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From YouTube: Lottery Trust Fund Task Force (7-20-23)
Description
Meeting Start – 00:00:00
Attendance Roll Call – 00:00:16
Approval of the Minutes – 00:00:43
Introduction of special guests – 00:00:58
Kentucky Council on Postsecondary Education – 00:01:57
Kentucky Lottery Corporation – 00:52:50
Kentucky Higher Education Assistance Authority – 01:20:42
A
A
A
A
A
A
A
Just
to
remind
folks,
this
task
force
is
charged
for
evaluating
the
performance
of
State
scholarship
and
Grant
programs
and
analyzing
the
needs
of
the
Commonwealth's
immediate
future
to
assist
us
with
the
objective
to
it
and
we're
glad
to
invite
Dr
Thompson
to
and
the
council
post-secondary
education
to
bring
us
some
important
data
and
information,
historical
Trends
and
so
forth.
Dr
Thompson.
Thank
you.
Thank
you
for
your
time.
A
E
Thank
you,
Mr
chair,
it's
good
to
be
here.
I
wish
I
was
there
in
person
I'm
sitting
in
a
busy
airport
lounge,
so
you
have
to
forgive
the
noise,
but
I
think
Travis
is
going
to
go
through
the
slides.
I
will
interject
as
we
go
along
now
toward
the
end.
I
have
several
at
least
what
I
think
are
strategies
or
minimum
questions
that
I
would
pose
to
this
task
force,
but
I
appreciate
you
all.
E
A
F
You
hear
me
now
yeah
and
make
sure
you
introduce
yourself
thanks
hello,
of
course,
Aaron
Dr
Thompson
is
joining
us
through
Zoom
I'm,
Travis,
Muncie
I'm,
the
executive
director
of
data
research
and
advanced
analytics.
I
know
it's
mouthful,
but
basically
I
am
the
lead
data
guy
at
the
Council
on
post-secondary
education.
F
So
what
we
really
want
to
do
is
is
to
go
through
some
information
and
some
data
with
you
all
around
higher
education,
affordability
and
as
president
Thompson
alluded,
you
know
then
he'll
go
over
kind
of
kind
of
some
of
I
guess
his
takeaways
from
that
and
recommendations
based
on
that
information,
so
to
get
started.
What
are
our
goals?
F
So
what
are
our
objectives?
Well,
we
want
to
reduce
Financial
barriers
to
college
enrollment
and
completion,
and
also
to
improve
the
Public's
understanding
on
how
to
pay
for
college,
so
we'll
get
to
our
first
data
slide
here
and,
as
you
see
it's
very
concerning
basically
over
the
last
10
years,
our
low-income,
our
low-income
undergraduate
population,
has
fell
by
40
percent.
F
Just
to
put
that
into
perspective,
the
overall
population
decrease
of
our
undergraduate
students
in
our
public
higher
education
system
was
16.7
percent,
so
that
was
so.
It
is
decreasing
at
a
much
higher
rate
than
the
overall
undergraduate
population,
just
to
also
put
in
a
little
more
perspective
in
2013,
low-income
students
comprised
of
40
percent
of
our
overall
undergraduate
population.
As
of
today,
they
only
comprise
of
29
of
our
overall
undergraduate
population
and
a
lot
to
do
a
lot
of
that
has
to
do
with
the
college
going
rate.
F
So
what
we've
noticed
is
that
the
students
who
re
who
are
on
free
or
reduced
lunch,
which
is
kind
of
the
K-12
definition
of
students
from
a
low-income
family,
has
decreased
faster
than
the
overall
population
as
far
as
college
going.
So
what
we're
seeing
is
less
students
from
low-income
backgrounds
actually
enter
the
the
post-secondary
pipeline
in
matriculating.
The
post-secondary.
F
F
F
F
F
F
And
if
we
break
that
low-income
population
down
into
the
intersections
of
other
pop
of
other
populations,
you
can
see
that
we've
seen
a
a
pretty
staggering
decline
across
other
populations
as
well,
so
underrepresented,
minority
students
who
are
who
come
from
low
income
backgrounds.
That
population
has
decreased
by
23
percent
adults,
age
25
to
49,
who
are
who
come
from
low
income
backgrounds
are
down
49
and
then
students
from
Eastern
Kentucky
are
down
42
percent.
So
it
we.
We
see
that
decline
amongst
low-income
students
across
the
board.
H
Did
you
disambiguate
by
those
who
are
first
generation
College
applicants
because
not
to
nerd
out
too
much,
but
my
degree
was
in
statistics
and
I
know
that
the
single
biggest
predictor
for
college
enrollment
is,
if
you
had
one
or
more
and
I,
believe
it's
actually
with
a
weight
towards
the
father
versus
the
mother.
But
there's
a
collinearity
between
college
enrollment
and
parental
college.
Enrollment
and
I.
