2021-07-13 00:00:00 - Joint Committee on Higher Education
2021-07-13 00:00:00 - Joint Committee on Higher Education
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Well, good morning everybody. I'm Dave Rogers, the House chair of the Joint Committee on Higher Education and I will be chairing the hearing today. Um Of course, joined by my co chair uh senator Anne Gobi Uh Today's hearing includes a variety of bills relating to institutions of higher education as was stated in the hearing notice, I would just like to remind anyone who signed up to testify that there is a three minute limit on testimony. And this includes of course any of our colleagues in the Legislature who want to testify. We do have a fair number of people who signed up for today's hearing. So it's important that we adhere to that time frame as best as possible and keep in mind, you can always submit written testimony uh and everything that is62 submitted in writing is read by both the committee staff and members of the committee and the chairs of the committee. Uh So as typically as a courtesy to other legislators, we take them first um and then proceed to members of the public who wish to testify. Um I would like to briefly introduce the members of the committee on the House side over here86 and then also turn it over to Senator Gobi and she can introduce any senators that are here. So we have our vice chair uh Representative Carmen Gentile. We're also99 joined by Representative Sean Garballey of the committee. We are also joined by Representative kelly, ps uh and Representative Mindy Domb and Representative Maria Robinson. I believe that's all of the House members who are on the call as others join. As is often the case in these hearings, we will124 introduce them and senator. Um if you want to introduce any of your colleagues who make sure I'll be I'll be happy to do that.
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know that some are on and some will be coming on as we go but to the vice chair, Senator Comerford, Senator Kennedy senator Pacheco. Senator Rush and Senator Fattman thank you all for for your interest in looking forward to today's hearing. Thank you.
Great thank you Senator. And without further ado we'll get right into testimony. Um Again given the nature of the hearing sometimes it's difficult to tell there's a lot of squares on my computer here. I I can't always be certain that the individuals who signed up are on the call yet. Um mm. Um But I'll call your name if175 that person is not here yet they can always testify later and finally um also want to note that we've been joined by a member of the committee. Representative Patricia Duffy. So uh the first on the list to testify is Representative Pat Haddad representative. If you're here please proceed
she may not210 be here yet. So we'll go to the next person on the list and that's Representative paul tucker. Representative tucker please proceed.
[REP TUCKER:] [HB1331] [SB846] Thank you Mr. Chairman. Good morning everyone. Good morning to everybody. That's on the Zoom today. Mr Chairman. I'm here on behalf of House 1331 filed by my great colleagues, Rep Haddad and rep Garballey and also the Senate version of this bill. Senator Lovely Bill Senate 846. This will allow folks with either autism or intellectual disabilities to have access to higher education and participate. Um And I come to you having a little bit of a different perspective. Um I've been a member of the adjunct faculty at Salem State University for about 24 years and a few years ago I had a student, I'll call him Mark who was involved in the the program that we're really looking to expand here.
Mark came into my class. Um, he's a person with some intellectual disabilities and I watched him over the course of the semester from coming in a little hesitant and a little shy to building with excitement with confidence. Um, leading to an excellent semester not283 only for him but for me as well. And it culminated in a ceremony that we had for him and if if anybody could have seen what this access and what this opportunity did for this young man, um, it's just extraordinary. I strongly urge passage of this bill. This is302 an opportunity for, for304 enrichment to get folks equal access to, to expand their horizons. I subsequently had a couple other students. It's just been a wonderful program and I hope that the committee will take a look at this and also take a look at the amount of petitioners that have signed on in support. I appreciate your time and I urge passage. Thank you.
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You're muted chair
cameras as you need it.
Thank you apologized. Was going to say representative tucker. I didn't know you were you taught what what uh what subject did358 you teach? So I teach a variety of criminal justice classes at Salem State University and at North Shore Community. Um this particular class that Mark was in was introduction to criminal investigation. Um I like to think it's pretty interesting stuff and I look forward to having my students back in person. The the virtual didn't work for me. Mr Chairman. I want to see if my job is actually work in real time. So I'm looking forward to getting back. I taught constitutional law pretty much everything in the in the portfolio. We have a we have a great uh great group of students and and and everybody has done very very well even through the pandemic. So thank you for asking. Thank you. That's great. And I do see uh Vice Chair. Representative Gentile has a question. Please proceed.
[REP GENTILE:] Thank you very much. Mr Chairman, I wanted to thank, Representative Tucker for his testimony today and also make the observation that are former Representative Tom Sannicandro, a former chair of this committee uh completed his doctoral dissertation at Brandeis University on this subject of intellectually uh of people with intellectual disabilities attending attending uh schools of higher education colleges and universities. And and I note that his dissertation uh presented the evidence that these individuals earn substantially higher incomes and our leave uh leave more self dependent independent lives than those than their peers who do not are not able to attend colleges and universities. I want to thank Representative Tucker for his testimony. Thank you. Mr. Chairman. SHOW NON-ESSENTIAL DIALOGUE
Thank you any other questions. I don't see any further questions. And so thank you Representative Tucker very much. And uh next up on the list is Representative Tom Stanley.
[REP STANLEY:] [HB1363] Good morning. Thank you. Mr. Chairman. Good484 morning madam. Chair and other members of the committee. I'll be brief. Let me just say straight out. This bill is I did not file this bill to directly support Representative Tucker. I did not realize that he was an adjunct professor. Um So House 1363 a little background. Growing number of higher institutions are relying on adjunct professors, Roughly half of faculty and private institutions. part time adjunct professors constitute the majority of faculty and at least 26 private non profit schools. And you know, adjuncts deserve to be able to get pay raises have improved benefits, job security in professional development, just like everyone else.
Um They are paid by the costs most less than $5,000, some closer to 3000. Uh And many, many adjunct professors rely on Medicaid and food stamps to support themselves and their family. And you know, here in Waltham where I'm from, we have Brandeis University and Bentley University two renowned schools And the average cost of a two bedroom apartment is 2500 it's probably more than that per month. Um And the Bentley adjunct professors get paid 5600 a course at least a few years ago, might be a little bit higher now. Um So what what will this bill do?
It would end the practice of higher institutions paying adjuncts less than tenured professors. It would create equal pay for equal work. Students and families get discounts, don't get discounts, rather in classes that are taught by adjunct professors. And we believe that I believe that the uh higher institutions should not benefit from that. So that's it. Short and sweet. I think it makes a lot of sense and I hope that the committee gives it full consideration. Thank you very much.
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Thank you. Representative Stanley appreciate your testimony. Any questions from the committee,
uh, seeing none. Thank you again. Representative Stanley for your testimony. Uh Next up we have Senator
Harriet Chandler.
I think she's muted. Senator. You're mute. Let me try it.
I mean there. Can you hear me now? Yes. Okay. Thank you.
[SEN CHANDLER:] [SB821] Thank you very much. Um, I'm here today to testify on behalf of Senate Bill 821 an Act ensuring students' access to academic transcripts. The student debt crisis is crushing students across the state. We must explore every policy avenues or lessen the financial burdens faced by students and graduates. This legislation would allow students to acquire transcripts from their institutions of higher education, even if those students have not fully paid their bills for every semester. As highlighted in the Boston Globe, it is a common practice for many institutions of higher learning to withhold transcripts from students simply due to the existence of an unpaid balance to the school.
I often hear, how am I able to get a job so that I can pay my school debt if I am unable to provide my transcript. In Massachusetts public colleges the current graduation rate of students seeking725 to complete a bachelor's program is 38.2% in four years and 58.3% in six years. Moreover, finishing school can be extra challenging for students from low-income communities. The inability to pay is one of the largest factors that students are741 unable to finish their education. Unable to pay for their most recent semester students are often forced to drop out, leaving them with an outstanding debt to their former school. To students from low income communities this further contributes to a cycle of poverty and inequity.
When transcripts are withheld, students are denied access to credits which they've already earned and paid for. Inaccessibility to transcripts essentially places them in a hostage situation. Without a transcript students can find it difficult to find an alternative means to complete their education at a more affordable institution. It should be easier, not harder for a student to complete their education. Further they are prevented from providing their787 transcripts to potential employers, limiting their job opportunities and negatively impacting their finances. In our commonwealth, no student's future should be limited solely because of their inability to pay.
The proposed bill would prevent institutions of higher education from continuing this practice. You'll hear more about it from others this after this morning. While schools would be able to withhold credit that have not been paid for, which makes sense. They would not be able to prevent students access to credits they earned818 in previous semesters for which they have already paid. By ensuring access to these transcripts students have the opportunity to use credits which they've already earned and paid for to secure for themselves a better future. Access to transcripts can be a significant step to break out of a cycle of poverty. For all these reasons, I encourage the committee to give a favorable report, the Senate Bill 821 an act ensuring students access to academic transcripts. Thank you.
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Thank you. Senator Chandler. Do we have854 any questions from the committee?
[SEN GOBI:] Mr. Chairman. I just I858 just want to thank Senator Chandler. I know that you have filed this in the past and this um committee has been um um has embraced it in the past and we'll take another look at it this time around. But I want to thank you for bringing this to our attention and it is an important issue. So thank you for that senator.
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Thank you very much this and rebuilding. Well uh thank you again. Uh uh Senator Chandler, we appreciate your testimony very much. And the next person to testify is Representative David Lab of. Well he may not be here yet. We'll circle back if he joins later. Um Next up is Representative Andy vargas.
Representative please go ahead.
I think you're muted.
Mhm.
Well we'll skip ahead um and circle back to Representative vargas. Next up on the list is Representative Howard, Representative Stephen Howard, Please go ahead.
[REP HOWARD:] [HB1340] Good morning Mr Chair and Good morning madam chairwoman. Thank you for seeing me out of turn. Um and to all the committee members as well. I'm here to speak on my bill. H 1340 which is called the NIL Legislation which is name, image and likeness. Uh This bill, if you're not familiar has to do with college athletes and using their name image and likeness for additional money as they bring in for the universities. This was brought to my attention by my aide Uh saw the article about the UMass Tennis team which was stripped of three years of victory including an NCAA championship because one of their athletes self reported an incident of a phone jack off campus to the tune of $252.
And because of that they stripped all these victories. The NCAA has changed some of1018 their rules regulations most recently because they've been under pressure. Uh, this bill uh huh makes it a little bit stronger for Massachusetts uh, athletes. 24 states have already passed NIL Legislation. Uh, the NCAA change dtheir policy at the end of June. But a state law would require will be required to ensure that college athletes in Massachusetts have the same protection as those states who have passed NIL Legislation in the case the in case the NCAA changes the rules in the future.
The NCAA restricting Massachusetts college athletes from profiting off their name image and likeness in the future would be an unnecessary restriction on the free market along with an abuse of these students athletes right. Massachusetts is home to 42 Division 1 programs where many athletes are playing unlimited or no scholarship. Massachusetts, colleges and universities could become attractive destination for star recruits across the country, bolstering the athletic programs, programs across the state. This would allow for programs such as UMass to better compete with its1090 peers and raising more revenue and increasing enrollment while supporting student services and faculty research at colleges across the commonwealth.
Future restrictions on NIL from the NCA Awould infringe on1101 student athletes First Amendment. This bill has 13 additional cosponsors from across the state and the it is bipartisan from most conservative to most progressive. And uh, it's an ability, especially for those uh student athletes who come from a lower income echelon to help pay for their college education. So I hate to use the term, but it's a win win, not only for1133 the universities but for the student athletes. And I hope you will uh, put this out favorably so we can move forward and take care of this glaring problem that Massachusetts has experienced1144 over the years and these athletes as well. Thank you. SHOW NON-ESSENTIAL DIALOGUE
Thank you. Representative Howard any questions from the committee? Uh, mr mr Chairman. Sure. Uh, Anne Gobi
[GOBI:] Thank you and thanks rep for that. As you know, you know, with the recent Supreme Court ruling, they kind of were silent on this specific issue and um, we will absolutely take a look at what some of the states are doing. The the NCAA. Board of Governors had allowed the NIL back in 2019. But it seems that states still have to adopt some of these laws on their own. So we'll take a look at what you've done. And obviously, um as you mentioned, there are a number of other states that have passed NIL Legislation so there we don't have to reinvent the wheel, which is a good thing. But thank you for that.
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Thank you.
Thank you Senator. And and thank you representative for your testimony. Um, seeing no additional questions. Uh, next up, I believe we have been joined by representative vargas. So representative vargas, Please go ahead.
[REP VARGAS:] [HB1369] Good morning. Mr. Chairman Chair Rogers, Chair Gobi and honorable members of the committee. Uh, I'm writing today. I'm actually speaking today. I'm reading off of my testimony, but I do that all the time. Uh, I'm speaking today in support of House Bill 1369 an act relative to reporting equity in higher education. This bill is very simple. The passage of this bill would ensure that the Department of Higher Education collects and publishes data on student demographics and outcomes. The Department of Higher Education adopted a statewide strategic plan focused on equity to reflect in their policies, programs and initiatives. The expectation is that by doing so, the Massachusetts system of public higher education1267 will enhance economic and social mobility for all citizens, but particularly for those that have historically been underserved and underrepresented, especially students of color throughout all levels of education.
As a part of this initiative, the department publishes data on success and higher education across race, gender and more. In other words, the department is doing this work already right now. We just want to make sure that it's codified into law. In order to address disparities across race and gender and higher education outcomes, we have to be able to identify where these inequities lie. The Department of Higher Education currently publishes data that provides information about outcomes for students and how those outcomes compare across gender and race. However, the current Department of Higher Education Administration chooses to voluntarily publish this data. However, this practice is not statutorily mandated.
Therefore, the benefits and equity initiatives are subject to the discretion of the administration and its leadership. A future administration may choose not to collect or publish equity data or not publish it for bandwidth or capacity reasons. Under H 1369 the Department of Higher Education will be required to collect and publish this equity data annually. This guarantees the ability to use this data to advance equity initiatives and foster higher education environment in which all students can thrive. Thank you for your time, attention and careful consideration. I hope the committee will advance this code.
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Thank you Representative vargas uh for your testimony. Uh And uh I do see we have a question from representative Domb
[REP DOMB:] Thank you. Mr Chairman and Good morning Rep Vargas. Um I just wanted to know I had a couple of questions. The first one was legislation1369 calls for data collection in any areas that are not being collected right now. So if it's looking to close any gaps, since you mentioned that DHE is doing it voluntarily. So I'm wondering if the bill also adds additional factors. And I'm wondering if you could also just give us a sense of how the data that's been collected currently has been used to close gaps. Thank you.
[VARGAS:] That's a great question. I'm on the second one. I'll let DHE uh answer that one on how they sort of are using the data to close those gaps. I think it depends across institutions, I know institutions across the commonwealth respond to their equity gaps in different ways. For example, here in Northern Essex Community College has many great initiatives to make sure that we're enrolling students of color, but also ensuring that they're the wraparound services available for students to actually graduate. The data that this bill would require includes the number and percentage of full time degree seeking1430 students who are completing college level math and english by the end of the first academic year.
The number and percentage of full time1438 first degree seeking students who are returning to the same institution or transferring to another institution. Uh the number and percentage of students at a college as either first time or transfer students who graduate. Uh It1450 also requires DHE to collect and publish data comparing these numbers for white students, black students and hispanic students uh and Asian students. And requires the DHE to collect and publish data comparing these numbers for male and female students. Uh and also1464 compares these numbers for Pell Grant recipients and Pell Grant ineligible students. So my understanding is that this year, DHE did a great report and is committing to equity and most, if not all, of these. We just want to make sure that they get codified into law.
[DOMB:] Thank you so much. I really appreciate the bill because I think one thing1486 that we're all sort of focused on is our efforts around equity can only be as good as our ability to assess our efforts of equity and data collection and reporting provides that for us. So thank you.
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Thank you. Mr.
Thank you. Um I don't see any other questions. So again, Representative vargas, thank you very much for your testimony. We appreciate it. And next up we have Representative Alan Silvia.
