, contract managers, and subject matter experts. DMS described the state’s enterprise contracting system, noting more than 1,100 active vendor agreements, over 800 involving IT services, and the statutory requirement to request 25 quotes for certain IT purchases. DFS demonstrated the Florida Accountability Contract Tracking System (FACS), explaining how agencies upload contract and payment data and how the public can search contracts and related documents online. Members focused on accountability, transparency, and whether the state is getting the best products and vendors. Questions addressed how contracts are vetted, how technical evaluations are performed, how financial consequences are used for missed deliverables, how public records and confidential information are handled, and how the state screens vendors for foreign-concern or bad-actor issues. Witnesses said agencies rely on technical experts for evaluations, that contract terms should include measurable deliverables and meaningful financial consequences, and that agencies—not procurement staff—generally manage performance, though Florida Digital Service oversees large IT projects of $10 million or more. The committee then shifted to broader policy discussion, including Senate Bill 7026 and proposals to reorganize state IT governance. Several members argued for stronger centralization under a state CIO or similar enterprise authority, while others cautioned against abrupt restructuring and stressed the need for a transition plan. Members also raised concerns about workforce retention, consulting services, recurring project overruns, and the need for better planning and periodic monitoring. No votes were taken; the meeting ended with the chair thanking members and staff and adjourning the subcommittee.

Transcript Highlights:

• Our readiness for large-scale combat operations depends on it.
• And so we appreciate the support with being able to provide the services. bonuses and pay grade equal
• guard forces, and whether our forces are prepared for the reality of fighting and sustaining large-scale
• So we are doing large-scale exercises to make sure that we're ready.
• Some are really exquisite, skilled, senior enlisted and middle grade enlisted that have cyber signals

Keywords: NDAA, military recruitment, personnel readiness, testimony, military leaders

Summary: The committee meeting focused on pressing issues related to the U.S. military's recruitment and personnel strategies, especially in light of the upcoming NDAA for fiscal year 2026. Chairperson expressed appreciation for the service of witnesses including senior military leaders from different branches, emphasizing the importance of personnel as the backbone of national defense. Discussions revealed concerns regarding the recent lowering of recruitment standards across military branches, which could potentially affect the quality of service members and long-term military readiness. Witnesses were asked to address the implications of these changes on military health and efficiency.

Transcript Highlights:

• Without a structure and without a clear goal, it'll be difficult To measure progress or scale success
• The efforts that do exist are very limited in scale.
• I saw about third, fourth grade. That didn't scare you from what I saw.
• there was that system of high grade low grade, so you kind of knew where students were being where they
• We have kids dropping out after eighth grade or in eighth grade and they're not where are they.

Transcript Highlights:

• I was like, where is grade eight? No, no, no, grade eight as in an apple.
• And we know the scale when we're grading A's and B's.
• Because I think you know how the grading criteria works.
• And we know the scale when we're grading A's and B's.
• It's not how we grade our kids, though, right?

Summary: The committee first took up PCS for HB 123, which would change the process for converting a public school to a charter school by requiring approval from a majority of parents at the school, allow municipalities to apply to convert certain schools under limited circumstances, and address surplus school property in districts with declining enrollment. The sponsor said the bill is meant to give parents the primary say and to prevent districts from holding unused property. Opponents, including the Florida PTA, several members, and public speakers, argued the bill excludes teachers, school boards, and other stakeholders, could disenfranchise parents who do not live in the municipality, and could create enrollment, transportation, and equity problems. After debate, the bill passed 13-5 and was reported favorably. The committee then heard HB 597 on diabetes management in schools. The bill would allow school districts and charter schools to procure and store glucagon pens for emergency treatment of severe hypoglycemia, permit trained personnel to administer them, require 911 to be called after use, and add limited liability protections. The sponsor said the medication is inexpensive and could save lives for the roughly 7,000 diabetic K-12 students in Florida. An amendment clarified that public and charter schools are both covered. The bill drew support from the American Diabetes Association, the American Academy of Pediatrics, and the Florida PTA, and members from both parties praised the measure. It passed unanimously and was reported favorably. Finally, the committee heard HB 85 on hazardous walking conditions, which would add walking along freeways, expressways, and their ramps as a hazardous condition requiring bus service for elementary students within two miles of school. The sponsor described personal examples of children walking near dangerous roads and said the bill is intended to prevent injuries and deaths. An amendment narrowed the language by deleting “state highway.” Public testimony included a parent who described her child being hit by a car and urged broader coverage, while members raised concerns about bus shortages and fiscal impact. Most members spoke in support, emphasizing student safety, and the bill was reported favorably after debate.