Don't
see
that
as
one
of
the
breakdowns.
F
We
don't
have
that
broken
down
in
this
presentation,
but
that
is
a
population
that
that
we
follow
closely.
We
don't
collect
the
specific
information
from
when
they're
admitted,
but
what
we
do
use
is
kind
of
a
proxies
from
the
the
FAFSA
or
the
Student
Financial
Aid
file
that
has
mother
and
father
highest
highest
degree.
On
on
that.
So
we
do
follow
that
problem.
E
Let
me
exactly
here,
first
of
all,
I
appreciate
anyone
in
those
statistics.
That's
I'm
one
of
those
you're
absolutely
right,
but
when
you
correlate
father's
education
with
family
income,
you
really
see
the
biggest
predictor.
So
the
issue
with
us
having
a
real,
solid
piece
of
data
on
first
generation,
is
that
that's
self-reported
in
many
cases,
so
we
have
started
keeping
track
of
that
and
we
think
now
we
have
a
big
enough
in
or
a
big
enough
number
to
be
able
to
do
some
solid
predictions
which
are
absolutely
right.
Historically
speaking.
E
F
Please
proceed
okay,
and
on
this
slide,
what
we're
looking
at
is
basically
just
a
to
show
how
much
money
per
FTE
so
per
full-time
enrollment
that
can
Kentucky
provides
to
higher
education
students
through
various
different
programs,
whether
that
be
Keys
cap
and
how
that
compares
nationally.
So
as
far
as
state
aid
per
FTE
Kentucky
is
actually
50
higher
than
the
U.S
average.
F
You
know,
which
just
means
that
per
FTE
Kentucky
does
provide
a
lot
of
student
financial
aid
directly
to
to
students
through
scholarship
programs
and
then
just
looking
at
the
same
thing,
but
from
the
Casey,
but
from
the
Broken
Out
by
sector.
You
know
we
can
see
that
kctcs
kctcs
students
do
receive
the
most
per
FTE
from
those
programs.
F
So
now,
if
we
take
a
look
at
the
sources
of
student
aid
and
how
that's
broken
up
in
2020,
the
total
gross
scholarship
in
fellow
and
and
fellowships
totaled
over
a
billion
dollars
of
that
billion
dollars,
Pell
and
other
federal
grants
were
226
million
or
22
percent
of
the
total
state
grants
such
as
cap
and
keys,
totaled,
150,
150
million
or
15
percent,
and
then
institutional
grants
were
nearly
two-thirds.
The
total
with
627
million
dollars,
and
then
these
grants
can
be
used
can
be
applied
to
tuition
and
fees
or
auxiliary
Enterprise
Services.
F
And
here
this
is
kind
of
on
the
in
the
same
vein,
but
basically
we're
looking
at
just
the
growth
over
time
on
that
on
the
blue
bar,
we
see
institutional
grants
on
the
green
bar,
we
see
Pell
and
other
federal
grants
and
and
then
on
the
yellow
or
orange
bar.
We
see
state
aid
and,
as
you
can
see,
outside
of
kind
of
that
federal
or
Pell
Aid,
which
did
go
up
substantially
at
the
end.
F
F
And
just
to
put
that
into
perspective,
so
in
2020
institutions
generated
1.8
billion
dollars
of
gross
revenue,
gross
revenue,
gross
tuition
and
fee
Revenue.
So
basically
that
represents
one
out
of
five
dollars
of
that
tuition.
Revenue
was
actually
spent
on
institutional
grants,
which
totaled
372
million
dollars,
also
known
as
the
discount
rate.
F
But
what
the
what
Kentucky
has
done
well
is
stopped,
or
at
least
slowed
the
increase
of
tuition.
So
what
you're
seeing
here
is
the
percentage
increase
of
of
residential
undergraduate
tuition
over
time
and,
as
you
see,
we
have
been
trending
down
there
and
the
average
for
the
most
recent
year.
The
23-24
year
was
at
2.7
percent
increase.
F
So
how
do
we
really
look
at
affordability,
I?
Think
the
one
of
the
most
used
methods
is
by
looking
at
net
price,
which
takes
all
basically
takes
the
full
College,
the
full
cost
of
attendance
from
an
institution
you
know
takes
out
all
scholarships
grants
any
kind
of
any
kind
of
scholarships
or
grants
that
a
student
would
would
would
receive
and
what's
left
over
is
is
what
they
would
basically
call
the
net
price.
F
All
the
grenade
but
you're,
also
including
the
expected
family
contribution
and
then
what's
left
over,
is
what
we're
calling
unmet
need
for
for
a
student
and,
as
you
can
see,
approximately
70
percent
of
first-time
degree
seeking
students
have
some
unmet
need,
and
then
we
take
a
look
at
the
median
unmet
need
by
the
different
types
of
Institutions
at
kctcs.