[REP SILVIA:] [HB1365] Thank you. Mr Chairman Madam, Chair members of the committee. Um I come before you on house bill, age 1362 an act relative to college tuition and admissions. Um very briefly, you know, in making a decisions relative to admission, scholarship grants um our institutions of higher learning in the commonwealth um to give shall identify and give priority to students or prospective students residing in the commonwealth whose biological parents are deceased or had their parental rights terminated due to abuse or neglect or1570 who have been or have been legally adopted by blood relatives um and assigned permanent legal guardian by the courts.
As we know so many more and more grandparents have custody of children as a result of social issues. Covid also, also has uh lended to that increase in number. And I know that we see this not only in Gateway Cities, but we see see it throughout the commonwealth more and more. This would many of these students are at a disadvantage1609 not only because of what has occurred in their life, but disadvantaged with resources where grandparents cannot afford, uh, the assistance that is needed. This would require of course our institutions, as I as I said, uh to give, to look at them, to give them priority uh especially for admissions and the financial assistance.1636 And I hope that the committee looks upon this bill favorably. Thank you.
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Thank you. Representative Sylvia. Any questions from the committee? Uh, seeing none. Um, thank you again so much for your testimony. Next up we have senator Kennedy.
[SEN KENNEDY:] [SB841] Yes. Thank you. Chair Gobi Chair Rogers and fellow members of the committee. Um, I'd like to speak today in favour of Senate Bill 841. An act investing in public higher education. This legislation takes a meaningful step towards recognizing the value of1683 adjunct adjunct faculty to our public higher education landscape by expanding their access to healthcare benefits, which many adjunct faculty members at our public institutions are currently not eligible for. At state universities, community colleges and the University of Massachusetts campuses a substantial portion of campus faculty is comprised adjunct instructors. In my district, the University of Massachusetts, Lowell employes at least 475 Adjunct faculty members, representing roughly 45% of the teaching staff on campus, according to the Adjunct Faculty Union.
While the exact percentages of courses that are taught by adjuncts fluctuates and is difficult to estimate precisely these statistics and similar figures at other campuses, make it irrefutable that our public higher education1737 system is dependent on the talents of adjunct faculty and that these part time instructors contribute considerably to the education of students enrolled in our public institutions. As this committee is aware, a significant1752 majority of graduates from public institutions remain in Massachusetts after earning degrees. According to an annual report on performance indicators published by the University of Massachusetts president's office in 2018. Nearly 3/4 of graduates of the system stay in Massachusetts.
These graduates helped form the foundation of our commonwealth's economy, filling jobs in key sectors and advancing Massachusetts industry as entrepreneurs and innovators. We increasingly rely on adjunct faculty to ensure that1786 our students are prepared to participate in our state's economy and civic life in a meaningful way. Despite adjuncts dutifully fulfilling this vital role on each one of our public campuses, they are often not able to access the same benefits as other workers. In particular because of the atypical nature of the work schedules of adjuncts, these instructors are often not eligible for employer based health insurance.
Senate 841 would address this glaring inadequacy by expanding access to healthcare insurance under the Commonwealth Group Insurance Commission to include faculty that teach two-three1825 credit courses in a semester or four courses in an academic year. This bill stipulates that the commonwealth, not the institutions of higher education, shall bear the associated costs a relatively modest investment when we consider their collective value. For these reasons. I hope that you will join me in supporting this legislation. Thank you very much.
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Thank you. Senator Kennedy, I appreciate your testimony. Um Any questions from the committee Seeing none. Thanks again for your testimony. We appreciate it. And um also want to recognize that a member of the committee has joined us. Representative J. Livingstone, thank you for joining us. And um next up to testify as Gloria Cabral. Hello, I'm Gloria Cabral Cabraal but my testimony will be read by um Representative carroll. Fabiola.
Okay,
Representative Feola, are you there?
I don't believe Representative Feola is here right now. Um so um if I come back I can get my, I pull up my testimony but I'll come back in about a minute. Is that okay or whenever you're ready for the next? Yeah, that's fine. No problem at all. So, well we'll keep an eye on it on when you return or Representative Feola returns and we'll hear the testimony at that time. Uh Next up is Angela Ortiz. Hello. Good morning. Good morning.
[ANGELA ORTIZ (MDDC):] [HB1331] [SB846] Thank you. Chair Rogers, chair Gobi and committee members for holding them in giving me an opportunity to share support for Senate Bill 8461968 and House Bill 1331. My name is Angela Ortiz and I'm a policy analyst for the Massachusetts Developmental Disabilities Council. The council is federally mandated to educate policymakers at the state and federal level about the intent of legislation and its impact on people with developmental disabilities. The council also works to improve systems of support for1997 these individuals and their families by bringing together lawmakers with advocates to ensure people with lived experience have a strong voice at the table in decisions about policy that direct, excuse me, that directly affects their lives wellbeing and future.
The MDDC believes that these bills will have a positive impact on people with disabilities once it is passed. This legislation expands the inclusive concurrent enrollment grant program, supporting partnerships between high schools and public institutions. Um, excuse me, public institutions of higher education to include students with disabilities. Not only does it provide this community with inclusive higher education opportunities, it also fosters employee development, improves employee wages, supports independent living skills and enhances the learning environment for all meaning non disabled peers as well.
No longer will individuals be denied opportunities in public higher education solely due to their intellectual or developmental disabilities. Since this bill would remove barriers for students with severe disabilities to participate in college courses, such as minimum GPA requirements and passing the MCAS. This is good public policy that will make life better by opening many doors2087 for individuals wanting what we all want opportunities to reach higher and be contributing members of our society. I welcome the opportunity to schedule a follow up meeting with members if additional questions arise, thank you.
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Thank you for your testimony and certainly will look forward to follow up meetings and they may even be in person come september or october. Um so thank you. Um Any questions from the committee?
Um seeing none. Uh next up is kate Bartlett.
Here we go.
[KATE BARTLETT (MDDC):] [HB1331] [SB846] Good morning. Chairman Gobi. Chairman Rogers and committee members. My name is Kate Bartlett and I am a member of the Massachusetts Developmental Disabilities Council. I want to take this opportunity to speak with you about MDDCs support of this legislation and the importance of higher education for people with autism, intellectual and developmental disabilities. I am 35 years old and I live independently in my own apartment. Work in the benefits department at Aquent a staffing company headquartered in Boston. I have a great social life and a fiance. My life is very similar to my brothers, cousins, and friends is probably very similar to yours.
I believe a very important reason for my situation and success is the education I obtained in Arlington2194 Public Schools and Middlesex Community College. I worked very hard in school and I had great support from my teachers, my teaching assistant, my classmates and my family. My education took place in typical classrooms. Because of this, I was able to pass MCAS and graduate at 18 with my peers. I enrolled in Middlesex community College. dduring my first visit to Middlesex my mother and I met with a disability services and we're told that I could not take dance class because I hadn't taken the english prerequisite2233 courses and that there was a paper due.
There was no prerequisite listed in the catalogue for the2241 dance class. I believe the director of disability support was trying to discourage me from enrolling. We went down to the enrollment department and found a and signed up for the Computer essentials class, which also had no prerequisite. Joane Mushi, Director of Academic support, did a presentation in that class about the tutoring available for students and she provided very variable direction for us from that point on. Had we not been persistent, I may never have enrolled. I am so glad I did. Without college I wouldn't be where I am today.
The computer skills I learned in college, we're really important and the computer skills helped me to get the job I have now. I worked really hard and mom helped me study. I ended up meeting all my degree requirements except one math. I was informed that calculators are not allowed in the required fundamentals of math class even though they are allowed any college level math class. My disability testing states that I need a calculator for all math based assignments even in non math courses.2326 I lost a graduation in 2013 because I was three credits short. I don't yet have associates degree.
I know I got further in college than most people with Down syndrome. I was qualified2344 had documentation about my disability and accommodation needs and yet I still ran into roadblocks. Unfortunately, there are still barriers to higher education for people with disabilities, even for people who have met the requirements to attend college. I credit my education college included as an important reason I am working living independently and supporting myself financially. I can't imagine the barriers that exist with students with more challenging disabilities. Thank you.
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Thank you for your testimony and for sharing your remarkable story. Um, we really appreciate hearing it. And I see a question from Senator Comerford. Okay. Um, Mr Chair. Thank you so much. I also2399 see chair GoBI. I'm happy to go after the chair. No. Okay,
[SEN COMERFORD:] So Mr Chair, thank you. Uh, it's not so much of a question as just a cheer for you kate. Really appreciate you sharing your personal story with us. It just shows how2419 important this beautiful legislation is. Um, there are too many barriers your capacity and the support of your community is helping2426 you push through with your leadership on a path that you deserve, that you're charting. And I so much appreciate you sharing your story so that this committee can do the right thing and help continue to break down barriers for folks who want an education. So I just want to say thank you.
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Yeah,
and Senator Gobi.
[GOBI:] Thank you. And I'm going to echo my my friend, Senator, Comerford's comments,2458 Kate. Also Kate, I would have needed a calculator to I still need a calculator for all sorts of math. Um, but but thank you for that. Now. It was, um, that is helpful because, you know, sometimes we do hear from people and they'll say, well, you know, my son and daughter was able to take a class, so why do we need this kind of legislation? And you just really articulated exactly why why it's needed. So I really appreciate your testimony today. Thank you.
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Well, come on.
And representative Garballey
[REP GARBALLEY:] Thank thank you Mr. Chairman Katie. I don't have a question. I just want to say thank you. You are the epitome of greatness and you have testified before this committee many times. And uh, we are so lucky to have you. Rep Rogers and I, we always argue whose constituent you, you know, who represents you. You know, I represent you Katie and day and Rep Rogers represents your parents. So we we split this up. Uh, thank you so much for2533 testifying. Um, you know, I'm gonna stop because I think you just sold the legislation. So thank you so much.
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You're welcome. Thank you. Okay. You can get yourself well,2550 thank you again for that remarkable testimony and I certainly can't imagine a more powerful spokesperson for the legislation, but2555 I know we have a lot of other folks here supporting it and we look forward to hearing from them as well. Next up we have Caitlin lee from the arc of Massachusetts.
[KATELYN LI (THE ARC OF MASSACHUSETTS):] [HB1331] [SB846] Hi. Um, so thank you to the chairpersons and members of the committee. Um I'm also here to speak on behalf of House 1331 and Senate 846 um an act to create more higher education opportunities for students with intellectual disabilities, autism and developmental disabilities. Um my name is Katelyn Li and I'm a current policy intern with the Arc of Massachusetts and I'm also a recent graduate of Harvard University's class of 2021. I believe that this bill is necessary because I have personally seen how our current educational landscape provides students with intellectual and developmental disabilities with limited opportunities for a growth.
My older sister, Stephanie, is autistic, she has endless curiosity and she's always asking questions about a wide range of subjects ranging from anatomy to geography. Um after she finished her four years of high school in 2011, she was eager and ready to explore new environments to take new classes and to challenge herself academically. However, at the time, attending college was not an option for her and she continued in the same high school for another four years until she turned 22. Um, so now Stephanie continues to live at home and she attends a day program nearby. But it has been tough for her to watch me go off to university while she stays behind.
My greatest desire has always been for my sister to be able to pursue her passions and academic interests in the same way that I have been2655 able to as well as for her to have access to the individualized2660 supports that I know will allow her to thrive in higher education settings. People with intellectual and developmental disabilities, including autism deserve the chance to learn amongst their non disabled peers as well as to have an equal shot at worthwhile employment opportunities down the road. I know that this bill will be essential in making that a possibility and that's why I hope to have your support in passing this bill this year. Thank you.
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Thank you very much for your testimony. So you just graduated from college this year. Exactly, yeah. Must have been a pretty disrupted senior year I'd imagine. Yeah, it was it was all worth virtual. Yeah. My nephew just had to deal with that as a graduating senior. Well, I'm sorry you had such a disrupted year, but congratulations on graduation and so quickly putting your skills to use uh, in this important way. So it's nice to hear from you. Um, are there any questions from the committee? Um, seeing none at this time? Thanks again for your testimony. Uh, next up, we have more a Sullivan from the arc of Massachusetts.
[MAURA SULLIVAN (THE ARC OF MASSACHUSETTS):] [HB1331] [SB846] Hi there. Thank you so much. It's so good to see everyone. Good morning. Good morning Chair Rogers and chair Gobi and members of the joint committee. And thank you for the opportunity to come before you on this platform um, to support H 1331 and S 846. You've already heard some incredible testimony. Um, I'm Maura Sullivan I'm the director of government affairs for The Arc and I also represent Advocates for Autism of Massachusetts. But my best job is being mom of two young men with autism, Neil and Tyler. This bill sponsored by Rep Garballey Rep Haddad and Senator Lovely is a priority for The Arc and a AFAM and has been from multiple sessions.
It codifies that successful state grant2781 program. You heard of Massachusetts inclusive concurrent enrollment initiative. And as you heard from Rep tucker and Kate Bartlett and others, it creates wonderful opportunities for individuals with autism and IDD. The opportunity to learn and grow with a college experience is obviously very powerful for students with disabilities. But these students can also bring a sense of community and kindness to campus. They help everyone find compassion and creativity and respect and we all need more of that. Our society needs the next generation to be the strongest of advocates for all types of diversity.
Over the years, there have been many champions for this bill and also many hold ups. Maybe the higher ed community has been afraid to fully take this2831 step. Fear is the number one cause of implicit bias and discrimination. So let's open2836 up this program and burst that bias wide open too. We have an opportunity as a state to follow through on a program that we know is working. More states are opening doors to this pathway. Over 260 colleges offer campus programs and we can shift employment rates from 18% to over 60%. We have almost 1300 students this year turning 22 and growing every year.
So that's a lot of employment or unemployment depending on the passage of this bill, My son Tyler is turning 18 in November, and if he has an opportunity to attend college, like his sister, his self esteem and confidence will go through the roof. When he entered Kindergarten, he was able to be included in a classroom with the support of a one to one aide. And unfortunately after just a month or so, his teacher told me that inclusion just wasn't going to work out for him. It hasn't yet. But for the last 12 years Tyler has been the hardest working and most motivated learner that I know.
So this time I think he deserves all the opportunities that come with inclusion and come with higher education and you have the power to make that possible for so many individuals like Tyler with your favorable vote. So thank you for your time and please reach out to The Arc with any questions that may impede moving this bill forward. Thank you.
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Thank you very much for your testimony and for having been such a eloquent and passionate advocate for not only this legislation but for a variety of issues related to those with developmental disabilities and autism. So2951 um we know you're a great champion um uh and we really appreciate your testimony. Um any questions from the committee,
uh, seeing none at this time. Thank you again for your testimony. We appreciate it. And next up we have julie Messina.
Yes, can you hear me? Yes we can
[JULIE MESSINA (CONCERNED CITIZEN):] [HB1331] [SB846] Good morning everyone. My name is Julie Messina and I'm here to support the same bill that Maura just spoke about H 1331 S 846 for higher ed opportunities for students with IDD because my teenage son, Evan happens to have down syndrome. Evan has been either fully or partially included in the Cambridge Public Schools his whole life taking either regular MCAS or the MCAS-Alt since third grade each year. And I'm here to testify that because inclusive education was done well in our district, his experience has allowed him to be the best that he can be.
As a3013 result, he's flourished and has embraced learning. Evan has learning challenges but when given the opportunity with the right support, he can be successful. The least restrictive educational setting and natural environment for youth between the ages of 18-22 is on a college campus, not a high school. We have to create these opportunities for our young people with disabilities so that they like their neuro typical peers can have the maturing experience, only college can provide so that they can grow up, learn how to live on their own, find a job and become independent contributing members of our community.
