[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6322522,"mediaKeyId","2347337-30b8012f49a01fdf3b5da1e416651b45","parentId",2347337,"title","GSFC report shows growth in dual enrollment; committee hears details of eligibility, process and costs","audioSeconds",660,"startMs",3978000,"endMs",4638000,"viewUrl","/Search/View?dp=1&key=2347337-30b8012f49a01fdf3b5da1e416651b45&start=3978&end=4638","thumbnailUrl","https://assets.pipeline.soar.com/2347337-30b8012f49a01fdf3b5da1e416651b45/thumbnail_3978000.jpg","articleUrl","/articles/6322522/Georgia/GSFC-report-shows-growth-in-dual-enrollment-committee-hears-details-of-eligibility-process-and-costs","mediaUrl","https://secure.pipeline.soar.com/6322522-7c70cca08b1a031b9499b7af76f225d1/orig.mp4?Expires=1770457529&Signature=L9khWV6w~F61od2VcMqT1VoC9f1xPzLHiZpwldz6rbAIjxFHn2Uy0jaiNZkv0x7liyFTALXh9SxE8HrWyxd~xnO8OWNyTwGQOjZaIf8Kr6nAaQZWks03DWR1WYSD83PMVdhEm~UNNd2WBsU~9HQoZItrmyHdMoU07Pn-0druQT3gr0M8dcyoFeWywdsWExhoKW6tY3hqz7mEYWfRMnDOxYG-8FryR7cAUboIy4QXKUZA7SAxqYiyQ1aT94pA~1YTYu8RpufeMGQxl4Ov1BEI02cvj9TLaKXg55kKcb-hL3864TIFeLgZaFEeZKFhNwb0uestnkL99Y2es2Yhlom5TQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Georgia State Legislature","date","2025-02-19T00:00:00Z","article","President Riley of the Georgia Student Finance Commission presented the commission’s annual dual enrollment report to the Georgia House Higher Education Committee on Feb. 19, saying expenditures have increased 84% since fiscal year 2016 and the program remains popular.

Riley said the report, covering fiscal years 2016–2024, shows substantial enrollment growth after the pandemic, with current program expenditures approaching and exceeding the $100 million range. She told the committee that about 92% of dual-enrollment course attempts in FY2024 resulted in passing grades and that many dual-enrollment participants enroll in HOPE-eligible postsecondary institutions within a year of high school.

Why it matters: Committee members noted that dual enrollment accelerates credential attainment and can produce both back-end cost savings and near-term budget impacts because the state funds multiple payments when a student participates.

Key figures and program mechanics
- Expenditures: Riley said dual enrollment expenditures have grown by 84% since FY2016 and that the program reached a six‑ or seven‑figure milestone in recent years.
- Course mix and outcomes: Riley said roughly 80% of dual-enrollment coursework is in core subjects (English, math, science, social science, foreign languages). She reported a 92% pass rate for courses in FY2024 and said 70% of students who take dual-enrollment courses enroll in a HOPE-eligible institution within one year of high school.
- Provider breakdown: Riley said 57% of dual-enrollment courses were taken at Technical College System of Georgia (TCSG) institutions, about 37% at University System of Georgia (USG) institutions and a portion at private institutions.

Eligibility and application process
Riley described a multistep application and approval workflow managed through the Georgia Futures website. Students must be enrolled in a participating Georgia high school, obtain school approval through counselor offices, apply to the receiving college, and complete a participation agreement signed by a parent. High schools can review and approve or reject course requests and can request parents reconfirm approval when changes are made.

Committee discussion and fiscal questions
Representative Russell Campbell asked for clarification about funding flows: the high school receives full-time-equivalent (FTE) funding through the Quality Basic Education (QBE) formula for the student, the postsecondary institution receives dual-enrollment funds and tuition is paid on the student’s behalf—leading to what committee members described as a three-way funding effect. President Riley confirmed that public high schools and public postsecondary institutions receive funding tied to participation and that the program’s design can result in multiple state payments tied to a single student’s credit hours.