That's
six
thousand
three
hundred
ninety
one
dollars
at
the
comprehensive
institutions:
that's
nine
thousand
seven
hundred
seventy
dollars
and
at
the
research
institutions,
that's
11,
714
dollars.
F
So
in
this
we
broke
it
out
by
you
know.
If
you
were
to
pursue
say
in
in
this
instance,
you
know
as
a
registered
nurse
what
that
would
look
like
at
three
different
options,
so
kctcs
EKU
and
in
UK,
and
you
can
see
that
there
is
some
substantial
cost
left.
Even
after
considering
grants
and
scholarships.
You
know
for
this
hypothetical
student,
but
within
that
website,
what
we're
also
able
to
do
is
to
look
and
see
what
the
actual
debt
is
for
those
students.
F
So
why
is
unmet
need
important,
or
why
do
we
really
use
that
as
kind
of
our
main
performance
indicator?
Well
in
our
in
the
recent?
A
recent
study
that
we
performed
taking
a
look
at
the
effect
of
unmet,
need
on
first-year
retention
for
first-year
students.
So
basically
that
is,
they
were
enrolled
in
the
fall
of
of
one
semester
and
then
whether
or
not
they
returned
in
The
Following
fall.
F
We
did
find
some
very,
very
strong
evidence
that
that
having
unmet
need
for
a
student
greatly
decreases
their
probability
of
returning
for
that
second
fall
semester
and
just
some
some
very
broad
outcomes
here.
So
for
the
comprehensive
universities
for
every
for
every
thousand
dollars
in
unmet
financial
need,
it
actually
dropped
their
probability
of
being
retained
by
1.5
percentage
points
and
for
kctcs
the
effect
was
even
greater
so
for
for
every
thousand
dollars
of
unmet
need
it
actually
failed.
F
F
So,
returning
back
to
the
the
conversation
around
students
that
come
from
low-income
backgrounds,
we
do
still
see
a
gap
there
within
at
kctcs.
They
have
done
a
really
good
job
of
kind
of
closing
that
Gap,
but
they're
still
over
one
percentage,
Point
Gap
that
exists
at
the
univ
for
retention
rates
at
the
universities.
The
Gap
is
even
larger,
almost
seven
percentage
points
Gap
and
then,
when
we
look
at
graduation
rates,
you
know
we
also
see
the
same
Gap
that
exists
so
for
the
three-year
graduation
rate
at
kctcs.
F
F
H
Thank
you
sorry
for
nerding
out
again,
but
you
you
said
that
it's
the
same
Gap
respectfully.
The
graduation
Gap
is
far
more
statistically
significant
and
in
relative
rates
it's
a
23
percent
difference
which
is
enormous,
what's
being
done
specifically
for
that
I'm
not
trying
to
deflect
that
the
other
gaps
aren't
important,
but
that's
a
really
big
gap.
F
Absolutely
so
we
actually
within
our
strategic
agenda,
we
actually
have
a
low-income
student
and
by
low-income
student.
Basically,
that
definition
is
a
student
that
receives
a
Pell
Grant
of
any
amount.
We
track,
those
as
a
subpopulation
inside
of
our
strategic
agenda,
so
institutions
and
institutions
and
presidents
are
held
accountable
kind
of
for
that
performance,
and
we
set
targets
for
that.
You
know
and-
and
we
go
through
a
full
Target
setting
process
with
the
institutions
to
see
what's
feasible
without
letting
gaps
grow
basically,
and
we
also
have
it
as
part
of
our
diversity.
F
So
we
look
at
low
income
as
a
subgroup
within
our
diversity
policy,
and
if
an
institution
does
not
meet
the
targets
within
the
diversity
policy,
they
can
actually
be
withheld
that
they
can
actually
be
stopped
from
providing
new
programs.
So
we
do
have
a
couple
different
mechanisms
of
accountability
there,
but
you
know
we
definitely
know
that
it
is
a
very
important
population
and
we
try
to
set
targets
and
have
institutions
meet
those
targets.
E
Travis,
let
me
jump
in
here,
please
it's
more
than
setting
targets,
it's
also
in
our
performance
funding
model,
and
so
they
get
the
more
graduates
they
get
in
these
categories,
the
more
money
they
get
from
the
performance
funding
model,
that's
the
big
one.
The
the
other
piece
I
think
is
important
to
understand
to
go
back
to
your
correlational
statement
here.
You
know.
E
Retention
is
a
good
indicator
about
how
well
we
need
to
interact
and
intervene
for
the
next
three
years
for
a
four-year
campus
and
for
the
next
year
and
a
half
for
a
two-year
campus.
So
it
gives
us
data
to
create
a
continuous
improvement
process
there.
For
an
example,
UK
did
their
analysis.
If
a
student
has
five
thousand
dollars
on
that
knee,
there's
less
several
chance
that
they
will
graduate.