Our youth with disabilities may not have been considered college material in the past, but the Massachusetts inclusive concurrent enrollment pilot program has delivered really compelling outcomes. As Michelangelo said, our greatest danger is not that our aim is too high and we miss it, but that it is too low and we reach it. Evan took the time to put his thoughts together about college though he cannot be here today. He asked that I read his letter to you. Hello to all of my legislators. My name is Evan Messina and I am 16 years old. I just finished 10th grade at the Cambridge Rindge and Latin High School.
I'm sharing my story with3081 you today because I like people to know about Down syndrome and my life and what's important for people like me living with a disability. Learning is hard for people like me. But although I was born with Down syndrome, I have a good life. I am a good student and I love to learn about space and rockets. I also love media technology. This summer I am in the Cambridge Mayor Summer Youth Employment Program working at Cambridge Community TV. I take photos and make videos about teen life. I hope to do well on the MCAS but taking tests, it's hard for me still. I want to go to college as all my friends will be going.
I ask that you please support the higher education opportunities bill so that students like me can go to college. I need3119 help to learn. But I really want to go to college because then I can learn more about space. I went to space camp when I was in middle school at the US Space and Rocket Center in Huntsville Alabama and I will be going to Space Academy their camp for high schoolers next month. I've seen three rocket launches from the Kennedy Space center in florida. And I've even met some astronauts in person. One day I want to work for NASA, SpaceX or Blue Origin in media relations. Thank you for listening to my story and please help me get to college from Evan. Legislators you have the power to make this happen for Evan and for many other students with IDD. Thank you for listening. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much for your own testimony and of course for sharing the letter from Evan. Uh that is remarkable. Uh did you say he's already seen three uh rocket launches?
Yes he has he just is fascinated by anything that goes from the time that he was born, cars, rockets, trucks, everything so he wants to. Yeah he just he just loves things that go, but he needs help. It's hard learning is hard for him. Math is really hard. But you know if there's a way in through space tourism because that's taking off taking photos, he can do making videos he can do, but he needs help getting there. So please help him.
Great, well, thank you so much for sharing your testimony with the committee. Um, are there any questions? Uh, seeing none at this time? Thanks again. And next up we have brian Heffernan. You can please proceed.
Okay,
[BRIAN HEFFERNAN (MASSBAY COMMUNITY COLLEGE):] [HB1331] [SB846] Good morning everyone. I am, I am here to support girls H 1331 and S 846. My name is Brian Heffernan. You may recognize me because I work at the State House, I would talk about that3238 in a couple minutes. But first I would like to say that I am here to ask for passes of higher education bills and I will do that by telling you about my own experience at MassBay Community College. I'm going to share my screen now. I began MassBay after I finished my senior year at Newton North High School. Like many3274 of my classmates, I was excited to continue my, and begin the next phase of my life.
I took introductory classes in criminology freshman year then sociology and marketing. I also took a history class and a career planning class. But my main focus was on communications and acting classes to help me become a better public speaker. While I was at MassBay, I had a fun social life. I made some great new friends and when went to the, government and even started glee club by the way our glee club won an award for best new best new club that year. While I like a lot of costumes. I also had a job. My job delivering mail to City Hall was unpaid. Then I got a paying job as a banker and store market where I was just awarded by knowing your pen.
During my year in a MassBay I learned to take public transportation. I took a MBTA Bus and the MassBay Shuttle to get to and from campus. A travel coach helped me master the skill. This changed my life. I became much more independent. I still use public transportation. In fact, it's how I commute to work at3362 the State House. While I was at MassBay I got an, at Mass Advocates for Children who I'm now speaking for right now. While I got a chance to use what I learned in my communication classes because I would sometimes testify for bills at the state house.
I also did office work at MAC. When I turned 22 I completed MassBay's transitional scholars program as Mr,. I am pictured here with Dr. John O'Donnell MassBay's president at the time. As you can tell by the smile on my face3399 I was very happy and proud of my accomplishments. Going to college and intern and MAC prepared me for my current job working at the State House. I worked for Speaker Rob DeLeo and Representative Kay Khan for eight years. I have worked for governor Charlie Baker for five years. My job responsibilities include attending meetings, briefs and hearing.
I also do office work3420 and many others. I really missed going to the State House during Covid, but I continued to work from home. I attended a weekly, which I could do at home. Now I am pressing slim to work for speaker Ron Mariano and Representative Sean Garballey who's in this committee for whom I am also doing to compare projects from home. I love my job and it's great to work in a place where so many of our leaders care deeply about people with disabilities and their families. Thank you.
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thank you very much for your testimony brian and3458 of course for your service to the commonwealth and uh it's quite a remarkable journey. Um and uh you know, you're uh your story is very powerful in the progress you've3470 made and um the accomplishments you have. So, so thank you for3475 sharing. Um, I see my co chair Senator Gobi uh has her hand up. You know, I appreciate brian, I only have one criticism will come. I'm not in any of those pictures. We have to take care of that when we're back at the Statehouse brian. But thank you always good to see you around the State House when we are in and I appreciate your advocacy. Thank you. Thanks. Thank you. And Representative Garballey.
[GARBALLEY:] Thank you Chair Rogers brian, thank you so much for your testimony. You are just another outstanding um person. We're so proud to have you in the State House. Uh also to everything you highlight, uh you know, from your experience in college, you making so many friends, you gaining employment both in and outside of the State House, uh really shows what we're trying to do with this legislation. So in many ways you are the best ambassador. We can have to really highlight how important this bill and how successful um we can be with this bill and and the fact that you know how to share your screen is so impressive. I could never3555 do that. So thank you so much and continue the great work Brian.3561
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Same fast. Yeah. I have to echo what the representative Garballey says. I still don't think I've got the share screen technique down. That was very good presentation. So thanks again for your testimony. Uh and next up we have Matthew Cullen.
Hi, come on and everyone. Good morning.
[MATTHEW CULLEN (MDSC):] [HB1331] [SB846] Hi, I'm Matthew Cullen. I am very excited to be here today to talk about my experience learning to college. I went to high school in, I love my town but my transition program was located in a separate building and was away from peers and was not challenging for me. Then my friends and my brother and sister went out college and I said why can't I? My dream came to be because of the MAICEI program. When I started at Salem State University my professors made me feel included. I took classes in public speaking, nutrition, and wall climbing. My favorite class was public speaking. My dream is to work in the medical field.
Last semester I took a nursing class. I had a tutor for this class which was a great way to get my my homework done. I also took Travel Plan training went to us amazing because it taught me how to stay safe while to have an end and being confident in using Uber which I do now. In 2018 I graduated from the MAICEI program at Salem State University. Because of my experience I am more confident and independent. I am so proud of myself and ready for the real world. Now I have two3720 yes two paid part time jobs. I know that everyone deserves the same opportunity. So let's make it happen. And thank you so much for your support. Thank you.
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Thank you very much for your testimony and congratulations on your success at Salem State And for now3749 securing two jobs. And uh it's a remarkable story of accomplishment. And so we're really pleased to to hear from you And and here you're really compelling3770 testimony. Are there any questions from the committee? Um seeing none again. Matt, thank you so much. Uh huh.
You're welcome. And next up we have Deborah Heart. Yeah. Mhm Yeah. Good morning everyone. I hope I've gotten all my mutes and things taken off.
[DEBRA HART (UMASS BOSTON):] [HB1331] [SB846] I'm here3800 to testify in support of House 1331 and Senate 846. My name is Debra Hart and I'm from the Institute for Community Inclusion at the University of Massachusetts Boston. Currently I am and have been the co director of the National Coordinating Center for Post secondary Education for Students with3830 Intellectual Disability for the past 11 years. And it is in this capacity that I submit this written testimony and that I will be speaking with you today. The UMass3843 Boston Massachusetts inclusive concurrent enrollment initiative partners with local school districts to offer students with intellectual disability and autism an inclusive college experience.
Students are supported in academic courses related to their career goals and extracurricular activities of interest on campus. As you have heard, participation in college is transformative for students. The maturation students undergo along with gaining the essential skills vital to maintaining employment are crucial. When the Federal Higher Education Act was amended in 2008, Congress enacted several provisions to promote inclusion of individuals with intellectual disability for the very first time. Including the creation of model demonstration programs in over3897 120 colleges and universities in 34 states across the country.
Many programs like3905 the Mass inclusion inclusive concurrent enrollment initiative. Congress also created access to federal financial aid for individuals with intellectual disabilities who do not have a high school diploma. Finally, federal law created a national coordinating center to support Institutes of higher3930 education throughout the country that are including individuals with intellectual disability and UMass Boston has been awarded the grant for over a decade. I would like to share some national data that might be helpful as you consider these bills. Currently, there are 310 higher education programs nationally that support students with intellectual disability and going to college.
Most of these colleges and universities include individuals over age 22 who have exited special education as proposed in the bills before you today. Congress. Net colleges nationally have a lot of experience partnering with state agencies such as the Department of Developmental Services and Mass Rehab Commission to include these older population of students. Approximately 1/3 of these colleges also include 18 to 22 students 18 to 22 with dual enrollment programs similar to MAICEI in addition to students over age 22. The colleges and universities vary immensely immensely and include large tier one research institutes of higher ed such as Vanderbilt University, University of Rochester and University of Kansas, as well as smaller four year and community colleges.
Most importantly, data show one year after exiting college, 64% of the students had paid employment compared to just4032 18% for adults with developmental disabilities in4036 general population. The employment rate for individuals with intellectual disability who went to college is well over three times higher. Follow up data also reveals that over 90% of former college students report that they were very satisfied or satisfied with their social life.
In stark contrast to the low rate of 41% for adults with intellectual disability in the general population. This demonstrates a huge effect on the overall quality of life for individuals4080 with intellectual disability. Overall the impact of attending college for students with intellectual disability is remarkable and position students on a pathway to success and employment and as valued members of their local community. Therefore, I urge you to report out House 1331 and Senate 846 favorably. Thank you.
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Thank you for your4107 testimony. We appreciate it. And uh, we'll also look forward to receiving the materials. I noticed you shared a graph there. So thank you any questions from the committee. Seeing none at this time. Thank you again for your presentation. And next up we have Representative Pat Haddad Representative had had please.
[REP HADDAD:] [HB1336][HB1337] [SB846] Good morning. Good morning. Mr. Chairman and Madam Chair. Thank you so much for taking me out of turn. I'm here to speak in favour of House 1336 1337 and Senate 846. Back in 2007 when I was the chair of the Committee on Education, we began the grant program that allowed um students with intellectual disabilities to participate in college courses. Since that time, as4162 you've heard from the previous4163 speaker and I'm sure many speakers um before her that this program has been a great success. So I would just like to make a couple of points.
One, the reason that we file these bills is so that this grant4182 program grows into a program that is looked at by every single district as one of the tools for their special needs population and not something separate. Secondly, um waving the MCAS for this population has not deluded what goes on in the colleges. And it has become a process where as you've seen and as you've heard many, many people now get the opportunity to attend college and go on to get jobs that help them to be self sufficient. Third, we've had through the process of filing this bill over and over again, we've had so many conversations with people about what the deterrents are and what the problems are.
And I have to say that in the six years that we've been working on this, in my very humble opinion, we have answered every single one of those questions. And so um again in my very humble opinion, I think it's time to make4256 this program a permanent part of what is offered not only in every single district, but what is offered in every single state college state University. The University of Massachusetts. We have multiple letters from the president of UMass. From so many of the state university presidents who have um had such success in this program and as you've heard today from many of the participants in the program.
There doesn't seem to me to be any reason that we are not going forward with this. Um in speaking with Secretary Sudders, she is uh she's very much willing to participate in a program that will create something like an IEP for those over 22 so that they would be able to use their various funds that are available to them to go on to college. Uh I think we've answered the question that um not every participant is entitled. It is just like being a regular college student that you must, you know, you must have some of the prerequisites that allow you to be part of these programs.
And so I am willing to work with anyone. And I don't know if my colleague, I know my colleague, Senator Lovely is coming on later and I know that Senator, Senator, I just elevated him Representative Garballey uh um is is as much4354 attached to these bills as I am. So we're willing to work with anyone on this process, but it's time. It's more than time. So thank you. I'm and I'm happy to answer any questions.
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Well, thank you so much, Representative Haddad, I know you've been a great champion on this issue and the leader on this issue and4378 certainly we appreciate hearing from you. Um Are there any questions um uh from the committee? Uh seeing none at this time. Thanks again, Representative and next up we have Senator Barry Finegold, Senator Finegold. Thanks for joining us.
[FINEGOLD:] [SB832] Thank you. Chair Rogers and Chair Gobi um for allowing me to testify on Senate 832 an act relative to college athlete compensation. So big news flash, Big news flash. So a month ago I would give you a normal normal testimony about how we need to compensate athletes and how it's unfair. What's going on with our athletes at our universities. But the last couple weeks the NCAA has said it is okay to now have a policy around compensation for athletes. So my discussion is to convince you to that we need to do something.
But now it is like we've been, the respective colleges have been reaching out to our office and say, hey, we need some guidelines on this. We need your help. We need you to now codify this in state law because lot of other states already have state laws and until the federal government does something, it is the Wild West for what these colleges can and can't do. So, for example, even if it's, if it's a small school, let's say someone went to Tufts University, right? And let someone played football, field hockey, lacrosse. They want to sell their name on a jersey and sell it around so that when kids come to their, their contest, they can wear one of their friends names on back of their jersey.
A month ago, they would lose their, they would be penalized, they can lose a scholarship. Now they can actually make money for it. and the colleges aren't necessary against that. They just need to know about4494 rules. For example, they're concerned now what if uh athlete decide to endorse a product that is contrary to what the school's values are? Um let's say it is environmentally unfriendly business or something that is discriminatory. These are now the things that they need help with.
So my request today is to ask the both you and your committee to work with us work with these schools and let's figure this thing out together and we can craft something really good that is going to be beneficial to the student athletes, beneficial to the colleges and universities and at the same time be a role model for the rest of the country. So, um, I just, my ask today is to work with you and let's craft something um that can work4540 for colleges for4541 universities because they the colleges and universities are asking4545 us to help them and that's what I really wanted to get across today uh in my testimony.
[REP ROGERS:] Well thank you senator for your4556 testimony and of course we always would look forward to working with you. One very quick question is you know we have a Supreme Court decision now. We have NCAA guidance now and I think what I hear you saying is that on the name image and likeness there's a gap there between the Supreme Court and the NCAA. We still don't have clear law4580 or policy or guidance on that
[FINEGOLD:] Right, and and for example there there there are things that if you're a hockey player at Boston College or UMass Lowell and you want to sign with an agent there has to be specificity about4596 how that's all going to work. They're allowing that now, but there's not specific guidelines on how that whole thing is going to work. So there's all these things with naming rights. There's4605 other things with signing with agents there, there are things that are actually gonna affect Division 3 schools Division 2 schools and just not the larger schools. So it really does affect Ivy League schools. The NASSGAP committee. So this is something that has had really widespread ramifications. And to your point, chairman, there is a hole out there that I think you're looking for the state legislature to help right and help figure out.
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Great, well thank you very much again for your testimony. We appreciate it. And are there any other questions? I see Representative peace has a question.
[REP PEASE:] Yes. Thank you.4642 Mr Chairman and thank Senator Finegold for your testimony. So I guess my question is who's who's leading the way on this for other states? I mean who's who's ahead of the curve on crafting something that will probably work with this?
[FINEGOLD:] So it's a great question. There are other states that have already passed laws and legislation around this and what they can and can't do. And what the NCAA is saying right now is refer to your state guidelines. But the problem here in Massachusetts, we don't have4676 any state guidelines yet. So that's why these colleges are reaching out to us and say, hey, you know, can you help us out here? Can you help us um have some uniformity? Because if you have one school doing one thing, another school doing another thing, then that's where it can get pretty difficult for a lot of these colleges and universities. SHOW NON-ESSENTIAL DIALOGUE
Thank you. And uh Senator4704 Kobe.