Representative members asked whether out-of-state residents who attend a Georgia high school may participate. Riley said students who attend an eligible, participating Georgia high school may be eligible even if their residence address is outside Georgia (examples cited included military families and certain border‑waiver arrangements), but she suggested the committee consult Department of Education staff for additional detail on residency waivers.

Riley also noted that the report includes a new section required by Senate Bill 86 that provides additional data on Career, Technical, and Agricultural Education (CTAE) outcomes under the early reporting requirement.

Ending: Committee members asked staff to follow up with the Department of Education on residency and waiver questions and requested refined counts on out‑of‑state participants and foster‑care cases; President Riley offered to provide additional data.","mediaType","Video","parentTitle","02.19.2025 Higher Education","oneSentenceSummary","President Riley of the Georgia Student Finance Commission presented the commission’s annual dual enrollment report to the Georgia House Higher Education Committee on Feb. 19, saying expenditures have increased 84% since fiscal year 2016 and the program remains popular.","taxTitle","2025 Legislature Georgia , Georgia","taxId",77688,"location","Georgia","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6322527,"Emory researcher urges Georgia to expand AI training in higher education and the workforce",1788,1262000,3050000,"/Search/View?dp=1&key=2347337-30b8012f49a01fdf3b5da1e416651b45&start=1262&end=3050","https://assets.pipeline.soar.com/2347337-30b8012f49a01fdf3b5da1e416651b45/thumbnail_1262000.jpg","/articles/6322527/Georgia/Emory-researcher-urges-Georgia-to-expand-AI-training-in-higher-education-and-the-workforce","https://secure.pipeline.soar.com/6322527-31a31edb7994bf3750a9d30dbbc1c9bd/orig.mp4?Expires=1770457529&Signature=KQ3pihd~FcohedEyJ2avzSQXb~52QY8muFXiY6jjqlpI0X3zl2UCHH29Sa~PJyB4PrKZpkkGJ2iKCwXsHOKz0tO-bC6GdGy~WuuqxK4TCN~fWpnRmivWHF9d2DMz4niFw4d4o55qb9aRcmIHFGBUwwbkjQRf73HH7JtYQXkTbf6ALe7EaUa~ugUQKJ0Y~vG95Gw6rbPndJnFnLVEKQN6wqZqukIei72hfRrZJwQXeLKU0RsTjaYPq9k-HdfnirreKhOh9wgp-mijr9BkxF5L-6fm1InWvqhf2eyWZNeq8Hmi8RYzEWsLtw7f0v9eilKXdnCPwIMOUVi-p7INkPFEuQ__&Key-Pair-Id=KUT5TJCACFTXG","Dr. Joseph Sutherland, director of Emory University's Center for AI Learning, told the Georgia House Higher Education Committee on Feb. 19 that artificial intelligence is “changing everything” and urged the state to adopt a coordinated strategy to give students and workers early access to AI tools.

Sutherland, who described Emory's Center for AI Learning as an effort that has recruited 46 tenure-track faculty and focuses on applying AI across fields such as health care and law, told legislators that hands-on training and statewide outreach are critical to avoid leaving rural Georgians behind.

Why it matters: Sutherland said AI has the potential both to accelerate work—he compared it to the calculator—and to widen disparities if access and training are unequal. He cited health-care use cases, workforce upskilling, and improved educational outcomes when AI tools are deployed as tutoring or personalized instruction.

Sutherland warned against relying on commercial detection tools that claim to identify AI-written student work unless they are based on verifiable watermarks. He also urged lawmakers to ensure broadband access, saying roughly 200,000 Georgians still lack broadband service and may be cut off from new opportunities.

Examples and evidence
- Workforce and outreach: Sutherland said his group held hands-on AI demonstrations in more than 22 communities and reached “in excess of 2,500 people” with training supported by the Rowan Foundation and the Georgia Chamber of Commerce.
- Education outcomes: He described a randomized classroom trial in which students assigned an AI tutoring tool trained on course material outperformed peers; he summarized the result as a 63% increase in final scores for students who used the chat-based tutor versus a passive-learning control group. Sutherland attributed gains to greater engagement and interactivity.
- Health care: Sutherland described national radiology shortfalls and said up to 25% of imaging scans may be unread or delayed, citing an aggregate estimate of about 120,000,000 scans per year nationwide. He argued that AI tools to triage and read scans could reduce delays and expand access across the state.