So
they
intervene
before
that
now
the
retention
rate
is
a
proxy
that
allows
us
to
know
if
a
person
is
leading
in
that
direction.
E
So
there's
a
we
have
with
very
crude
statement
here.
We
have
a
carrot
in
a
stick
on
those.
So
that's
why
you'll
see
we
don't
have
the
numbers
up,
but
graduation
rates
have
increased
significantly
in
this
state
for
all
population
groups,
we're
actually
closing
gaps
faster
than
other
states.
Just
got
forgiven
a
speech
on
this,
and
so
there
are
things
that
we're
doing
proactively.
The
retention
rate
is
just
one
example
that
we
brought
into
this
presentation,
but
we
have
a
lot
of
other
data.
We
can
share
with
you
in
that
area.
H
Thank
you
follow-up
question
slightly
different
Focus.
The
six-year
graduation
rate
for
all
students
is
58.1
percent
that
feels
low
and
and
I
just
heard,
Dr
Thompson's
explanation
about
the
carrot
and
the
stick
and
I'm
sure
it's
been
effective.
But
what
should
the
end
goal
be?
I
mean
I.
I
was
fortunate
enough
to
go
to
a
private
college
which
has
a
much
higher
six-year
graduation
rate,
but
public
universities
are
known
to
not
have
as
high
rate,
but
frankly,
I
don't
know
what
what
should
it
be?
E
E
However,
we
take
a
Murray
State,
which
is
comprehensive,
they're
producing
for
their
population,
statistically
a
higher
output
so
are
most
of
our
four-year
campuses,
so
there's
different
rates
based
on
the
entering
level
of
of
the
students,
ability,
academically
and
honestly,
socially,
culturally
emotional,
and
you
said
it
well
minute
ago,
if
their
first
generation
the
likelihood
is
very
large.
So
we
give
a
lot
of
intervention
as
an
example.
If
an
institution
bring
a
student
in
with
a
2.5,
GPA
or
lower,
we
actually
cause
my
office
says
the
minimum
admissions
policy.
E
So
that's
a
very
good
question,
but
a
lot
of
the
things
that
we've
implemented
we've
implemented
in
the
last
many
years
two
years
and
as
you
all
know,
it
sounds
like
it
takes
a
minute
for
that
to
happen
right.
We're
actually
I
want
to
throw
another
point
in
we
were
we
used
to
measure.
We
still
do
nationally
graduation
rates
at
6
years
for
a
four-year
institution.
Now
our
average
in
Kentucky
in
the
last
five
years
is
4.1
here
we're
getting
back
to
a
four-year
marker
for
a
four-year
degree.
F
And
just
to
follow
up
on
on
what
Dr
Thompson
said,
we
we
said
it
based
on
more
so
the
type
of
institution,
so
we
do
set
targets
based
on
whether
they're,
a
research
institution
or
a
comprehensive
institution
for
the
comprehensive
institutions.
I
think
we
set
it
at
60
that
goal,
and
it's
more
so
about
just
getting
it
on
the
right
trajectory
you
know
so
that
so
that
we're
making
incremental
changes
but
as
as
president
Thompson
mentioned,
you
know,
different
institutions
do
serve
different
students.
F
So
it's
really
about
that
student
mix
and
and
kind
of
just
being
on
the
right
trajectory
to
make
sure
that
you
know
that's
being
met
and
as
far
as
kind
of
the
discrepancy
between
retention
and
graduation,
you
know
we
do
see
that
it
is
that,
even
if
you
do
keep
a
student
that
comes
from
a
low
income
background,
you
know
that
first
fall
they're
they're
still
harder
to
keep
those
preceding
Falls.
So
it's
more
it's
more!
F
F
So
this
is
around
our
Student,
Success
collaborative
and
and
some
of
the
feedback
they
got
from
students
around
the
qualitative
work
they
did
so
with
the
students
that
they
spoke
with
more
than
seven
out
of
those
10
students
were
worried
about
finding
money
to
pay
for
school.
One
out
of
five
students
ran
out
of
money
multiple
times
during
the
school
year
and
nearly
seven
out
of
10
had
considered
withdrawing
from
College
due
to
lack
of
finance
and
I.
Think
that
that
correlates
strongly
with
our
quantitative.
F
What
we
saw
quantitatively
in
the
unmet
need
study
of
you
know.
If
a
student
is
is
worried
about
need
and
or
they
have
unmet
need,
they
really
only
have
two
choices.
They
can
either
take
out
loans
to
kind
of
fill
that
Gap,
you
know,
or
they
can
drop
out
of
school,
and
you
know
not
not
proceed
further
in
higher
education.
F
But
financial
aid
is
very
complex
to
students,
especially
especially
young
people,
nearly
40
percent
of
first
generation
or
low-income
students
complete
the
FAFSA
themselves,
so
they
don't
have
that
that
support
around
them.