[GOBI:] Thank you. Thank thank you Mr. Chair and thank you Senator Finegold, I know that this has been something you've been after for for some time. We appreciate work on that. And um I do agree with you to, you know, we need to kind of look at what some of the other states have done. I know Pennsylvania was probably one of the more recent ones. I was just curious and we can talk about this maybe offline too, but I didn't know if there was some language that you saw a barrier of of a particular state that you thought kind of lined up well with what we'd like to do in Massachusetts.
[FINEGOLD:] It's kind of like a smorgasbord and a buffet approach. There's a lot I4740 like from a lot of4741 different states, there's not one state that I particularly love. So I think like we do with most other things um I think we can take um some good ideas from some of these states and craft our own to have what I consider to be probably the best one. And then if the federal government ever does come around to do this and hopefully they'll mirror what we've done here in our SHOW NON-ESSENTIAL DIALOGUE
state.
Thank you. Great, well thanks4767 again for your testimony and uh um next up we have
maximo Pimentel.
If you're ready, please go ahead. undefined undefined
[MAXIMO PIMENTEL (CONCERNED CITIZEN):] [HB1331] [SB846] Good morning. My name is Maximo E. Pimentel I am an individual with a disability. I graduated from Madison Park High School and I'm also a Bunker Hill Community College graduate with an associate degree in human services. Um at the moment, um, in the process of getting my bachelor's4807 degree from the University Massachusetts Boston. Um, today4812 I'm here to support bills H 1331 and S 846. I am supporting these bills because I am a past student at Roxbury Community College from the MAICEI program, which was an experience that changed my life.
Going to college was always a dream to me. When4839 I was 18 years old, during my junior year in high school, I understood that, that dream was possible. Through the MAICEI program I made my first step of becoming more independent and I could manage an adult environment. Um, the first day at the community college was a little scared but the director of the MAICEI program welcomed me with open arms. I took three classes to the MAICEI program. I also had an opportunity to take uh an internship working for the school nurse and spend more time in the campus. Um, I also had the chance of interacting with students that did4893 not have disabilities at Roxbury Community College. This was different from my high school where I was, we all had disabilities in every single class.
I also saw the difference between high school and college. When we are in high school we have a lot of resources and support in our favor, but4920 in college we have to be more independent and make all decisions. Um I also learned from the MAICEI program that although I have a disability and a different way of learning that does not mean I could not attend collge. And then advocating for other children with specialist was another goal in my life. This was this is why when I finished high school, I um right applied to4956 Bunker Hill Community College and I got my associates degree. Um and I'm finally gonna get4964 my bachelor's degree from in human4967 services from UMass Boston next fall in 2022. These bills will open the doors for individuals with disabilities to be able to be a productive part of their society and be successful. This bill was, will create uh inclusive environment and you know,4988 in state colleges in Massachusetts and we need to work hard to4996 make it real. Thank4997 you. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much for your testimony. It was outstanding. And congratulations on the success you're having so far in school and uh at U Mass boston, it's really remarkable and we we all enjoyed hearing from you. So thank you so much. Thank you. You know, it's not always easy to step forward and speak out and we really admire you for doing that. Thank you so much.
5032 Thank5032 you. Um do you have any questions from the committee?
5040 Seeing5040 none again maximo, thank you so much. And next up we have Patrick Barbieri.
[PATRIC BARBIERI (LAB COLLABORATIVE):] [HB1331] [SB846] Thank you members of the Joint Higher Education Committee. My name is Patric Barbieri, and I'm here to support H1331 and S 846 and to emphatically communicate how students with disabilities can benefit from a college experience with the right supports. Although I recently retired as executive director from Lab Collaborative, I felt compelled to come here to testify in support of this legislation. I've had first hand experience in planning, managing and being part of the MAICEI program for the past seven years where more than 50 students from Lab Collaborative have attended Middlesex Community College. Lab Collaborative is a program that serves over 300 students with disabilities from 70 cities and towns.5096
Our mission is to help each student become as independent as possible in the most inclusive settings for academics, vocational training, and social opportunities. For many years, our parents inquired about colleges with their son or daughter might be able to attend. The Middlesex MAICEI program began as a partnership with Lab with the help of a parent who wanted to make her son's dream come true to attend college. However, at first, many people were skeptical about how this would align with our mission and how we would support a successful college experience. From the beginning we wanted to create a full college experience as students now participate in college life for academics and all social activities on campus. Not just coming out campus for a few classes and returning to their respective high school.
The benefits of our students attending the MAICEI program have exceeded our expectations. This changed the perceptions and parents and educators in our public schools. All 50 of our students have attended Middlesex with the support of trained educational coaches from Lab Collaborative and we currently have a waiting list of students who want to enroll. The MAICEI program at Middlesex Community College is a5174 model for demonstrating how students can benefit from a college experience with the right supports. The perceptions for those who are skeptical about5182 this program would benefit our students quickly changed after seeing how our students responded and communicated about5188 their experience in the first two semesters.
When students with disabilities fully immerse themselves in college life, their independence, self confidence, and identity rise to a new level, that we would not have been able to realize if5204 it wasn't to this program. We have seen this semester after semester, which has made this program incredibly popular. There in the first semester of the MAICEI program, our students immediately saw themselves as college students and they communicated that they wanted to take public transportation to and from college. This was a students'5224 initiative and it became an unanticipated skill that we would teach and5229 support semester after semester, increasing students employment options significantly. Our students have learned how to challenge themselves and be part5239 of an environment that was previously inaccessible to them. The MAICEI program has proved that students with disabilities who have access to college experiences would become more successful adults. I urge you to support this legislation which extends opportunities available to our state's higher education system. Thank you very much. undefined undefined
Thank you SHOW NON-ESSENTIAL DIALOGUE
very much. Thanks for your5264 testimony. We appreciate it. Do we see any questions or have any questions from the committee? Um, seeing none at this time. Thank you again for5274 your testimony. Uh Next up, I'd like to recognize Senator Joan lovely who has joined us.
My apologies and5281 having trouble commuting. I hope that you can hear me? Yes, we can. Good morning.
[SEN LOVELY:] [SB846] [HB1331] Good morning. Thank you very much. Mr. Chairman, Uh, I am uh, testifying on behalf of the Senate 846 the MAICEI program. And I was I did catch some of, um Rep Haddad's the House sponsor. Uh, one of the House sponsors her testimony. I think she said it all. Maximo um, did it just a tremendous job testifying as someone who benefits from this program. And so I just want to be, you know, reiterate my support for for the Senate bill and the House bill. Uh, so we can remove barriers which will enrich the education,5336 educational experiences and afford work5339 opportunities for all students. That's it. I'm going to be very brief. I just believe so much in this bill and I hope that the committee, uh, and members will give it a positive recommendation. Thank SHOW NON-ESSENTIAL DIALOGUE
you.
Thank you, senator. We really appreciate hearing from you. And uh, so thanks for thanks for testifying any questions from the committee at this time. I think I'm seeing none. Thanks again. Thank you. Next up to testify is uh, your mini how Hello? Can you hear me? Yes. Good morning.
[YAMINI HOWE (MGH LURIE CENTER FOR AUTISM):] [HB1331] [SB846] Good morning. Thank you very much for the opportunity to speak. My name is Yamini Howe I'm the parent of Devika, an eight year old girl with Down syndrome. I'm very excited to speak in support of this bill. Um, Devi and I live in Belmont Mass, where we have a large, multi generational extended family. My family and I feel that this bill would, could directly help Devi achieve her full potential. Even as her parent who maybe knows her the best out of anyone. I find that even I underestimate her and set the bar too low at times. After she was born I got involved with the Mass Down syndrome Congress and have been so amazed and inspired to hear about and meat from adult self advocates with down syndrome.
Some as we've learned can work live independently hold jobs. Um, some even be part of businesses or running businesses. They're breaking new barriers every day. I didn't even know that was possible for my daughter. But even when I hear these inspiring stories it seems like all the stars have to line up for my daughter to be able to achieve these dreams. This bill could help us raise our expectations, give her the opportunity to rise to the challenge. This Um, the idea that she could5450 have the option to explore higher education with the right support just like her sister and cousins opens a world of possibilities. I'm also speaking to you as a doctor, a developmental behavioral pediatrician at the MGH Lurie Center for Autism.
In my line of work I hear from adolescents and their parents about the isolation and lack of motivation teens and young adults with autism and intellectual disabilities face when the bar is lowered. They no longer have the opportunity to learn and grow alongside their peers. It has serious implications not only for their ability to live and work in the community, but also their long term mental health. In the younger age group through my work with the Early Diagnostic Clinic, parents ask me every day if college is possible for the little ones. And if this bill were to pass, I could be much more confident in saying yes, it could be a real possibility regardless of their child's intellectual outcome.
Not only do my daughter and other children with developmental disabilities benefit from learning from their typically developing peers, but their peers also learn to communicate and engage in a broader, more accepting and inclusive way. Unfortunately, the way our current higher educational system works can foster a lack of appreciation for the broader human experience. We all need to learn to appreciate, engage with and communicate with people with different abilities. I learn from my patients and their parents every day and try to teach these skills to my medical students and residents who might never have even met someone with a developmental disability before. by creating a supported opportunities for people with elect for people with intellectual disabilities, everyone can benefit.5541 That's why I strongly support this bill. Thank you very much for your time. undefined undefined undefined undefined
[ROGERS:] Well doctor so much testimony and of course you gave the5552 bill a big boost the minute you said you live in Belmont, which I proudly represent. And doctor one question I have is you just mentioned that you sometimes sort of have to educate or train or give guidance to other health care professionals because they don't have um experience um in interfacing or interacting with those with disabilities. Is that how has that gone? Do you uh do you find that they, you know, can sort of grow and develop as healthcare professionals once they kind of have some guidance?
[HOWE:] Absolutely. I think a lot of people lack the framework from having lived experience, meeting their peers, friends, colleagues who have intellectual disabilities. And so when you come to a professional um career, you're lacking that skill and unfortunately it affects our whole healthcare system and how it's set up. So I think it's so important for all of us to learn from each other and grow from each other. And I'm hopeful that my residents and students, you know, take that going forward to help us all build a, build a better society. SHOW NON-ESSENTIAL DIALOGUE
Well, thank you for the support of the bill, but also of course for your service um uh in health care, particularly now during5630 what we've been going through the last year. So thanks for your testimony. Any questions from the committee, Seeing no additional questions. Thanks again. And next up we have Isaiah Lombardo.
We can circle back to Isaiah if he joins us later. Um next up on the list is Christine Lenihan. undefined undefined undefined undefined undefined
Hi, I'm good. I'm good morning. Good morning.
[CHRISTINE LENAHAN (SALEM STATE UNIVERSITY):] [HB1331] [SB846] Good morning. Thank you for the opportunity to testify today in support of House Bill 1331 and Senate Bill 846. My name is Chris Lenahan and I serve as the project coordinator of the Salem State University MAICEI program, the Community of Inclusive Scholars. Prior to my current role, I served as a special education director for over 20 years where I helped create transition programs for older students 18-22. While I am proud of the programs I helped launch in truth. After my experience with MAICEI at Salem State, I would change everything I ever did.
In my district, similar to other districts, we created transition5706 programs, often in separate facilities. Students who had been in an inclusive environment were now totally segregated from their non disabled peers. The programs focused focused on practicing skills instead of real time skill development, limited opportunities for continued social academic and vocational growth. It was disheartening to later here about former students who sat at home or were in a day day habilitation program as they had not internalized the skills needed for employment, self advocacy and independence. My role as a project coordinator for the MAICEI program has given me the opportunity to expand the opportunities for students academically socially and in the world of work.
At Salem State MAICEI students participate in all aspects of the university, making their own choices about courses and activities. These students are recognized as full members of the Salem State community and actively participate in campus life. Students have taken a range of courses such as criminal justice with Representative Tucker, um nursing, computing, writing and rock climbing. Students also fully participate in campus life including activities such as the Spanish club, Salem State radio station and the NME club and volunteering for the food pantry. Each student participates in an internship where they gain hands on work experience.
Students have interned on campus in IT support for faculty, the music department and the fitness center and off campus at the Boston Stage company, Olympia Sports and even as a statehouse legislative aide. As you can imagine, students become adapt at management5812 at time, management and using organizational skills. Even during the pandemic as the university moved to remote learning, our students exceeded our expectations. Students gained the technological and organizational skills needed to complete course assignments, participate in group projects and connect with peers. MAICEI has also enhanced opportunities for all members of the Salem State community.
Inclusion of students with disabilities has improved the educational experience for the degree seeking students enrolled in the classes with lectures and classroom activities becoming more accessible and effective. Furthermore, classmates are given a diverse academic experience that enhances engagement and5855 leads to a greater awareness of social issues and the true potential of people with disabilities. The students carry their knowledge that knowledge with them into their new communities and professions. The outcomes for MAICEI Students speak volumes to the efficacy of the program. Salem State MAICEI students have successfully moved on to jobs such as Home Depot, the Roots Culinary Program, culinary5880 arts, CBS, tech training programs, biotech training programs and additional educational opportunities. undefined undefined undefined undefined
One student has transferred to a community college and has recently completed the early childhood degree to become a licensed preschool teacher. All of our students through the travel training program5901 are now fully independent in accessing Uber and use that for transportation to the university as well as to their jobs. By expanding the opportunity for adults with intellectual disabilities and autism to attend college you will be expanding their opportunity for employment, social growth5918 and independence. This5919 is certainly5920 an outcome we can all support. Thank you. undefined undefined undefined undefined undefined SHOW NON-ESSENTIAL DIALOGUE
Thank you very much for your testimony. We appreciate it. Any questions from the committee at this time. Ah, seeing none. Uh next up we have Javan Locanda.
Mm Oh, good morning. Good morning.
[JEVON OKUNDAYE (MAC):] [HB1331] [SB846] My name is Jevon Okundaye5950 and I am the Young adult leaders fellow at Massachusetts Advocates for Children. I am an autistic young man who attended Tufts University after passing the MCAS and graduated in May 2019 with a Bachelor of arts in Africana Studies and English. I am testifying in favor of House Bill 1331 and Senate Bill 846 an act creating higher education opportunities for students with intellectual disabilities, autism and other developmental disabilities. Even though I did not go to college through the Massachusetts Inclusive Concurrent Enrollment Initiative MAICEI program I can speak to the benefits of college for student with disabilities.
As a student with autism going to college was valuable to me because I learned how to advocate for myself and improve my social skills. I developed self advocacy skills through registering with student accessibility services, requesting accommodation, and meeting with my professors. I practiced social skills and built a sense of community and belonging by joining campus club, such as the creative writing club and autism support club. Higher education opportunities are important for all students, including students with disabilities who may not have regular high school diplomas because college is a6026 gateway between high school and adulthood.
College is the first time many students with disabilities have to advocate for themselves, which is the skill needed when applying for and maintaining jobs. College also teaches students independent living skills such as making their own schedules, performing activities of daily living, navigating many cities like college campuses and budgeting financial aid money. Students with all levels of disability should have access should have have higher education opportunities because cowards make the transition to adulthood easier. Transitioning to adulthood is hard because students have to be more independent.
College makes this transition less difficult by providing a place where students to practice independent living skills and a familiar and supportive environment. For example, it is easier for6074 students to learn how to self advocate at College than at work. Without access to college students with intellectual disabilities, autism and other developmental disabilities do not have this important stepping stone to adulthood making this already challenging new stage of life even harder. If House Bill 1331 and Senate Bill 846 are passed then student disabilities can experience the benefits of college and acquire new skills that will enable them to obtain gainful employment and transition smoothly into adulthood. Thank you. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much for your testimony and um, congratulations on the remarkable success you've had and um, and also thanks for pointing out that education helps those with disabilities be better advocates for themselves. So certainly we appreciate hearing from you. Uh and are6129 there any questions from the committee at this time?
Um seeing none. Thank you again so much for your testimony. And next up we have and go away.