Transcript Highlights:

• It's entirely an invention of us, the gap between 12th grade and college.
• While you might choose a different school, you're guaranteed, when you finish sixth grade, you're going
• to get into seventh grade.
• that you have completed, or you are on track to complete, the full A to G curriculum with whatever grade
• than happy to share what's already being implemented in the program, how it's showing such a large scale

Summary: The Assembly Higher Education Committee heard several Senate measures focused on student access, workforce needs, and institutional stability. Senator Laird presented SJR 4, which urges the federal government to restore NIH funding cuts and protect California’s research universities; UC testified in support and there was no opposition. Senator Ashby presented SB 761, the CalFresh for Students Act, to connect Cal Grant applicants with potential CalFresh eligibility and expand qualifying programs; the bill drew broad support from higher education, student, anti-hunger, and county groups, with members sharing personal experiences with food insecurity and no opposition. Senator Cabaldon presented SB 520 to create a California Nurse Midwifery Education Fund for a new master’s-level nurse midwifery program, citing maternal health disparities and provider shortages, especially in rural and Central Valley communities. Supporters from the California Nurse Midwives Association and the Black Wellness and Prosperity Center emphasized workforce shortages and maternal mortality; one member raised concerns about the bill’s use of inclusive language, but the bill was otherwise well received. Cabaldon also presented SB 640, which would create a statewide direct admissions process to CSU for eligible high school seniors using existing data systems; supporters said it would reduce barriers, improve equity, and help declining-enrollment campuses, while members raised questions about special education students, rural access, dual enrollment, and measuring effectiveness. The committee voted SB 640 out on a 6-0 roll call. Cabaldon’s SB 744 would preserve California students’ access to enrollment and financial aid if a federally recognized accrediting agency loses approval, by treating affected institutions as accredited for state purposes; the bill drew no public testimony and advanced on a 4-2 roll call. Senator Cortese’s SB 494 would require classified school employees’ disciplinary appeals to be heard by an administrative law judge, matching protections already available to teachers and community college faculty; labor groups supported the bill, while school districts and administrators opposed it over cost, local control, and implementation concerns. The committee also heard SB 550, a revised pilot to allow San Jose State and a nonprofit, state-accredited law school to jointly develop a public law school pathway; supporters argued it would expand affordable legal education and public-interest careers, while UC and independent colleges opposed it as inconsistent with the Master Plan. Members debated access, jurisdiction, funding, and bar pass rates, and the bill advanced on a 4-2 roll call to the Judiciary Committee.

Transcript Highlights:

• I'm going to be talking about the Timber Grading Act.
• This involved travel expenses, buying a subscription to their grading service, and then, and only then
• So it creates. the in-state structural timber grading system.
• On the timber grading handbook. That's our first step.
• It's about that scale and size.

Transcript Highlights:

• Today, we trail peer states by more than a full grade level.
• to read; after the third grade, they're reading to learn.
• They don't want students going to the fourth grade.
• If you're in the fourth grade and you read at or below first-grade reading level, that is an absolute
• so that they don't fail the test when it comes to the third grade.

Keywords: 914, all

Transcript Highlights:

• Chair, so what I'm asking is where are they at at third grade level?
• I'm sorry, the system we have in place I want to know where you're at at the 3rd grade and 8th grade
• Chairman, when controlling for poverty, we show that at 3rd grade, there is not a fade out, which is
• The next page on page four talks about the wage scale and career lattice. Thank you, Mr.
• We have a framework for that wage scale and career lattice.

Keywords: 996, all

Transcript Highlights:

• So I would like to see in the future a real, I would say, separate scale, and I taught English, so I'm
• and I taught I would say separate scale and I taught English<00:26:56.720> so<00:26:57.039>
• , defined by military rank or pay grade, defined by military rank or pay grade, your<00:32:39.120
• <00:32:52.000> We<00:32:52.240> allow Retirement pay grade.
• get nth grade credit for those classes. get nth grade credit for those classes.