That
understands
the
you
know
the
FAFSA
and
the
complexities
of
the
FAFSA.
So
they
really
got
to
kind
of
go
down
that
road
themselves
and
that
can
be
very,
very
intimidating
for
a
student
and
and
that's
a
very
large
gap
there.
F
You
know
to
not
have
that
support
system
around
you
as
far
as
FAFSA
completion
in
Kentucky,
only
53.5
percent
of
Kentucky's
class
of
2000
filled
out
of
FAFSA
and,
as
you
can
see
that
tracks
very
closely
with
the
college
going
rate
I
mean.
We
know
that
students
that
actually
fill
out
a
FAFSA
are
much
more
likely
to
go
to
college.
F
F
So
you
know
it's
hard
to
do
to
do
something
about
kind
of
your
debt,
if
you're
not
even
sure.
What's
there
so
financial
literacy
is
a
huge
part
of
kind
of
the
Outreach
that
we
need
to
do
to
the
students
and
nearly
half
of
students
who
do
know
the
debt
amount.
They
have
do
not
know
what
their
approximate
monthly
payment
will
be.
F
So
that's
that
that
can
be
a
big
surprise
when
you
finally
graduate-
and
you
know
you
get-
that-
that
small
period
where
you
don't
have
to
pay
anything
and
then
all
of
a
sudden
there's
a
four
or
five
hundred
dollar
payment
there,
you
know
a
car
payment.
Basically,
so
you
know
all
that
falls
under
the
banner
of
financial
literacy.
F
So
what
kind
of
strategies
can
be
employed
to
help
mitigate
unmanned
Financial
need?
Well,
we
could
have
more
training
and
better
advising
for
students,
families
and
and
K-12
staff,
and
we
do-
or
we
are
in
the
process
of
that
through
our
Kentucky
advising
Academy,
who
do
speak
with,
who
do
speak
with
advisors
in
in
the
high
schools
and
provide
them
with
tools
such
as
the
the
different
dashboards,
whether
that
be
ours
or
KY
stats
and
the
students
right
to
know
dashboard
is
a
great
resource
there,
improving
the
links
between
post-secondary
and
career.
F
How
do
we
better
communicate
the
return
on
investment
for
for
certain
majors
around
employability
and
salary?
You
know
we
have
a
lot
of
that
information.
You
know
we
do
release
return
on
investment
studies,
but
you
know
how
do
we
better
communicate
that
and
get
that
out
to
the
people
that
need
it?
Kind
of
the
students
right
to
know
is
a
good
first
step
there
improving
time
to
degree
by
identifying
major
careers
earlier.
F
So
we
do
know
that
time
to
degree
is
one
of
the
biggest
factors
in
how
much
debt
you
have
when
you
graduate
the
quicker
you
can
get
in
and
out
the
the
less
debt
you're
going
to
have
at
the
end.
So
how
do
we
make
that
time
to
degree
better,
increasing
experiential,
learning,
opportunities,
paid
or
unpaid
go
ahead
and
start
creating
those
relationships
early
within
the
program
and
expanding
scholarships
and
grants
for
high
need
Workforce
areas.
A
C
C
So
we
talked
you
know
you
talked
in
here
at
the
end
about
basically
certain
majors
will
make
more
money,
and
we
all
know
that.
Have
you
done
any
studies
on
how
many
students,
after
they
graduate,
have
a
job
in
the
major
that
they
had
or
minor
that
they
had
while
they
were
in
universities,
because
I
I
think
that's
a
big
issue,
because
we
have
so
many
students
that
are
getting
degrees
but
they're
getting
degrees
in
positions.
They
can't
get
a
job
and
so
now,
obviously
they're
suffering.
C
So
in
saying
that
what
is
the
purpose
of
college
I
mean?
What
is
the
purpose
of
college?
If
students
are
going
to
go
there
and
they're
not
going
to
be
able
to
get
a
job
and
in
saying
that
and
I'm
not
against
colleges,
so
for
whoever's
there
I'm
have
several
degrees,
but
where
are
we
going
to
get
this?
E
I'd
like
to
Travis
will
give
you
specific
numbers,
but
I
think
that's
a
great
question.
Let
me
answer
it
in
three
ways:
one
is:
we
have
to
change
the
definition
or
the
nomenclature
of
college
when
I
talk
to
citizens
in
Kentucky,
when
they
mention
College,
they're
thinking
of
four-year
degree,
it's
actually
a
Workforce
certificate.
E
I
mean
I,
had
an
undergraduate
major
in
sociology
and
political
science
and
became
a
big
shot
in
Corporate
America
right.
So
so
we
have
to
do
a
better
job
of
aligning
that
we
also
have
to
do
a
better
job
of
making
sure
that
we
put
in
the
thread
and
one
of
my
last
three
statements
here,
a
little
bit
I'll
point
to
this.