Good morning. Good morning. Trying to turn my camera on but not having any luck. Let's see.
6159 I'll6159 just begin my remarks.
[ANN GUAY (AFAM):] [HB1331] [SB846] Good morning. Chairman Gobi, Chairman6162 Rogers and members of the committee. My name is Ann Guay6165 and I'm here today to testify on behalf of Advocates for Autism of Massachusetts in support of House Bill 1331 and Senate Bill 846. I'm also here as an elected member of the Bedford School Committee and we support efforts to expand opportunities for students with disabilities to attend college. My son Brian who has autism an intellectual disability and epilepsy really wanted to go to college. He had watched his sister Mary Katherine go off and shortly before his 18th birthday announced that he planned to go to college at Middlesex Community College in our hometown of Bedford.
Easier said than done, Brian had not passed MCAS still through my work at Mass Advocates for Children I knew there was a community college, there were some community colleges participating in the MAICEI program. Middlesex was not one of them. I decided to try and change that. Brian told anyone who would listen that he wanted to go to college, including Senator Barrett while walking with him in the Bedford Day parade. A few days later we met together and Brian listed all of the reasons why he wanted to go to Middlesex. When it was6237 time to leave Starbucks Senator Barrett told Brian he would help him. A few weeks later, I was invited into Senator Barrett's office to meet with the then president of Middlesex Community College.
We talked about Brian and his desire to go to middlesex. At the end of the meeting, she agreed to recommend that Middlesex participate in the MAICEI program. I felt like I'd won the lottery. After me. After the meeting I called Patrick Barbieri who testified previously from Lab the collaborative program Brian was a student enrolled in. He was so pleased and made it clear that Lab wanted to partner in this effort. Next, we needed buy in from the Bedford Public Schools. Both the former superintendent and the Special Education Department agreed to make our goal happen. After a great deal of work and tremendous collaboration the idMdlesex program started and Brian was one of the first students to start at Middlesex.
During our first visit to the bookstore, we purchase sweatshirts, sweatpants, t shirts and bumper sticker for my car. Our large purchase drew quite a lot of attention from other students in the store. Brian took classes for two years, made friends, went to the gym and learned to ride the MBTA bus and gained a real sense of independence. He even received an A in acting. When it was time to leave Middle6317 ready Brian was ready go to work. He wants to own a farm someday like his ancestors. Working with his DDS funded job coach Brian was able to find paid employment.
My husband Marty and I believe that his experience at6330 Middlesex persuaded employers to give our son a chance. Brian now Works 25 to 30 hours a week. He works at HomeGoods in Waltham stocking shelves. He cares for goats at a blueberry goat farm in Bedford and spends every Saturday on the grounds of the berry, berry field horse farm in Lincoln working with horses. It's worth noting that when HomeGoods closed its Bedford location and moved to waltham brian was invited to work at the new store. We're just so proud of all that he's accomplished. For the record I so wish Brian could have joined me today to testify. But this was actually his first day back at work after vacation and to ask for time away he has to give a month's notice.
Brian loves his schedule. We don't ever change it. As a result of obtaining paid employment immediately after he finished his course work at Middlesex Brian now qualifies as for SSDI and deposits most of his earnings every month in his able account. Two years ago, Brian was featured on CNBC's Squawk Box and told his story about earning money and saving for the future. Brian's Experience is a good one. There are many students like him who do not have the same chances as he had. Passage of this bill will open doors to students like brian all over the commonwealth and create more opportunities for them as they look for employment. For this reason AFAM has made this bill a legislative priority and the Bedford Schools support its passage. Thank you very much. SHOW NON-ESSENTIAL DIALOGUE
your mood.
All right,
Chairman. I believe you6459 were muted. We haven't heard you.
Maybe
chair Rogers. Did you know that? You're muted? We haven't been able to hear you since angle I finished.
Mhm.
That's it.
Mm.
Right share Rogers. You're still muted.
No. Okay. I know it.
Um Yeah, this much
good
chairman. I had to restart my teams because I couldn't mute myself either. Yeah.
Yeah. It's not just you. Yeah, me too. I can't I can't no I cannot mute or undo my my camera. Yeah.
Alright, I'll leave and do the same thing. Um Very strange. Okay bye.
Yeah,
I gave him do that.
I had to hit the axe and I had to leave button.
Mine isn't working. I6615 have to log off and get back on. There's some glitch with teams.6618 Yes, absolutely.
Everybody just be patient. We'll get back in a minute.
Hello? Can you hear me now?
Yes, yes, we can hear you. Mr Chairman. I apologize to everyone. I'm informed by the technical folks at the State House that the the software had a glitch. And Uh huh. I kept trying to talk and it did not show me as muted on my on my screen so it was an actual technical problem. But um that said I apologize for the slight delay and we can move forward. The next on the list to testify is Sitha Burner?
Good morning. Can you hear me? Yes. Good morning. My camera is on, but I don't think I'm visible. We can see you. Oh, okay, great.
[SEETHA BURTNER (CONCERNED CITIZEN):] [HB1331] [SB846] Um, My name is Seetha Burtner. I live in Belmont and I am here in support of House 1331 and Senate 846. I am a parent of a boy with autism. My son Ravi is 13, has high academic abilities and is an environmentalist. He has unique gifts, including an uncanny memory and music composition skills. He wants to go to Berkelee to study music composition and is likely college bound as a matriculating student. While this bill would likely not apply to him because I hope and expect that he will pass MCAS I'm here to testify about the importance of this bill based on my personal and professional experience.
I am an advocate and I work with families of students from ages three to 22 with a wide range of disabilities including intellectual disability and autism. These students have strengths and things that they are particularly good at like Ravi. They also have skills that can be developed even without a college degree if they have access to a college experience that will help them prepare for the workforce. One of the families I work with has a 17 year old with autism whose academic skills are at roughly 3rd and 4th grade level. He loves woodworking and making things with his SHOW NON-ESSENTIAL DIALOGUE
hands.
Yeah, you're not testifying. Please mute. Sorry, sorry. Uh Miss burstner.
Please proceed.
[BURTNER:] He wants to be a carpenter. He would make a wonderful carpenter if he has access to higher education opportunities that could help him to learn the broad range of skills that he would need to hold a job. This young man struggles with language and social communication skills and is still learning what kinds of accommodations he needs to address his sensory sensitivities like noise, especially from the power tools that he would need for his desired trade and crowds. My client and other young adults like him should have access to college classes and activities that would both prepare them for a trade and allow them to develop the community skills that they require to be successful in those trades and live as independently as possible.
As parents and as advocates we are always thinking backwards from the final stated purpose of6861 the federal Special Education Law, which is to get students ready for independent living employment and further education. Congress recognized the untapped potential of individuals with disabilities. This bill will help to develop the untapped potential of many individuals with intellectual disabilities and autism. Individuals with significant disabilities want to contribute to their communities. It is time to open the doors to our state's higher education systems so that they like other students of the commonwealth, have the chance to fully develop their potential to succeed and contribute. These bills would build this critically important bridge and provide the opportunity to cross it. I respectfully request that you report these bills out favorably. Thank you. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much for your testimony and uh, uh, proud to represent you there in Belmont and uh, that always gives a bill a big boost I like. Yeah. Also, I, you know,6923 I'm a play guitar and I'm a big music lover and I, I think you said your son is interested in attending Berklee, is that right?
Yes. He takes classes there under the Special Education Abel's Art Program, which teaches music to kids with disabilities. Oh, that's great. And what what instrument does he play? He plays piano. And then he composes on note flight on the computer.
Oh wow, wow, that's great. That's really great. Well, it's wonderful to hear from you and well, um ask if there are any members of the committee that have questions um seeing no additional questions. Thanks so6966 much again for your testimony. Thank you. Okay, you're welcome. And next up is um Sarah Cullen,
[SARAH CULLEN (MDSC):] [HB1331] [SB846] Good morning. Thank you For this opportunity to testify in support of House Bill 1331 and Senate Bill6986 846. My name is Sarah Cullen. I'm the family support director with the Massachusetts Down syndrome Congress. MDSC is a non profit organization established in 1983 representing more than 5000 people with Down syndrome and the commonwealth. Today with access to innovative healthcare, early intervention and best practices in education individuals with down syndrome can contribute to their communities in meaningful and fulfilling ways. As an organization that continually promotes best practices and inclusive education and works with families, educators and school systems the MDSC has these7025 bills which provide access to higher education as our top priority and our legislative platform.
We strongly support these bills because of the significant positive educational impact we see this legislation having on the members of our community. According to research, we know students with down syndrome are globally more successful as adults when they are provided with the opportunity to be educated with their non disabled peers. This statistic supports the importance of providing students with the opportunity to participate in inclusive higher education. We are lucky to live in a state where there are multiple public institutes of higher learning. While Massachusetts should be proud of the fact that the7068 current MAICEI program has created opportunities for young adults with intellectual7071 disabilities and autism spectrum disorders to participate in college courses with their typical age level peers.
This opportunity is limited by the number of7082 colleges in the State Grant Program, the geographical location of the participating institutes, and the fact that the grant program is targeted for individuals who are still in special education and younger than 22. The barriers precluding access to higher education for individuals with intellectual disabilities should be removed so that all families in the commonwealth have the right to consider this type of experience for their child. This will only be a reality if this comprehensive bill is passed. We have seen firsthand the positive impact the MAICEI program has had in the lives of many individuals with down syndrome across the commonwealth who are now employed and meaningful integrated employment opportunities.
On a personal note, my son Matthew, who shared his testimony here, attended three semesters at Salem State University through the MAICEI Program. Although this was an incredible opportunity for Matthew, it ended on his 22nd birthday. He would truly value the opportunity to return to Salem State University to take additional classes related to the medical field to realize his dream of obtaining a paid inclusive job in the medical community. On behalf of our entire organization and the families and students we serve. I thank you for taking the appropriate steps in ensuring a timely approval of this critical legislation. Thank you so much. SHOW NON-ESSENTIAL DIALOGUE
hear your testimony and also great to hear from matt earlier. We certainly appreciate it. Uh And it's quite helpful. Uh huh.
Are there any questions from the committee? Um Seeing none at this time. Thank you again so much for your testimony. And next up we have Karen Doback.
[KAREN DOBACK (CAMBRIDGE SE-PAC):] [HB1331] [SB846] Good morning Chairpersons, Gobi Rogers and members of the7213 committee. I am here in support of H 1331 and Senate 846. I am the co-chair of the Cambridge PAC as well as a parent of a son with autistic spectrum disorder. My son had been placed out of district at the end of kindergarten and remained so. When he was 18 he went to MassBay Community College transition scholars program. This was an amazing opportunity especially since shortly before he started a psychological evaluation from our school district said he was not capable of being this independent and would require adult autism services.
With the supports provided him by this program at the college level he was able to start with prerequisites for college classes in writing, ELA and math. He eventually started to focus on engineering courses and stayed at MassBay through the MAICEI program until he was 22. MAICEI also assisted him and participating in the life of the college, such as playing basketball, going to the gym and clubs and he made friends that he still has to this day. He was able to use these skills he learned at MassBay to also make friends on the basketball courts in our city and to obtain a job near our house. By the time he turned 22 and finished at MassBay, he had gained the skills he needed to be successful at the college level. These included being able to organize his assignments, self advocate with his professors, how to seek out help from the disability office and obtain tutoring when needed and to greatly increase his communication and social skills.
As a result, he was able to stay at MassBay until he earned his associate's degree and then he went on to complete his bastards bachelor's degree at Worcester Polytech. He had to stop working due to Covid, but he hopes to be working again soon. Without this program my son's life and opportunities would be very different today. All students with disabilities should be provided this7341 opportunity. These opportunities are important for students 18 to 22 who are still enrolled in special education and equally important for young adults who are over the age of 22. College provides them so much growth and could lead to a more productive life. The goal of ensuring that all students could have a happy and productive life not only serves those with disabilities7365 and their families, but will benefit all of society. Therefore I urge you to pass this bill out of committee and for it to be made into law. Thank you. SHOW NON-ESSENTIAL DIALOGUE
Yeah, thank you very much for your testimony. We appreciate it. Any questions from the committee, seeing none at this time. Thanks again. And next up we have pam North.
[PAM NOURSE (FCSN):] [HB1331] [SB846] Hello, thank you very much. Good morning. Um, thank you very much, Chair Rogers chair go being members of the committee. I'm here today in support of House 1331 and Senate 846. My name is Pam Nourse and I am the executive director of the Federation for Children with Special Needs. For over 47 years, the federation has supported families and Children with disabilities to get the supports and services they need to overcome barriers and access educational opportunities. Persons with intellectual disabilities or autism have historically been excluded from the very valuable college learning environments. A college experience can be and should be a shared experience for all young adults.
For many years, the federation has served on the MAICEI advisory board and seen the benefits of students with intellectual disabilities or autism accessing college classes. These students gain important organizational skills, participate in educational conversations, join in campus activities, share ideas and learn very, very important social skills, all key components for better outcomes in employment and independent living for these students with disabilities. An inclusive campus environment is beneficial, not only for the students with disabilities, but also for the colleges and universities themselves their7493 teaching staff and the matriculated students.
We know in the past that at least one instance at one university, the college students approached their campus leadership and championed an opportunity for college learning for students with intellectual disabilities or autism, highlighting the richness of discussion and campus life that would result from participation in such a program. The federation advocates for the inclusion of students with intellectual disabilities or autism to access our state colleges and universities. We appreciate the committee's consideration of these important bills and urge you to report these bills out favorably. Thank you very much. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much. We appreciate hearing from you any questions from the committee, Seeing none at this time. Thanks again for your testimony. And next up we have lindsey Nunes. Thanks.
Great. Good morning. Morning.
[LYNDSEY NUNES (WESTFIELD STATE UNIVERSTY):] [HB1331] [SB846] Okay, good. Everyone can hear me. I don't use teams often. Um, so I'm Lyndsey Nunes. I'm the inclusive concurrent enrollment initiative program Director at Westfield State University. Like many others, I'm honored to be here today to strongly encourage you to support Bills House 1331 and Senate 846. For the last 13 plus years, I have worked with students with intellectual disabilities and autism, but nine of those I've had the esteemed pleasure of coordinating the program at Westfield State. When we originally opened our doors, we had five students now each semester we averaged between 20-30. But in those nine years we've had over 100 students participate in our program.
So many of our students and their families never imagined college was going to be an accessible opportunity. Now that I've seen what college opportunities do for individuals with intellectual disabilities I can't imagine living in a state that doesn't wholeheartedly support it. It's what's right and it's what's needed, but it's also going to change the lives of all not just the students with disabilities, but students without, future business leaders, police officers, teachers. The list could go on all people who will learn alongside of their non disabled peers. Students and classes will learn how to make the world more accessible. These students will understand the importance of inclusion and go forth, making the world more inclusive and an accepting place.
My experiences with students at Westfield State demonstrate the importance of this legislation. I've seen students arrive on campus in September with communication devices, 1:1 staffing being told that they'll never be able to be out of their ed coaches, eyes. And by the end of the spring semester there bouncing around campus,7654 solo, interacting with people ordering doughnuts, which is a very big topic at Westfield State, going to lunch with friends, going to the wellness Center, studying, hanging out in the library. Again, the list goes on, But this was a student who I was told7668 would never be able to do things independently.
I've worked with successful students who were told that they couldn't go to college and again that they wouldn't be independent students who started with very limited social and communication skills, delivering, then delivering presentations in classes,7680 answering questions and making eye contact. Lastly, we had a student make a friend in the class and eventually go on a date. And it didn't work out so it's not a great love story, but they were able to have this important social experience. These are all the life lessons that we all learn in college.