Keywords: 958, all

Summary: The committee heard an Office of Education Technology presentation on the Kentucky Education Technology System (KTS) and a request to increase its annual budget from $15.4 million to $30 million, including an additional $14.6 million. The witness described KTS as a statewide service model that provides districts with student information and financial systems, internet bandwidth, regional support, cybersecurity, online registration, learning management and email services, and collaborative instructional technology support. He argued the state’s centralized purchasing saves districts 40% to 60% compared with buying services individually, and said federal internet discounts and district matching funds create a strong return on investment. He also said KTS has faced long-term funding cuts, has not received a cost-of-living increase since 1992, and is now at a “breaking point” where some services may have to be shifted to districts at higher cost. The request was broken into six main items: restoring funding for the computer science and information technology academy; strengthening cybersecurity defenses in response to sharply rising attacks on K-12 systems; funding online registration through Infinite Campus; stabilizing ongoing support costs for Infinite Campus; providing cost-of-living increases for KTS services; and increasing the KTS financial assistance sent to districts, which requires local matching funds. Members asked about the current appropriation, and the witness said it is $15.4 million. One member praised the office’s work and support for districts, while another noted the district had been an early adopter of one-to-one technology. The committee then received an overview of the KRS 156 salary schedule and step-and-rank system for state-operated career and technical education staff at area technology centers. Officials explained that salaries are set under statute and regulation based on years of service and educational rank, with annual calculations tied to statewide teacher salary averages and retroactive adjustments to July 1. They said the current ABR request is $325,000 over the biennium to cover step and rank increases. The presentation noted that KRS 156 salaries are generally comparable to local districts but are less competitive with business and industry, making recruitment and retention difficult, especially for instructors coming from the trades. Members agreed that trade instructors are underpaid relative to the market and said the issue deserves further review, with department officials indicating they are considering possible statutory revisions and a delayed implementation in a future biennium.

Transcript Highlights:

• How much does it affect their letter grade? Oh, thank you.
• ...of distinction when they're graded on it, or is it?
• impacted by—because those letter grades matter.
• —isn't being impacted because— ...because those letter grades matter.
• So I was just wondering, this starts at sixth grade.

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:

• , was the first time Minnesota's ever received that grade.
• , was the first time Minnesota's ever received that grade.
• , was the first time Minnesota's ever received that grade.
• The key element to a high grade, okay. We're going to go to Lee Clor as we have two minutes left.
• <01:40:41.960> okay the key element to uh a high grade okay the key element to uh a high grade

Keywords: 1183, house

Transcript Highlights:

• We also have Leila Mariano, who is in the ninth grade.
• We also have Jadrian Peacock, who is in the 10th grade.
• Quincy Meny Mules, who's in the 10th grade at Laguna Acoma. Chad Wakanda is in the 10th grade.
• Drake Sosi is in the 11th grade and joining us today.
• at Robertson High School with a 4.2 grade point average.

Keywords: 996, all

Transcript Highlights:

• Those investments show that EFI you can deliver on night national priorities at scale.
• So looking ahead, we are focused on deepening and scaling what is already working.
• This is also the case was scaling additional operational tools so that we can create efficiencies to
• This since in complex high sticking Ron Man and scaling them put much brought up the case since that
• And you can think of that is roughly equal to 2 grade levels of improvement.

Transcript Highlights:

• And if you scale that down, it's pretty significant.
• And you've heard it today in funding eligibility at the community scale.
• Here in Texas, we already know that our grades actually went down.
• Um, so second, while, seawater desalination has not been implemented at a scale.
• ACEC recently gave wastewater infrastructure a grade of, as you heard.

Transcript Highlights:

• And I think we should explore doing it in 7th grade, and I say 7th grade because our 6th graders, some
• are in stand-alone schools, some are in 5th and 6th grade schools, some are K-6, but by 7th grade, they're
• Then we'll give them access to the grade-level content.
• That means they're, you know, their skills of 1st grade and 2nd grade.
• These are kids, 8th, 3rd grade, 4th grade, 5th grade.

Transcript Highlights:

• > in<00:15:43.000> large<00:15:43.360> scale expectations is expected in large scale
• we don't have the economies of scale we don't have the economies of scale that<00:45:48.319>
• We will need additional funding to update kindergarten through second grade and grades six through 12
• to update kindergarten through 2 grade to update kindergarten through 2 grade and<01:32:05.760><
• phonics in all of our Elementary grades phonics in all of our Elementary grades and<01:32:11.600

Keywords: 1187, senate, all

Transcript Highlights:

• I teach first grade and I also am in support. Thank you.
• Roger McCoy, still a fifth-grade teacher.
• But there is one first-grade teacher who is also the second-grade teacher.
• One first-grade teacher who is also the second-grade teacher, who is also the third-grade teacher—that
• Linda Valdez, first-grade teacher, Santa Clarita, in support.