We
have
to
look
at
competencies,
those
employability,
competencies
and
working
within
the
curricular
and
faculty.
F
We
didn't
get
the
in
there
but
yeah,
so
we
we
don't
have
any
specific
research
studies
out
there
that
look
at
that
specific
topic.
But
it
is
something
we
look
at
and
track,
maybe
in
a
a
slightly
different
way.
So
we
look
at
the
as
part
of
our
program
review
process
and
then
our
overall
key
performance
indicators
within
our
strategic
agenda.
F
You
know-
and
we
do
have
a
very
great
relationship
with
our
our
our
co-workers
at
at
KY
stats
at
the
Kentucky
statistics
that
we
work
with
often
to
kind
of
bring
in
those
Workforce
outcomes
and
align
those
with
with
with
programs,
and
it's
definitely
something
that
we're
we're
really
looking
to
kind
of
maximize
going
forward,
especially
with
the
Senate
joint
resolution
98
bill.
That
is
one
of
the
main
things
we're
looking
at
there.
C
Thank
you,
I
I,
think
all
of
us
in
here
want
Student,
Success,
I
I.
Think
we
want
universities
to
be
successful.
We
want
students
to
be
produced,
but
I
think
a
lot
of
times.
When
you
talk
to
the
average
Joe
taxpayer
they're
going
well,
people
are
going
to
college.
How
come
how
come?
They
don't
have
a
job.
How
come
they're
not
getting
a
job?
Are
there
no
jobs
available
or
are
they
getting
in
majors
and
other
studies
that
in
which
they
cannot
get
a
job?
And
so
I
think
we've
got
that
disconnect?
C
Is
we
got
to
figure
out
a
way
to
do
this
because
we
have
to
as
a
state
and
as
a
country?
We
have
to
improve
this
situation
because
we
can't
be
having
all
these
people
out
here
with
massive
debt
and
no
job
and
part
of
the
reason
they
have
no
job.
Is
they
got
involved
in
a
major
in
which
they
can't
get
a
job?
It's
it's
not
there.
So
I
I
think
we
have
to
do
that
and
I
understand
what
Dr
Thompson
said
a
lot
of
times.
C
E
And
Mr,
chair,
I,
I
think
he's
absolutely
right
and
one
of
my
three
last
statements
is
going
to
be
a
question
that
I
think
this
task
force
needs
to
look
at
and
that
is
to
say
what
really
is
the
role
of
the
financial
aid
you're
putting
in
the
pot
now,
especially
in
eBay
State,
we
gave
you
a
lot
of
data
that
that
really
shows
that
we
maybe
need
to
work
and
not
work
on
completion
or
number
two.
We
need
to
Target
our
financial
aid
with
educational
policies.
E
You
just
listed
out
a
good
educational
policy
statement
right,
and
so
how
do
we
use
financial
aid
to
make
that
happen?
How
do
we
actually
then
go
back
to
my
number
one
statement
get
more
need-based
Aid
that
would
allow
us
then
to
go
in
that
direction
such
as
we
left
58
million
dollars
of
Pell
Grants
on
the
table
last
year,
because
not
enough
people
that
fall
in
the
category
they
need
to
fill
out
the
best
to
fill
that
faster.
E
How
do
we
look
at
educational
policy
and
public
policy
along
those
lines,
so
I
think
the
part
that
you're
actually
describing
very
clear?
First
of
all
is
transparency
in
my
mind.
Some
of
you
all
know:
I'm
I'm
really
transparent
in
this
area.
If
a
student's
going
to
major
in
sociology
or
other
degrees,
IU
sociology,
you
know
we
need
to
say
what
is
your
trajectory
and
then
give
them
the
information
to
make
that
choice,
but
also
give
them
the
information
when
they're
a
senior
in
a
Capstone
course
you're
saying
here's
some
direction
you
can
go.
E
We
can
connect
you
with
employers
that
can
help
you
to
get
on
track.
The
thing
we
need
to
do
with
engineering
the
thing
we
need
to
do
with
my
son,
who's
majoring
in
chemistry,
right
that
let
him
know
his
Direction,
so
I
do
believe
that
connection
between
Financial
policy
and
educational
policy
needs
to
be
connected.
Much
tighter
along
the
answering
of
the
lines
of
the
questions
that
you
just
posed.
A
Thank
you.
Thank
you.
Dr
Thompson
and
certainly
I
agree
with
representative
Raleigh.
As
you
know,
looking
at
The
underemployed
Graduate
is
a
major
concern
along
with
those
others
as
well,
because
they
do
have
a
lot
of
debt
and
the
in
the
jobs
that
they've
taken
are
not
enough
to
to
pay
off
those
debts
plus
keep
you
know
with
the
livelihood
that
they
need
to
maintain
and
and
Dr
Thompson
I
appreciate
very
much.