These are the life lessons that our students deserve to learn in college. By opening the doors to individuals with intellectual disability we will be equitably more equitable in providing an opportunity for a fuller life. These lessons impact all areas of our lives, academic, emotional social, mental, physical employment, health. I ask you to think about who you are, ask yourself what if you hadn't had the chance to even consider a college experience. I hope that you agree that supporting these bills is the right thing to do. And I urge you to report them out favorably. Thank you for your time. undefined undefined undefined undefined undefined undefined SHOW NON-ESSENTIAL DIALOGUE
Thank you for your testimony and for all your service at Westfield State and uh, certainly appreciate hearing your perspective. Um, are there any questions from the committee? I see. Representative piece? Uh, please go ahead.
Well, yes, of course, I have to say thank you for your testimony being from Westfield State in uh, in my district. So, uh, thanks lindsey and I hope we7755 don't get this, uh, get this going forward. So have a nice day. Thanks.
Great, well, thank you again and seeing no additional questions at this time. Next up, we have Julia Landau from the massachusetts advocates for Children.
[JULIA LANDAU (MAC):] [HB1331] [SB846] Thank you so much. Chair Rogers, Chair7777 Gobi and all the members of the committee. You've been very generous with your time and attention throughout all this testimony. I am from Mass Advocates for Children. Our mission for those of you who are familiar with us is to remove barriers to educational and life opportunities for children and youth focusing specifically on those who face barriers because of disability and race, ethnicity, learning her status and trauma. I'm also here to support these two bills, House 1331 and Senate 846. I want to be brief and not take a great deal more of your time. You've heard such eloquent testimony about the importance of this bill.
We want you just to know that our office also strongly supports this legislation. It's so important to remove the barriers that you've heard about. And yet you've heard is essential to not only remove the barriers to benefit individuals with disabilities but7831 I just want to underscore how much I know you heard about how this will benefit the entire campus and the educational experience of all on the campus. This legislation has been carefully, carefully crafted over the many times this committee has heard this bill to address every single concern that's been raised in past sessions. And frankly, it's been crafted7857 line by line and word by word with so much attention from the various stakeholders in higher ed in the school districts and the disability community. That I just want to emphasize what you've also heard before, that we really believe this bill is ready to go and make it to the finish line because there's been too many individuals who have been waiting for these barriers to be removed. We thank you so much for your concern, your attention and we urge you to report this bill out as soon as possible. Thank you. undefined undefined SHOW NON-ESSENTIAL DIALOGUE
Thank you for7893 your testimony and for highlighting the the work that's gone into this legislation over time. Um any questions from members of the committee
uh seeing none. Thank you again very much for your testimony. Next up, we have Mark Sina from U. Mass. Amherst.
[MARK SENA (UMASS AMHERST):] [HB1331] [SB846] Good morning. Thank you. I'm Mark Sena and I urge you to support H 1331 and S 846. I am the interim coordinator for UMass Amherst MAICEI program. Every day I get to witness the impact of higher education opportunities for students with neurodivergence and what this does for the greater campus community as a whole. Neurodivergence includes intellectual disabilities, autism and other developmental disabilities. It's because of higher education programs like MAICEI students with neurodivergence take greater meaningful steps into adulthood. You've heard from many students, families about the life altering the impact a college experience has had on their lives. I've included additional examples of my written testimony demonstrating how students with neurodivergence, excel in MAICEI.
I'd like to take this time to tell you about additional reasons to support this legislation. There is a powerful ripple effect that happens when creating more inclusive opportunities for higher education. It helps professors think about7977 universal design learning and the latest technologies to reach every student.7982 This makes professors want to be better instructors help supervisors for internships and jobs affiliated with MAICEI college experience Think about how to improve all their training and assessment. This makes supervisors want to be better managers. The social impact is heavy, heavily felt too. meaningful communities8000 of student relations develop whether it happens organically or in structured peer mentor programs.
One story from this year includes an amazing associate professor. He was so touched by how how much one student participant truly cared about the content of his8017 comparative literature class. The professor came to the students MAICEI program completion celebration. The excuse me, the professor had never taught students who were neurodivergent before. He learned the student was able to access the curricula with modifications using a strength based approach was able to do so because of being allowed to audit the class. The professor was able to witness how the student actively participated and conveyed understanding of the content. He says the student always came to class prepared and had something to say about the material.
Sometimes getting the discussions open and more fluid during lectures to the delight of this professor. He says this has forever changed how we think about students with intellectual disabilities, autism and developmental delay. Many of us our neuro typical peer mentors are going on to graduate schools and carrying their lived MAICEI experiences with them. Some are going on to the speech and language pathologist teachers and occupational therapists. One of the peer mentors who graduated this year just got a job in a school district supporting young adults with disabilities. Another peer mentor student was a finance and business major from the prestigious school of Eisenberg.
She says she will forever be thinking about her MAICEI experiences and intends to utilize universal design practices when information can be8096 shared or taught in different modalities to colleagues and customers thereby perpetuating an inclusive model in her business world as she transitions into8106 mature mature adulthood. These are just some of the many people who have stories like this showing how important it is to open8114 the door to higher education to individuals with ID and autism. This is one of the most important votes you will make when it comes to creating better more skilled, more knowledgeable communities. This8123 is an investment which will create a deeper pool of educated potential employees, community leaders and perhaps future legislators too. I want to thank you for this opportunity to speak. SHOW NON-ESSENTIAL DIALOGUE
Thank you for your testimony. Um I see a question from the Representative. Dom
can you hear me? Yes. Great.
[DOMB:] Hi everybody. Good morning and good morning to you sir. I want to welcome you as uh your you work at least in my district. I don't know if you actually live in my district but I've also had the honor of meeting with you and your students. And I just want to really thank you not only for the work that you do at UMass Amherst and in the commonwealth but for coming today and presenting on it. I really appreciate it. Thank you. undefined undefined SHOW NON-ESSENTIAL DIALOGUE
Thank you Mr Chair. Thank you. You're welcome. And um uh seeing no additional questions. Thank you again very much for your testimony. And uh next up uh is Yossi Burke's Abbott from the massachusetts developmental disabilities council. Hi,8196 can you hear me? Yes we can. Good.
[GYASI-BURKS ABBOTT (CONCERNED CITIZEN):] [HB1331] [SB846] Good. I'm Gyasi-Burks Abbott. And uh thank you for having me. And I am writing in support of an act creating higher education opportunities for students with intellectual disabilities, autism and other developmental disabilities because of8217 the transformative effect college had on my own life. I am a writer, public speaker and autism self advocate who serves on the boards and committees of many autism and disability organizations. Despite early diagnosis of mental retardation with a prognosis that I'd8236 never make it beyond the 6th grade, I have a Master of Science in library information science from Simmons University.
While attribute much of my success having been raised by an academic who instilled in me a love of learning from a young age I can honestly say I got my start at Santa Monica community College and their high school diploma. Space doesn't allow me to chronicle the events leading up to my definitive diagnosis of infantile autism at 17. But suffice it to say process eclipsed most of my last two years of high school. Thanks to the program at Santa Monica College, I was able to finish up the requirements for my high school diploma while also taking college courses. And my a class schedule reflected my unique portfolio of strength and weakness. Indeed, I was in the scholars program taking advanced classes in english at the same time as I was being assessed for a learning disability and taking classes in remedial math.
While at Santa Monica College, I was introduced to the field of psychology, sparking an interest in a discipline that already had major impact on. When I transferred to a four year college in Saint Paul Minnesota, I chose psychology as one of my majors the other being english and started conducting researches. Also at Santa Monica college, I began my journey in self advocacy as the vice president of a club for disabled students. Since moving to Massachusetts, I've continued my involvement with advocacy organizations, which has evolved into a deep interest in public policy. Many factors have contributed to making me the person I am today, but a significant stage in my development was spurred by being exposed to college life even though I hadn't finished high school. Thanks for listening.
Thank you SHOW NON-ESSENTIAL DIALOGUE
very much for your testimony and for sharing uh, your remarkable story of overcoming many challenges to go on to. Ah, really amazing level of accomplishment. So, so8379 thank you. Your testimony is very helpful and informative. Um, are there any questions from um, members of the committee
seeing none at this time. Thank you again, so much appreciate hearing from you. And next up we have terry and Connor feral from advocates for autism of massachusetts. undefined
[TERRI FARRELL (AFAM):] [HB1331] [SB846] Good afternoon. I started out with a good morning on my testimony then I realized we're at 12:20. So I'm going to the afternoon. So good afternoon, chairman Gobi Rogers and members of the committee. My name's Terri Farrell and this is my son Conor Farrell. So you get the two for today, you get a two for one here. So, you know, once upon a time I had a dream that both of my sons would attend college after high school. It's easier said than done due to many factors, but it is next to impossible for individuals on the autism spectrum. So I was incredibly fortunate to learn about the MAICEI program a few years back due to my volunteer work with AFAM. Um, and uh, through Ann Guay who testified earlier this morning.
And I was able to connect my school district, which is Lynnfield with the Salem State MAICEI program championed by Rep Paul Tucker. And so, you know, everything came together for you to be able to participate in MAICEI. So what happened? Well, Conor was able to attend Salem State and he was able to continue his transition in you know, that really critical 18 to 22 year old time, just as his peers. I mean, I could go on and on about, you know the details of how it met goals and IEPs And object objectives. But at the end of the day you know why like what do you care about this bill? Why should it be voted favorably out of committee? Well because the money that funds this program results in favorable outcomes.
And I mean isn't that what we're always looking for is like if you're gonna vote something out and you want it to move forward you want outcomes not you know what is the data. And I think with all the testimony today we've we've heard the data right of how the favorable outcomes. But what happened is MAICEI allowed Connor to build critical job skills and these are skills8522 that employers are looking for. So as a result Connor's resume Looks like the resume of a typical 22 year old. Not the resume of a 22 year old who was on an IEP and has autism. But I think I'd rather have Connor tell his story. Connor. Here you go.
[CONNOR FARRELL (CONCERNED CITIZEN):] [HB1331] [SB846] Hello members of the committee. I am Connor Farrell. I am 22. I live in Lynnfield with my mom and dad. I was working two jobs last year one paid and one unpaid at CVS and the cafeteria at Salem State. When Covid hit I lost both internships. It8560 was hard because I wanted to work and I didn't want to hang out with my mom and dad so much. My job coach worked with me so that I earned my restaurant ServSafe certificate when everything was closed. He helped me update my resume.
Guess what? I interviewed for a job at a new coffee shop called8583 Biddy and Bows opening in Melrose in a few weeks. I got the job. I don't think I would have gotten the job if I hadn't participated in the MAICEI program I wanted to work so I can have my job so I can have my own apartment or condo in the future. Please support this bill. It has changed my life. Let it change the lives of people who want to be given8605 a chance to go to college like everyone else. Thanks for listening.
[FARRELL:] Thank you. SHOW NON-ESSENTIAL DIALOGUE
Thank you both very much. And uh, you know, I really hearing your story. Connor is remarkable and I can't imagine having met your mom now. That must have been too bad to spend more time with her, but well, I went mute on that just so you know,
well, thank you both so much for testifying. It's very helpful and informative. Are there any questions from the committee at this time? Um Connor, 11 quick question. You mentioned that both of your employment situations ended or have either of those started back up yet? Or, nope.
Well, hang in there, I'm sure they will. And as we move out of the covid. But um, thank you again so much for your testimony and seeing no questions at this time from the committee. Um Next up is robert McCarren from a cup You're here.
I'm here. It's great to be here. Good to see you again. Mr. Chairman, Great to see you.
[ROB MCCARRON (AICU):] [HB1335] [HB1340] [SB832] Uh Chair Gobi Chair Rogers and members of the committee. Thank you for this opportunity to speak to you today as you consider legislative proposals related to a student athletes ability8699 to be compensated for their use of their name, image and likeness through their collegiate athletic career. My name is Rob McCarron. I serve as president Ceo of the Association of Independent Colleges and Universities in Massachusetts. Our 61 private nonprofit colleges and universities participate in collegiate sporting events and divisions 1 2 and 3 as members of a wide array of athletic conferences. And as Representative Howitt and Senator Finegold explained earlier the NCAA recently adopted8726 an interim policy that allows all student athletes to engage in name image and likeness opportunities for commercial and promotional purposes.
This interim policy went into effect on July 1st, and it came about thanks to the continued discussions between the NCAA and Congress, but even more so as a result of the work of legislators around the country like Senator Finegold and Representatives Gonzalez and Howitt who filed legislation to provide the focus that was8752 needed to continue advancing this conversation. The NCAA's interim policy has been in effect for less than two weeks and already we are seeing student athletes in Massachusetts engaging in NIL opportunities under this new policy. We anticipate that many more will continue to do so as they explore potential partnerships in the coming months.
Now that there is an interim policy in place, it is important that we allow the NCAA and Congress to continue to work towards a8776 federal NIL Solution. It is important to note that the interim policy will remain in effect until the NCAA issues a final policy or we see federal, a federal legislative solution. We have an opportunity, a unique opportunity to learn that student athletes take advantage of the opportunities provided by the NCAA's interim policy, so we should take advantage of this opportunity before acting on state legislation ultimately may make it more complicated for students. Just as one example, it is currently unclear how engaging in NIL Activities might affect the visa of international students. It's also important that the NIL not become a recruiting tool for states passing different NIL provisions to entice the top athletes to colleges, universities within their respective states.
This patchwork approach has already received attention of Congress and a bipartisan committee is working closely with NCAA to achieve a federal solution to ensure that the rights of student athletes are protected in a consistent manner across state lines. The primary primary objective of the three bills before you today is to give student athletes the ability to benefit from and be compensated for their NIL opportunities. Again, that is now NCAA policy nationwide and is good for the student athletes. We do have concerns about a few other provisions within these bills that are not related to NIL And we believe would pose significant risks for the long term viability of collegiate athletic programs across divisions 1 2 and 3.
For example, there is a provision that would require revenue sharing from ticket sales. College athletic programs are very expensive to run and almost all operate at a net loss. The expenditures on athletic programs are about providing extracurricular opportunities for students and certainly not about profit. For most institutions, ticket sales, even if even if there is a charge are intended to cover the expenses of hosting a game. For example, for officials, game workers and police details. Imposing a 15% revenue sharing agreement will have8888 a significant negative impact on college programs including potential elimination of those schools that are those programs that are operating at the greatest loss.
We also have concerns about the provisions in one of the bills that would require the creation of a catastrophic injury fund. The NCAA already maintains robust, catastrophic injury insurance programs and it would be cost prohibitive for individual institutions to set aside an unknown amount of funds for such a program. And it's unclear based on the language that's currently there what provisions would apply to varsity athletes or just club sports athletes. Um Again, we were concerned that the such a provision would have long term viability risk for for college athletic programs. Um I would echo Senator Finegold's um comments earlier in his desire to continue working on this issue.
We're we've already started that by starting a dialogue with his office and his staff and would very much appreciate that opportunity to continue to the work on this bill, knowing that8947 those rights are already in place and students are already benefiting from those rights NIL. But but taking the time to figure out from this new program what's working um and where if any the guidelines need to be to be added. So um out of the abundance of caution for your time because it's been a long meeting, we will offer written comments to the committee8970 on this and two other bills that are before you today, but happy to uh take any questions that the8976 committee may have. SHOW NON-ESSENTIAL DIALOGUE
Great well thank you. SHOW NON-ESSENTIAL DIALOGUE
Uh Your testimony is very helpful and we do8991 know this is sort of a cutting edge issue because of the Supreme Court case. The N. C. Double guidance that just came out. Uh And of course this legislation pending here as well as activity in9004 other states. So um definitely this is an issue that is very much has the committee's attention and we've we've begun to do a variety of research and things of that nature. So your testimony is very helpful today and we'll also look forward to receiving your written testimony. Are there any questions from members of the committee?
Seeing none at this time? Thank you again so much for your testimony. And next up on the list, uh, is uh, caden would up if you're here, please go ahead. Thank you. Um, can you hear me? Yes, we can.