Summary: The committee hearing covered several higher education bills, with extensive testimony on student aid, affordability, and institutional debt. AB 587 would add veteran representation to the California Student Aid Commission; the author said the change would bring lived experience from the veteran community to student aid policy, and members raised a concern about keeping the commission’s membership odd-numbered, which the author said would be addressed by amendment. AB 791 would standardize cost-of-attendance housing calculations using objective data and improve notice of the adjustment process; supporters said current budgets often underestimate students’ real living costs, while UC, CSU, and independent colleges opposed or had concerns about the bill’s prescribed methodology, fiscal impact, and a 14-day turnaround for adjustments. AB 850 would create a one-term grace period for students with institutional debt to re-enroll while arranging repayment, bar reporting that debt to credit agencies, and require more transparency; proponents described students being blocked from continuing school over debts, while CSU, UC, and private-college representatives said they already use holds and payment plans and worried about added liabilities and budget pressures. AB 537 would extend the California College Promise Program to part-time community college students; supporters said most community college students attend part-time and should not be excluded from fee waivers, while the committee noted fiscal concerns but ultimately advanced the bill. AB 7 would allow universities to consider whether an applicant is a descendant of American chattel slavery in admissions as a reparative measure; supporters framed it as lineage-based reparative justice, while opponents argued it would function as a racial proxy and conflict with Proposition 209 and equal-protection principles. The committee took roll-call votes on the measures, advancing AB 587, AB 791, AB 850, and AB 537 to Appropriations, with AB 850 and AB 537 receiving fewer votes and the roll left open for additional members.

Transcript Highlights:

• As I said, Prop. 98, on the other hand, is protecting pre-K through 12th grade as intended, and it's
• As I said, Prop. 98, on the other hand, is protecting pre-K through 12th grade as intended, and it's
• levels into the 2040s before it really gets through the high school grades.
• Inflationary pressures already mentioned, while inflationary has been tapped... grade levels into the
• But, as you mentioned, there's economies of scale, right?

Summary: The Assembly Budget Subcommittee on Education Finance met for its annual Proposition 98 overview, with Chair Alvarez outlining the committee’s focus on K-12 funding, student outcomes, and use of one-time funds. Superintendent Tony Thurmond gave an update on education issues, including wildfire recovery support for affected school communities, ongoing concerns about federal threats to education funding and immigration enforcement, progress on literacy and math, dual-language immersion, educator housing, and support for dual enrollment. Members broadly expressed support for these priorities, while also raising concerns about implementation, funding stability, and the need for schools to remain safe places for students. The committee then reviewed the Governor’s Proposition 98 proposal. The Department of Finance said the 2025-26 Proposition 98 guarantee is projected at $118.9 billion, with higher revenues and TK-related rebenching driving the increase. The LAO said the budget adds about $7.5 billion over two years and discussed the volatility of the guarantee, especially in 2024-25, when changes in revenue could have an outsized effect on school funding. Members questioned the proposed $1.6 billion delayed settle-up payment, the legal basis for delaying it, and the impact of possible federal funding freezes. The LAO presented alternatives such as a reserve deposit or delayed disbursement, while Finance said the proposal is intended to manage uncertainty. Members also raised concerns that ethnic studies implementation was not funded in the January budget, and Finance said the administration was not proposing funding for it. The committee next heard on the Proposition 98 rainy day fund and education deferrals. Finance said the reserve would receive a mandatory deposit of about $1.2 billion in 2024-25 and a discretionary deposit of $376 million in 2025-26, leaving a balance of about $1.5 billion. The LAO supported rebuilding the reserve as a way to manage volatility. On deferrals, Finance described the Governor’s plan to eliminate remaining deferrals by 2025-26, and the LAO said paying them off improves cash flow and budget resilience. Members generally supported eliminating deferrals and rebuilding reserves, though some asked about acting earlier if revenues allow. The committee also reviewed the proposed $1.8 billion student support and professional development block grant; Finance said it would fund professional development, recruitment and retention, and dual enrollment, while the LAO recommended clearer language on local discretion and use for one-time costs. Members were divided, with some supporting flexibility and others warning that one-time block grants can create instability and confusion for districts.