J
Thank
you,
Mr
chair
I'm,
not
a
member
of
the
task
force,
but
this
is
a
topic
I'm
very
much
interested
in.
Could
you
go
back
to
the
slide
that
showed
the
tuition
increases?
I've
got
a
couple
of
questions
and
a
couple
of
comments.
If
I
could
could
ask,
we
saw
as
I
recall
you're
getting
to
that
slide.
Was
there
president
Thompson?
What
one
was
it
around
0809
that
CPE
was
required
to
approve
all
tuition
increases.
E
Yes,
before
that,
we
it
was
the
Wild
Wild
West,
just
to
let
you
know
so
we
took
back
control
in
2008
or
in
2000,
and
2009-10
would
have
been
our
first
I
think,
tuition
output
from
CPE
and
since
then,
we've
been
way
below
Communications
inflation
rate
since
I've
taken
over.
You
can
see
that
we've
averaged
about
a
one
point
something
percent
this
past
year.
We
did
let
them
go
a
little
bit
more
to
2.7,
but
next
year
we've
already
got
the
tuition
set.
E
J
You
have
you,
have
an
average
cost
there
yeah
as
I
understand
it.
A
student
who
is
pale
eligible
is
automatically
eligible
and
Kia
is
going
to
be
in
here
in
a
minute
is
automatically
eligible
for
a
cat,
Grant
or
a
ktg
grant
and
the
22
budget.
We
we
s,
seriously
increase
the
funding
for
the
cat
Grant,
where
I
believe
every
student
pretty
much
can
get
tuition
increase
if
their
fees,
if
they're
Pell
eligible
and
the
point
I
want
to
make,
is
I.
Think
the
group
that's
really
hurting
is
what
I'll
call
that
middle
income
group.
J
Like
you
know,
you've
got
the
low
income.
You
can
get
that
you've
got
the
families
that
can
afford
it.
But
you
got
that
group.
That's
just
marginally
above
the
poverty
level
that
that's
a
group
I
think
we
need
to
be
concerned
about
in
taking
a
look
at
because
they're
not
eligible
they're,
not
pale
eligible,
and
the
other
point
I'd
like
to
make
is
I.
Think
one
of
our
weak
links
has
been
has
been
mentioned
is
advising
and
counseling.
You
mentioned
the
Kentucky
advising
academies.
J
J
Some
of
us
were
down
at
sreb
a
few
weeks
ago,
and
president
Pruitt
mentioned
that
there's
a
Chick-fil-A
in
Atlanta
that
there's
not
a
single
person
in
that
store.
You
order
your
food,
your
food's
prepared
and
it's
delivered
to
you.
So
technology
is
changing.
It's
separate
at
such
a
rapid
Pace
that
people
are
continually
going
to
have
to
be
retooling,
their
their
skill
set
so
appreciate
the
opportunity
Mr.
E
F
E
All
of
these
items
now
were
called
to
think
more
creatively
about
how
we
do
what
we
do
and
how
we
do
it
better,
whether
it's
adding
more
money
to
it
or
repurposing,
some
of
this
toward
the
state's
Direction
and
where
we
need
to
go
I,
do
think
it's
time
for
us
to
think
we
put
in
Keys,
25
I
mean
a
long
time
ago
right
that
1998
or
whatever
it
was
2500
the
max
you
can
make.
We
even
use
the
ACT
score
as
one
of
the
bases
we
don't
really
use
act
as
much
anymore.
E
G
G
You
know
I
think
during
this
same
period
of
time,
people
check
statistics,
there's
been
an
increase
in
single-family
homes,
most
without
a
father,
and
some
statistics
show
in
the
minority
classes
as
many
as
eight
out
of
two
out
of
ten
children
are
born
outside
of
a
marriage
out
of
us
two
family
homes.
Let's
put
that
way,
and
this
got,
it
must
have
some
type
of
effect
on
some
of
these
problems
or
have
in
our
higher
education.
Do
you
agree
or
not?
G
E
Will
answer
you
this
way,
the
more
education
you
get,
there's
less
of
a
chance.
You'll
have
out
of
wedlock,
children!
That's
what
I
know
the
other
thing
too.
If
you
look
at
the
low
income,
which
is
larger,
actually
Kentucky
has
done
pretty
good
in
increasing
minority
participation.
We
haven't
done
nearly
as
well
on
low
income,
but
you'll
see
the
same
effect,
though,
and
and
because
income
seems
to
be
one
of
the
bigger
issues
to
direct
that
correlation.
E
The
other
piece
too
I
think
it's
important
to
understand
is
we're
going
to
build
a
strong
economy
for
this
state,
we're
going
to
have
to
have
a
strong
educated
Workforce,
and
when
you
have
47.8
percent
of
students
graduating
from
high
school
going
to
college
in
Kentucky,
you
got
another
five
percentage
points
going
outside
the
state.