[CADEN WOODALL (HARVARD UNIVERSITY):] [HB1340] [HB1335] [SB832] Good afternoon. Thank you opportunity to speak today9052 in support of name,9053 image and likeness for college athletes. My name is Caden Woodall and I'm an incoming freshman at Harvard, where I will compete as a student athlete on the football team. Earlier Earlier this year, I graduated with honors from Stevenson High School in Livonia michigan, where I was a four year Letterman on the varsity football team. The name image and likeness issue is personal to me because of the unique opportunities I've had after an unexpected social media phenomenon. After a win last season, my teammates and I were celebrating in the locker room while singing a Justin Bieber song.
Um, a video of our celebration was posted on social media and it went viral. Shockingly I acquired over 1.5 million followers overnight. A couple days later, I had created my own Tiktok account and posted my first video, which currently has over 55 million views. Soon after this happened, websites started selling T shirts, stickers, phone cases and other items with my picture name and jersey number on them. I was contacted by different companies and organizations who wanted to work with me, send me merchandise and fly me to events. However, I had to turn down all those offers due to amateurism rules and have been waiting for the chance to finally take advantage of these rights like everyone else.
I currently have 1.9 million followers on Tiktok and the opportunity to establish a brand for myself. Passing this legislation would give me and other college athletes to rise to use our name, image and likeness on social media and in meaningful ways beyond personal branding. It will allow for self employment opportunities and encourage entrepreneurship. Uh, it will permit athletes to run camps, sell their paintings and books and provide a little extra money for their families. This bill has the opportunity to change young adults lives for the better and will also be a great educational opportunity as we learn to run our own brands and businesses. I believe these rights should be passed in a state law instead of relying on the NCAA to pass new rules or leaving it up to the schools.
A state law will clear up confusion and help schools and athletes9181 in Massachusetts understand their rights. We also cannot wait for9185 a federal law because it is unclear if Congress will be able to pass a bill to protect these rights. In my opinion, allowing college athletes the right to finally use and control their own name, image and likeness is the right thing to do. I'm honored to speak up for these rights on behalf9200 of college athletes at Harvard and at schools across Massachusetts. I hope you pass this bill and appreciate your consideration. Thank you very much for your time. SHOW NON-ESSENTIAL DIALOGUE
Uh huh. Thank you. And ah, Congratulations on developing quite a following. I'm sure there's some politicians on this call who want to know how you got 1.9 million followers. What position do you play in football?
I played running back. Oh great. Yeah. Well, congratulations. That's exciting. Thank you very much. I appreciate it. Yeah, well thank you for your testimony. It's very helpful to hear from you. Are there any questions from the committee? Um, seeing none at this time. Thanks again very much. Um Next up we have um, remote, remote G huma. Sorry if I didn't pronounce that? Quite right. Thank you. Can you hear me? Yes. Great afternoon.
[RAMOGI HUMA (NCPA):] [HB1335] [HB1340] [SB832] Good afternoon. My name is Ramogi Huma.9258 I'm the executive9259 director of the NCPA. The9260 National College Players Association. The NCPA has been a primary advocate in Congress and for over a dozen states that have adopted or pursuing legislation to allow athlete pay for use of their name, image and likeness or NIL. The NCPA is in full support of H 1340 And we're happy to report that 24 other states have stood up for their college athletes by standing against unjust NCAA rules. This legislation, this legislative landscape forced the NCAA tempo temporarily waive its NIL restrictions. However, state action is still necessary to ensure Massachusetts athletes and programs aren't harmed if the NCAA changes its minds and reinstates NIL prohibitions this is a real possibility.
In the past, the NCAA has adopted key reforms only to reverse course shortly afterwards. This happened when it finally approved athletic stipends only to have the stipends eliminated with an override vote weeks later. Stipends only became an option after we won a court ruling in the O'Bannon versus the NCAA antitrust lawsuit. It's also important that the Massachusetts NIL law maximize economic freedoms for athletes. Some states have passed good NIL laws and others have passed highly restrictive NIL laws. Massachusetts athletes deserve maximum freedoms and rights. Programs shouldn't have their recruiting efforts harmed by overly restrictive laws. The9336 NCPA has worked closely on H 1340, and if it passes it will be one of the best NIL laws in the9343 entire nation.
H 1335 and S 832 are two other bills that include NIL freedoms. We encourage that there's so much interest in giving athletes NIL freedoms, but I will point out that age 1340 has more freedoms for athletes and less of a threat of litigation by the NCAA. The other bills9359 have additional rights outside of NIL which are positive. But NIL specific language that the state should adopt as encompassed in H 1340. However, the NCPA is in support of the catastrophic injury fund requirement in H 1335, In regard to S9372 832 the NCPA is in favor of allowing athletes who have been drafted to choose to play in college instead as well as ensuring athletes receive a portion of the ticket revenue that they generate.
However, the revenues should flow to athletes relative to their respective sport's ticket sales. That's the central part of addressing the economic racial injustice imposed by NCAA compensation limits. Currently, almost all athletes in predominantly white sports received more than their fair market value while all athletes and predominant black sports received much less than their fair market value. Fairness to all athletes in addressing9405 racial injustice that requires ticket revenues to be shared designated by sport. Finally, our recent U. S. Supreme Court victory also helps make clear that states can pass compensation laws without illegal NCAA Punishments. The NCPA would like to work with the committee and the bill authors to help advance the bill that will address these important issues. Thank you. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much for your testimony. And uh I know you mentioned that you like some states what they've done. You're not as a crazy about what some other states have done. And if you uh if you ever want to follow up with written testimony or written about kind of strengths and weaknesses as you see them, um please feel free to do that. We we welcome a dialogue with you as we as we look at this issue. I do see uh my distinguished co chair Senator Gobi has her hand up.
[GOBI:] Well I I think we we're on the same page there um trying to get some other information that that you've come across with all states. And you mentioned in your testimony about avoiding litigation and litigation from the NCAA. And I think I think that would be part of the conversation what you've seen with some litigation that may have come up on bills that um legislation that's come out in other states because I have not seen specific litigation with the NCAA on the NIL Legislation. Is that what you were referring to?
[HUMA:] Yes. So we co sponsored the original California bill and in the run up to the bill, the NCAA Threatened to punish California schools and talked about potential litigation. Um It would be related to the what's called the dormant commerce clause. Sometimes it's very difficult for states to regulate interstate commerce. Um But there is the pike test that, you know, it would, from our perspective overcome that. However it could delay things. So if the NCAA Changes its minds and attacks the states that have certain provisions in there, for instance when the state says the NCAA Can and can't do X Y and Z then that becomes that gives them an open door to make a dormant commerce clause challenge. Which could delay Massachusetts relative to other states. That we've recommended like Florida and other states who have fought our recommendations by not mentioning the NCAA at all. Massachusetts can doMwhat massachusetts wants. It can directed schools to do what it wants. No need to mention the NCAA. But the moment you mention the NCAA Like in the other two bills it gives them the option to delay things in court while other states won't have that that challenge if they don't mention the NCAA9555 so that's that's an example. SHOW NON-ESSENTIAL DIALOGUE
Okay. Thank you. I appreciate that. Thank you. Thank you. I also see Representative piece has his hand up to to ask a question.
[PEASE:] Thank you. Mr Chairman9574 and thank you for your testimony. Very informative. But yeah I too would like maybe you provide more in depth because I think what you were talking about where the NCAA could challenge it could challenge it. But that was probably not dealing with the Supreme Court case. You know that was probably post that I would assume
[HUMA:] It relates to the Supreme Court. What we've said the whole time is the NCAA they can challenge all they want but ultimately they'll fail. And the Supreme Court ruling9600 made that pretty clear even though it wasn't directly dealing with NIL. Uh the NCAA for decades has claimed that it has an anti trust exemption. And um the Supreme Court made clear that it doesn't. And so given that reality um it kind of gives a green light to States to do what they would like to do on in terms of compensation. Because the NCAA has been imposing an illegal price fix for all these years. Whether it be on NIL Or direct compensation.
[PEASE:] And if you can provide not today obviously don't need to take up more time but the ticket sales and getting a percentage. And I'm not sure if that's the case or if the if the NC or if the schools and university uses the money for scholarships across the board. But obviously, the more popular sports will get endorsements and they'll get support from uh other people that they've gotten in the past and got in trouble for. Um So but I'd like to hear your perspective and maybe you can provide something afterwards. Thank you. SHOW NON-ESSENTIAL DIALOGUE
Thank you. Um And seeing no additional questions at this time, Thank you once again for your helpful testimony. And the next up on the list. Today is uh Suzanne McGurk from the college board.
[SUZANNE MCGURK (COLLEGE BOARD):] [HB1338] [HB1349] [SB849] Thank you. Chair Rogers and Gobi and committee members for hearing bills. Today. I'm here to speak about the bills regarding AP credit. Also want to thank Senator Moore and Representatives Haggerty and Madaro for introducing this important topic for students in the commonwealth. I'm Suzanne McGurk, senior director of higher Ed policy with the College Board, and I'd like to share a few thoughts in favor of this legislation. These bills offer potential to make a meaningful educational difference for students, particularly low income and underrepresented students.
Should a standard AP credit policy be adopted in Massachusetts. Students and parents would have the ability to count on this guarantee of early college credit for advanced9721 placement, scores of9722 3 and better. This policy is necessary to ease high school course planning for students who have strong expectations that their hard work and preparation will result in meaningful college credit. Nationally students in the commonwealth of some of the highest performance outcomes in terms of the percentage of high school graduates who score 3 and better on at least one AP exam. Massachusetts is routinely in the top three in terms of AP success and usually first in the nation.
Requiring your post secondary institutions to create a credit policy will greatly improve the ability of students to earn9756 college credit early. If all Massachusetts, students sent AP exam scores of 3 and higher. The public higher education institutions in Massachusetts and were awarded credit the tuition savings to students and families would be almost9770 $20 million based on average public university tuition rates. With current credit policies, only about half that amount in credit would be earned and about half that amount of tuition would be saved by families. Annually Massachusetts tax dollars9782 are spent at the secondary level paying for low income students to take AP exams.
Establishing an AP credit policy would ensure the commonwealth continues to get a return on the investment at the higher education level. Currently, there are 31 states in the US who have an AP credit policy established. Many of9801 these states track the results to ensure students are successful9805 after credit rewards9806 with scores of 3. None of the resulting studies has ever indicated a change of policy was warranted and none of the institutions have had any resulting jeopardy to their accreditation status. There is a vast body of research showing that students who score 3 will be successful in the sequential course. Students with scores of 3 are more likely to enroll in college, persist to graduation and are more likely to graduate on time.
We strongly support data driven policy decisions and welcome the opportunity to partner with institutions and the Department of Higher Education to develop and validate score policies. I hope these bills will inspire institutions to join in the effort to ensure every available opportunity to recognize valid post secondary outcomes is utilized by revising their AP credit policies to include scores of 3 on all exams. The comprehensive use of data to establish what AP scores were used for credit would greatly expand the credit opportunity for many students, especially underrepresented and low income students. The tuition savings for those who make who needed the most would make college more affordable and the credit award may give students the self confidence to know they are college ready. Thank you for your time and welcome any questions. SHOW NON-ESSENTIAL DIALOGUE
Thank you for your testimony and
let me inquire of any members of the committee have questions at this time. Uh, seeing none. Thank you again so much for your testimony. And next up we have john Schneider from mass insight, education and research.
[JOHN SCHNEIDER (MASS INSIGHT EDUCATION AND RESEARCH):] [SB849] [HB1338] [HB1349] Thank you Mr Chairman um Chairman Gobi. Chairman Rogers, Members of the Joint Committee on Higher Education. Thank you for the opportunity to testify today. For the record my name is john Schneider and I'm managing director of policy and advocacy for Mass Insight Education and Research. We partner with 10,000 students and 600 teachers in more than 80 high schools across the state to expand and diversify enrollment in AP courses, including partnerships with a dozen Boston high schools and all of the gateway cities. I'm here to testify in favor of Senate Bill 849 And House Bills 1338 And 1349, legislation that will help students and families make attending our public colleges and university system more affordable.
These bills reward hard working Massachusetts, high school students for their achievements in rigorous advanced placement courses. They address an inconsistency in the way our public colleges and universities award credit for passing the AP exam. They ensure that the campus AP credit policies are transparent and accessible to students and families. And these bills recognize the dedication and outstanding work of the state's high school9990 AP faculty whose efforts have made Massachusetts, the national leader in AP education. These bills propose a common sense approach to establishing a transparent and consistent AP credit policy.
The bills established10007 a qualifying score of three10009 in the AP exam as the minimum score needed for college credit10013 unless evidence is provided10015 that a higher score is necessary for a student10018 to be successful. The bills also require our public colleges and universities to clearly10023 publish their AP10025 policies online. An important step for helping families10029 and students make informed and thoughtful college choices. As massachusetts continues10036 to10036 make important10037 strides, advancing college and high school programs to make college more accessible and affordable a consistent and transparent AP10046 college credit10047 policy will10049 reward students for academic excellence and strengthen our public system of10055 higher education.
Unfortunately, Massachusetts10056 does not lead the nation in fair and consistent ap credit policies. More than 30 states10064 have established either through law10066 or regulation system wide10068 policies providing credit for AP qualifying scores. They have found a way to balance academic freedom with a system wide AP credit policy and10079 we should too. The students we work with who are often10084 overlooked for AP courses, despite demonstrating AP10087 potential, are driven to10090 do well. They attend summer10092 and Saturday study sessions so that they can succeed in rigorous ap courses,10097 achieve a qualifying score on the AP exam and get an early10102 start on college. They10103 expect that achieving a10105 qualifying score At least 3 will lead to college10109 credit.
And so as we emerge10112 from the pandemic,10113 I believe we have a responsibility to address inequities caused by COVID-19 and10119 in part helped reduce the financial burdens of college tuition. These bills help us achieve this worthwhile goal by rewarding10129 students for academic excellence in high school. And I respect respectfully ask the committee for a favorable report. Uh and certainly we're willing to work with the committee and the authors of10144 the bill on amendments that might help move the bill forward. Thank you. Mr Chairman Madam Chair. undefined SHOW NON-ESSENTIAL DIALOGUE
Thank you. We appreciate hearing your perspective and10160 it's helpful. Uh10161 are there any questions from members of the committee? Seeing10166 none at this time? Thanks again. And next up we have uh mary Ellen uh yeah, no belly, I10177 got that right, correct.
Oh, uh, thank thank you.
10184 [MARYELLEN10184 LANNIBELLI10184 (LYNNFIELD10184 HIGH10184 SCHOOL):]10184 [HB1338]10184 [HB1349]10184 [SB849]10184 Good10184 afternoon Chairpersons10185 and the Joint Committee on Higher Education. I testify10188 in favor of House bills10190 1338 1349 and Senate 84910193 Thank you for allowing me to speak on behalf of my students. Um as you had stated, my10199 name10199 is Maryellen Lannibelli. I am the english10201 department chair at Lynnfield High School where I have been teaching AP literature and composition for 10 years. I have also been10206 a licensed educator in the commonwealth10207 for 26 of my years in education and10209 I'm also proud alum Fitchburg State University, where I10212 received my bachelor's10213 of english Literature. Teaching AP literature has enabled10216 me to engage all students in responding to rich and diverse texts. It provides opportunities for my students to advance to post secondary education.
My students range10224 from all socioeconomic and diverse10226 backgrounds. In AP literature I have worked with over10230 1000 students. Here are a few of their stories, former student10233 who had not taken10235 an honors course which is one10237 of our prerequisites and as department share I review student writing. So I reached out to the student, the student took my10243 course and achieved a 3 as a10245 passing score along with10246 two other courses. She was able to wave her general ed requirements and take10250 more challenging courses.10251 As a result, she will10253 graduate in May with a nursing degree and a minor in american sign language10257 due to her credit from advanced placement.10259 Of three of my students who all10262 enrolled at the same university in Massachusetts they all received passing scores10266 on their exams, but only one had received credit for their exams.