On the nature of the tools, Sutherland explained that large language models such as ChatGPT work by predicting likely next words from training text (an advanced form of autocomplete), not by human-like reasoning. He said universities should not attempt to ban student use, but instead develop new pedagogies—examples he gave include assigning students to compare multiple AI-generated drafts and synthesize a superior argument by hand.

Chairman Martin of the committee said the presentation showed how the technology might be used to “educate our educators” by capturing effective teaching practices and making them available to other instructors.

Questions from committee members touched on classroom integrity, whether students are learning when AI helps produce homework, and how to integrate AI for first-year students. Sutherland urged clear statewide strategy, single-sign-on access to approved tools for faculty and students, and vocational programs that pair AI training with industry needs.

The presentation concluded with Sutherland offering to provide additional materials and to return for questions; the committee moved on to legislative business.

Ending: Committee members asked staff to consider Sutherland’s recommendations as they review related bills and workforce proposals this session.","Dr. Joseph Sutherland of Emory University told the Georgia House Higher Education Committee that artificial intelligence is reshaping education, health care and jobs, and urged the state to adopt a clear strategy, invest in broadband and integrate AI into vocational and higher-education programs.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6322513,"Committee hears bill to create loan forgiveness for biomedical technicians in rural Georgia",197,5263000,5460000,"/Search/View?dp=1&key=2347337-30b8012f49a01fdf3b5da1e416651b45&start=5263&end=5460","https://assets.pipeline.soar.com/2347337-30b8012f49a01fdf3b5da1e416651b45/thumbnail_5263000.jpg","/articles/6322513/Georgia/Committee-hears-bill-to-create-loan-forgiveness-for-biomedical-technicians-in-rural-Georgia","https://secure.pipeline.soar.com/6322513-b21fc83545c36581bd345edb57a2dbc4/orig.mp4?Expires=1770457529&Signature=moe6TsoMavizWT9R9COnsv4zLSiIxU8VG0WgB2vQOkv4IqyRJGZR1hk76bbxSAJQ7En1TMg3-gPXxL84ibRrqr1U9kCGKAkBGoMF-1BWvg0i8kE1m0XdELWRTWqAlTDlGa~Wkzvloqr10y4hAeAPXIzfM5w~i-4mhMG9JrYbbTO0fw1vE76ghBaYiWokzeLA8hZMPfziT7Ayhrmw2ha-xwivOQC1Gux-7n3eB18e2gFaAfmhEjMtBSaArOUQPHflTroiIZ6R-u7vvZQiJ3T89iDX5mBuWKuefwyiOYO2FslbFmYzgKw-7a0qlNMsdZCB0xz09iuCKwHH12KQi5z4Rg__&Key-Pair-Id=KUT5TJCACFTXG","Representative Barnger presented House Bill 88 to the House Higher Education Committee on Feb. 19, proposing a small, targeted loan-forgiveness program for biomedical technicians and research veterinarians who serve in medically underserved, rural counties in Georgia.

What the bill would do: HB88 would mirror certain provisions of another bill discussed earlier in committee but focus on biomedical research technicians and veterinarians. The bill as presented would:
- Limit eligibility to Georgia residents who work in approved rural counties (population under 50,000),
- Cap the program at five recipients per year with up to $30,000 in loan forgiveness per recipient (a potential $150,000 annual cap), and
- Require recipients to commit to a multi‑year service obligation in qualifying facilities.

Fiscal and administrative notes
Representative Barnger said the fiscal note for the maximum award was $150,000 (five recipients at $30,000 each) and that modest administrative costs were expected. She asked committee members to work with appropriations staff on a funding placeholder if the bill advances.

Why it matters: Proponents said the bill aims to strengthen biomedical research capacity and retain qualified technicians in rural research and laboratory settings—roles that policymakers noted can support public‑health objectives such as infectious‑disease surveillance and translational research.

Questions and follow-up
Committee members asked for clarifications on the work of biomedical technicians and veterinarians; the presenter described their role in laboratory research and in studying pathogens and zoonotic events. Members requested additional cost details and expressed a desire to consult appropriations staff before the measure is advanced.