And um, even though they received a10274 passing score another received10275 credit for seven10277 of their APs courses and was able to pursue a CAGS as a result. While the third did not receive any credit for the10284 four AP courses, they had received 3 on. Another student shared10287 with me that they did not10290 receive credit from their college for10291 passing all six10292 AP exams. Had they been exempt from taking freshman writing, it would10296 have allowed them10297 to choose a more10298 academically challenging course. They would have liked to have taken a second major in english as a result of receiving credit, One student transferred from a10305 University in massachusetts where10308 they did not receive credit for any of their courses to an out of10312 state college where they received full credit for their AP courses.
Another student received full10316 credit for AP literature and language and was awarded a higher10321 standing to enroll in upper class courses and10324 was able to double major in biopsychology and gender studies.10327 And finally, um an advanced10329 placement credit allowed a student to test out10333 of freshman writing and provided opportunity for advanced college10336 writing courses.10337 This student is scheduled to graduate in May of 2022 with a double major in computer programming and professional writing. And by10345 having these general10346 ed courses waived he was able to complete an internship which allowed him employment opportunity. What the small sample shows is the inequity10355 of a common policy10356 for rewarding students who have put the effort into taking a rigorous course load In high10360 school. At Lynnfield High School, we require all students enrolled10363 in AP courses to take the Ap exam even though many attend10366 schools that do not reward a passing score. Thank you for your10369 time. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much for your testimony. It's10378 quite helpful and informative.10381 Are there any questions from10384 members of the committee? Ah10387 I do see a question from representative10390 piece.
[PEASE:] Thank you. Mr Chairman. So I'm just wondering based on your experience has the,10397 you know, the difference but mostly between the private and the public schools or is it just across the board?
[LANNIBELLI:] It's across10404 the board. I had10406 he had surveyed my students from10410 the past five years10411 um and those who particularly took AP literature and they range from public and private10416 institutions and in state out of state. So it's you know, it's um fluctuated among them10423 all.
[PEASE:] Thank you. I appreciate10425 that.10425 SHOW NON-ESSENTIAL DIALOGUE
Ah Thank10431 you10431 seeing no additional questions at this time. Thank10434 you again for your for your thoughts and your testimony. And next up10439 we have uh Annika von eaten or10442 Van Eaton from10443 you aspire. undefined undefined
[ANIKA VAN EATON (UASPIRE):] [HB1347] [SB821] Thank you so much, pardon me. Good afternoon10449 everyone. Thank you. Chair Rogers and Chair Gobi and members of the joint Higher10454 Education Committee for the opportunity to speak with you today In support of10459 H 1347 and S 821 an act ensuring students access to academic transcripts. My name is10468 Annika Van Eaton. I am with10470 uAspire. We are a national nonprofit focused on10473 college affordability based in Massachusetts and we advise high10477 school students and college students across the commonwealth, helping them navigate the financial aid process to10482 find an10483 affordable path through college.
So this bill would ensure that colleges and universities in Massachusetts would10489 no longer be able to withhold students academic10492 transcripts from10493 fully10494 paid semesters for unpaid10496 debts. Our uAspire advisors10498 work with students who have experienced their transcripts10501 being held. Most times when our advisors see the situation with10507 our students it's the10508 end result of compounding10510 effects of10511 challenges that students face. Especially students from10514 low income10515 backgrounds, students of color and10517 first generation college students. For example, a student may start their semester, find their family is facing serious10523 housing insecurity, which10524 could be a financial emergency for them.10526 Potentially they leave school and no money and don't know10530 all the procedures for withdrawing10532 or have unexpected mandatory fees.
But ultimately, the issue10535 is that the student is managing the10537 challenges that disrupted their10539 semester and now owes a bill they10542 cannot afford to pay and10543 then are unable to access and use their transcript. So10546 being able to access their transcript would mean they would have the option of transferring to10551 a more affordable school and would be10553 able10554 to apply the credits that they've already completed and paid for. So we believe that allowing students10559 to access their transcripts to re-enroll elsewhere or pursue employment would benefit all of us. Supporting degree10565 attainment will help10566 the student, we'll help10568 our state and will ultimately help these students earn what they would need to pay back their institutions.10573 So I respectfully ask10574 that you will give a favorable report for H 1347 and S 821 and support Massachusetts students and continuing their10584 education and their careers. Thank you10586 so much. SHOW NON-ESSENTIAL DIALOGUE
Thank you. Good to see you again and thank10591 you for your your testimony.10592 And it's very helpful.10595 Are there any questions from members of the committee? Uh, seeing none at10601 this time. Thanks again. And next up10604 we have, uh, Gabriel Tora From zero debt massachusetts.
[GABRIEL TORO (ZERO DEBT MASSACHUSETTS):] [HB1347] [SB821] Mm Everyone. Um, dear members of10615 the Joint Committee on Higher Education. Uh, my name10618 is Gabriel Toro and I'm a Zero Debt Massachusetts10621 activist. I'm speaking to you in support of10624 the act ensuring students access10626 to academic10627 transcripts and respectfully requests that this legislation be reported10631 favourably from the Joint10633 Committee on Higher Education. Had10634 legislation like this been introduced10637 and passed sooner it could have10639 prevented UMass Boston from holding10640 my transcript ransom. Me10641 and many other10643 students across Massachusetts have10644 worked hard for our various10646 levels of academic achievement.10647 And withholding transcripts for past10649 due balances not only10650 undermines the student's10651 ability to pay off their debts, but it especially hurts low10654 income and working class students and families.
I moved to Massachusetts from North Carolina when I was10660 18, escaping homelessness. I10661 saw a college degree as my only way to escape10665 a life of stray. So I10666 took10667 out $50,000 in federal loans and10669 still had to work 4010671 hours a week to make10672 ends meet. I worked as a mental10674 health specialist, a bus boy at a bar,10676 a10676 team member at WholeFoods and as a cashier10678 on the night shift at a diner. All while juggling my full slate of courses. I skipped10683 meals and shared a studio apartment to save on food and rent and I took a job in a clothing store10689 to get an employee discount on the clothes I needed for my internships. To say that I was upset when I learned that10695 my transcript and degree were being10697 withheld would be a massive understatement.
I had taken10701 out a mere $2700 from U.Mass Boston to complete my final10706 semester and they wanted that money back ASAP and I had no way10710 to pay it. I needed10711 my transcript to apply for higher paying jobs that would ultimately allow me to pay off my debt to UMass. But withholding my transfer, my transcript prevented me10718 from accessing these higher paying jobs that require transcripts10721 and a college10722 degree proof10723 of a college degree. Fortunately after I spoke out about my personal experience on national news, many10730 generous strangers stepped forward and to help me pay10733 off my debt to UMass boston10735 and obtained my transcript and10736 degree. But not all students10737 have this unique privilege and luxury.
I was just one of 97,000 students graduates and former10743 students who still cannot obtain their transcripts because they owe money to Massachusetts10748 public colleges and universities. This practice prevents10750 students from obtaining employment or continuing their education and ultimately undermines their ability to10756 pay debts to their lenders in the long term. For all of10761 these reasons, I urge the committee to consider moving this bill at your earliest convenience. Thank you10766 for your time and10767 I appreciate your attention to10769 this important matter. SHOW NON-ESSENTIAL DIALOGUE
Thank you very much. And thanks for sharing your journey and overcoming homelessness to go on10778 to remarkable accomplishment. We certainly10781 appreciate your perspective. It's very helpful to hear10784 from you. Um are there any questions10787 from members of the committee? Uh seeing none. Thank you again so much for your testimony. Next up, we have uh malika a jury.
[MALLIKA PAIJURI (BIG):] [HB1347] [SB821] Good afternoon everyone. Thank you to10803 the joint committee, Senate chair10804 Gobi, House chair Rogers for the opportunity to testify today. My name is Malik a10809 jury and I'm a rising junior at Mit.10811 I also serve as the director of the Governmental affairs committee for the10814 Boston Intercollegiate Government, first founded nearly two decades ago and recognized in 2003 by the city of Boston as10820 an effective means of advocacy for greater Boston area10822 students. The Boston Intercollegiate10823 Government, or BIG proudly represents over 60,00010826 undergraduates from10827 12 leading institutions10828 in the greater Boston area. As10831 a coalition of undergraduate student governments.10833 We10833 sponsored student centered civic engagement10835 events and advocate for student10837 interest on a local state and federal level
Since formally10840 reorganizing last spring, BIG has launched numerous initiatives around10844 civic engagement, mental10845 health, educational equity and sustainability just to name a few. We10850 also have had the privilege of hosting virtual conversations with leaders from10853 across the commonwealth and the10855 nation, providing collegiate students10856 in the greater10857 Boston area with a unique opportunity to engage directly with10860 policy makers. I am before10862 you today on behalf of the Boston Intercollegiate Government to testify in support of House Bill 1347 and Senate Bill 821 an act ensuring students access to academic transcripts.10872 This past saturday, our General10874 Assembly passed a resolution in support of10877 this legislation and I'm excited to share10879 more about our endorsement10881 decision.
The withholding of students transcripts makes academic and career advancement extremely difficult, especially during times of financial hardship. Because students without access to their transcripts have greater difficulty obtaining jobs and other post graduation opportunities. They often have a more difficult time making payments on outstanding debts. As such the withholding of students transcripts only makes it less likely that students will have the opportunities necessary10905 to repay outstanding debts. As gen Z10907 continues to drown further and further in student debt it is more than appropriate for the legislator to constituents consider statutory means to improve post graduation results.
Not only would10917 the passage of this legislation put Massachusetts on10920 par with California, Maryland Washington and other states, but it would also ensure that the commonwealth remains a10927 leader in higher education policy, a position commensurate with a great wealth of human10932 capital that is brought10933 to the commonwealth by virtue of its many leading institutions of higher10936 education. The passage of this legislation would not prevent colleges and universities10940 in the commonwealth from10942 collecting debts that they are legally owed. It would,10945 however, ensure that students seeking post graduation opportunities are not stymied in their search is by10950 the arbitrary withholding of10951 transcripts.
On behalf of10952 the Boston Intercollegiate Government10954 and the 60,000 plus students that BIGrepresents. I urged the10957 committee to support House bill 134710959 and10959 Senate bill 821 and to see its timely passage10962 by the Legislature. please take this opportunity to remove one10966 more barrier to student success. Thank10968 you to Representative Leboeuf and senator10970 Chandler for your leadership on this issue. And thank you as well, too. BIG policy analyst Natalie of boston University,10975 Christine of Boston College and Angelina of Northeastern University for the research support. Thank you all. SHOW NON-ESSENTIAL DIALOGUE
10984 Thank10984 you for your testimony10985 was very well10986 uh well10987 thought out. And and ah and I10991 see you've got a whole team supporting you who you acknowledged and thanks. So, uh that's great.10996 Um we appreciate hearing from you. Are10999 there any questions from11000 members of the committee?
Uh seeing none. Thank you again. Um And11006 next up we have11008 James Durkin from ask me.
[JIM DURKIN (AFSCME):] [SB855] thank you. Mr Chairman, Chairwoman Gobi. And members11015 of the Committee for11016 the Record, Jim Durkin, Legislative11017 agent for AFSCME Council 93. We've got about 35,000 hardworking public sector members here in Massachusetts including 15,000 working in public higher11027 ed in state human services. And I'm here today to testify in favor of Senate11032 Bill 855 an act11033 relative to UMass tuition credit. Look as we all know, individuals and families continue11038 to struggle with the ever rising cost of a college education even at the more affordable public11044 institutions like UMass. And we know the Legislature and this committee in particular is always looking at11050 ways to address the problem for the long term.
And as that11053 uh11053 important debate continues and the Legislature works towards a long term comprehensive solution we ask that you consider acting11061 favorably on this11062 bill, which provides for a11064 modest, affordable way to ensure11066 some existing aid programs keep pace with increases in the overall cost of11071 an education at UMass.11072 And and that includes11073 some of our members11075 who enjoy the benefit11076 of tuition aid for themselves and their children through their collective bargaining agreement.11080 As you know, a few years back,11082 the billing system within UMass was changed to more accurately portray the cost of tuition.
Under the previous system the tuition portion of the bill represented only a small percentage of the cost of attending the university with the bulk of the cost listed11097 under fees. And11098 as such programs11099 that provided11100 a so called free11102 tuition benefit including the benefit in some of our11105 contracts they've helped a number of families11108 and individuals a11109 great deal, but they've11110 decreased in value as a percentage of11112 the overall cost of attending UMass. In fact,11115 according to the Massachusetts Department of Ed, the value of11118 the credit has decreased steadily over the past five or six years. And once again, that's because tuition remain low but fees steadily increased.
11127 So11127 when the building process was changed to more accurately reflect the cost of tuition the free tuition benefit was converted to what is now called the tuition credit. And it's this so called credit that Senate bill 855 would modestly increased and11141 adjust annually again just to keep pace with any11145 increases in overall cost. Specifically it will ensure that the11149 value of11150 the tuition credit is worth no less than 12.5% of total student charges for attending Amherst, Dartmouth Boston or local campuses of of UMass. That would represent just a $40 or $50 adjustment11164 in the current $1700 value of the credit at UMass. 855 would also make these11170 modest adjustments to other scholarship programs included under Chapter 15A11175 of the laws.
Uh including but not limited to the public service scholarship11180 program, which assists Children11182 and widow members of the armed forces killed in action11185 or corrections officer, police officer or a firefighter killed in the line of duty. It would also adjust the Christian11193 Herter Scholarship Program, which provides aid to disadvantaged students who have overcome major11197 adversities in their life.11198 Finally, Senate Bill 855 also ensures that the UMass. Administration protects this current aid11205 program for union work is by amending the section of the law that right now enables the11214 administration to renege on this tuition credit benefit. Uh If they deem11218 for any11219 reason that it was no longer affordable.
Under current law,11223 UMass can11224 refuse11225 to fund these tuition11226 credits if they determine11227 on their own that they11229 didn't receive sufficient funding from the Legislature. And given11232 that the administration has been quick to blame the need for additional funding and the need to increase tuition on modest pay increases for rank and file11241 workers11241 we're concerned that union workers would be the11243 first to suffer should the administration believe they didn't receive11247 a sufficient11248 appropriation. So I know it's been a very long11250 day for you.11251 I will11252 end there. I thank11253 you for your11255 time and consideration and I will be11256 happy to try and answer any questions you may have. SHOW NON-ESSENTIAL DIALOGUE
Yes. Mhm. Thank you for your helpful11268 testimony was very informative and much appreciated. Um11274 and hopefully you'll be submitting11278 that in writing as well and we'll review it like we review everything that we receive.11283 Um Are there any questions from11286 the committee at this time?
Seeing none. Thank you very much for your testimony
uh at this time that concludes everyone11300 who signed up um to testify.11303 However, at the end of the11308 hearing, it's it's always been11310 this committee's custom to give anyone who for some reason um11314 was not able to sign11316 up but is on11317 the call and wants to testify11318 and hasn't testified11319 yet. Uh an11321 opportunity. So is11322 there anyone left on the at the hearing at this meeting who wants to testify?11327
Uh Well, hearing from11335 no one at this11336 time, I want to11337 thank all of those members of the public who came in to testify. It was very a lot of very powerful testimony today.11345 A lot of really11346 important thoughts and ideas were shared. I want to thank legislators who testified and of course, uh my distinguished co chair Senator Gobi as always uh and all the other members of the committee for your participation and of course also thanked committee staff and11365 for their support and also the technological folks. We had a little glitch11369 but generally do a remarkable job, and apparently, the team software crashed and there was a brief11375 interruption. But so thanks to all, and at this time we will adjourn the hearing. So thank you. Thank you. Mr. Chairman. Good job Banking. Thank you. Miss jail. Thank you.11389 Thank you. Mr. Chairman, yep. Take care.
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