Ending: The bill received its first hearing; the sponsor was asked to coordinate with appropriations and amend language as needed before any further committee action.","Representative Barnger presented House Bill 88 to provide targeted loan forgiveness for biomedical technicians and veterinarians who work in underserved rural counties; the measure would cap recipients, require in-state residency and a multi-year service commitment and carry a modest fiscal note.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6322517,"Committee moves HB172 and amended HB150 to Rules; HB150 gains $50,000 reporting threshold",115,3653000,3768000,"/Search/View?dp=1&key=2347337-30b8012f49a01fdf3b5da1e416651b45&start=3653&end=3768","https://assets.pipeline.soar.com/2347337-30b8012f49a01fdf3b5da1e416651b45/thumbnail_3653000.jpg","/articles/6322517/Georgia/Committee-moves-HB172-and-amended-HB150-to-Rules-HB150-gains-50000-reporting-threshold","https://secure.pipeline.soar.com/6322517-93ca693092d7844549c269e1636e5a80/orig.mp4?Expires=1770457529&Signature=GvMHE2-1NXJHes3J04cmF-7e8X23l61HYbYhn-24f4mGfz1e9OcEyA4Q3rDnnuHNY6zZQSTdFb1Y-L6Exn9jEfDBN7EmUO3Pl0Cuqp1w4f1KTSI1sGaKc-3HZcvRu8UV8I8pdPhqdmnJ0qinCtxnUOwtZ2zhPn-H1cqICYB-ZNOEkjJsargB7~lyi-S4xmQW5p8lDuFSYYZfRU07uu9M5rROauXutzqYsfHnWbpCxYfU~vvYFFQco5h8oO~b1yowVYO3yxBlUAklBoscxEwt59NjY9UQhQ7zOBC2Hrt3yB5pf-QRzrbN1znF7PRQVRbdi81DT8NAFfGYIKQQSEly6g__&Key-Pair-Id=KUT5TJCACFTXG","The Georgia House Higher Education Committee on Feb. 19 took procedural action on two bills and forwarded both to the Rules Committee.

House Bill 172 (LC 46 10 307)
- Action: The committee withdrew a previously passed substitute and then adopted the original version of HB172 for potential action. The committee voted by voice and moved the bill to Rules with a due‑pass recommendation.
- Context: Chairman Martin explained that the substitute had spread $90,000 across four years but that rules required keeping the $90,000 over three years; the committee reverted to the original bill language before forwarding to Rules.
- Vote: Voice vote; no roll-call tally recorded in the transcript. Outcome: moved to Rules with due‑pass recommendation.

House Bill 150 (LC 61 01 20S)
- Action: The committee considered the substitute offered by Representative Fleming. Representative members proposed and agreed to a friendly amendment to add a minimum reporting threshold: funding, compensation or other monetary exchanges in an amount greater than $50,000 must be reported. The amendment was adopted by voice vote and the committee forwarded the amended bill to Rules with a due‑pass recommendation.
- Vote: Voice vote on the amendment and on the bill to Rules; no roll-call tally recorded in the transcript. Outcome: amended and moved to Rules with due‑pass recommendation.

Notes on procedure and next steps
- The transcript records motions, seconds and voice votes but does not include a roll-call tally for either item; committee practice in this hearing was to use voice votes for motion approval and forwarding to Rules.
- The committee chair indicated appreciation to the bill authors and asked parties to work with legislative counsel and appropriations staff as the bills proceed.

Ending: Both bills will appear on the Rules Committee docket for further consideration.","On Feb. 19 the House Higher Education Committee withdrew one substitute for HB172, adopted the original language for possible action and forwarded HB172 to Rules. The committee also adopted a friendly amendment to HB150 adding a $50,000 minimum reporting threshold, then forwarded HB150 to Rules.","actionData","errors"]

Article not found

GSFC report shows growth in dual enrollment; committee hears details of eligibility, process and costs

Emory researcher urges Georgia to expand AI training in higher education and the workforce

Committee hears bill to create loan forgiveness for biomedical technicians in rural Georgia

Committee moves HB172 and amended HB150 to Rules; HB150 gains $50,000 reporting threshold