We
can't
do
that
now.
Not
all
of
those
people
are
getting
jobs.
We
know
that
look
at
your
unemployment
records.
Look
at
the
people
on
Medicaid.
E
Look
at
those
are
important
prisons
I
mean
so
we
once
again,
these
are
about
educational,
all
policy
statements.
How
them
do
we
direct
whatever
resources
we
have
and
knowledge
towards
understanding
how
we
use
data
to
make
sure
we
get
to
that
point
where
we
have
enough
Highly,
Educated,
folks,
Highly
Educated,
to
me.
Let
me
be
clear:
it
could
be
a
Workforce
certificate,
I'm,
not
saying
40
degrees
for
a
PhD
either,
even
though
it's
going
to
take
a
lot
of
those
different
kinds
of
certificates
and
degrees
to
help
Kentucky
to
go
into
the
future.
E
I
think
representative
Tipton
just
mentioned
AI
a
few
minutes
ago.
So
some
of
these
conversations
I
think
have
to
be
directed
toward
the
knowledge
we
have,
but
we
have
to
be
understanding
that
we're
at
a
base
now
that
if
we
don't
increase
College
Point
rate,
if
we
don't
increase
completions,
if
we
don't
increase
directional
understanding
of
these
young
people,
knowing
what
jobs
they
can
get
whatever
certificate
or
degree
they
get,
then
I
think
we
are.
E
Let
we're
going
to
be
left
behind
in
Kentucky
now
I'm,
proud
to
say
we're
number
two
in
the
nation
under
completion
now
and
that's
happened
a
lot
in
the
last
many
years.
But
we
can't
keep
this
up
unless
you
somehow
do
better
alignment
with
financial
aid,
better
alignment
and
p12
and
with
the
workforce.
G
Okay,
so
I
just
like
to
make
one
more
statement
regarding
that
I
just
think.
Unfortunately,
this
in
my
opinion
the
state
and
federal
government
are
incentivizing
single
families
and
not
encouraging
marriage
and
I.
Do
have
one
last
question
then
for
Travis
Muncie
Mr
Muncie,
you
mentioned
so
you
since
you
mentioned
I'm,
going
to
ask
you
more
specific.
You
mentioned
the
word
diversity
earlier,
and
could
you
give
a
short
comment
as
to
exactly
what
you
meant
by
that
statement?.
F
So
a
good
example
would
be
even
with
low
income
like
including
diversity.
Low-Income
diversity
within
you
know
our
our
our
institutions
and
it's
it's
getting
less
diverse
with
those
students
as
time
goes
on,
and
we
showed
that.
So
you
know
it's
more
about
where
those
gaps
exist.
What
what
what
strategies
we
can
put
in
place
to
assist
those
students
to
to
be
able
to
close
those
gaps,
those
achievement
gaps
but
yeah,
so
I
mean,
as
far
as
the
definition
of
equity
and
diversity
or
just
equity
in
general.
F
I
think
it
really
is
about
that.
The
definition
within
our
state-
and
you
know
I,
think
that
may
be
different
than
the
national
definition
in
the
sense
that
we
have
a
lot
of
regions
that
need
help.
I
mean
we're
doing
a
lot
of
work
with
the
with
sgr
98
and
and
really
digging
into
the
to
the
to
the
the
population
and
demographic
statistics
within
Eastern,
Kentucky
and
Southeastern.
Kentucky,
right
and
I
would
even
include
those
students
in
that
that
and.
F
A
E
A
A
So
today
we
have
with
us
the
president
and
CEO
of
the
Kentucky
Lottery
I
would
like
to
ask
him
to
come
forth
and
give
us
a
better
understanding
of
the
lottery.
Please
introduce
yourself
and
make
sure
you
have
the
microphone
pulled
up
close
and
the
little
green
light
lit
up.
Well,
thank
you
for
coming
today.
K
Thank
you
to
the
co-chairs
and
the
task
force
for
letting
us
come
and
talk
about
the
Kentucky
lottery
today.
There's
nothing.
We
would
rather
talk
about
just
a
little
bit
about
me
before
we
get
started.
I
was
born
and
raised
and
educated
in
the
Commonwealth
first
generation
college
student
I've
been
with
the
Kentucky
Lottery
almost
20
years.
I
came
as
a
general
counsel
senior
vice
president
and
I've
been
the
president
and
CEO
for
three
years.
K
Our
first
slide
here
will
hopefully
so
our
office
building,
it's
1011,
West
Main
Street
in
downtown
Louisville.
We
have
a
Workforce
of
approximately
165
people,
but
we
are
a
sales
organization,
and
that
means
that
some
of
us
work
off
site.
55
of
us
work
out
in
the
field
all
across
the
Commonwealth
and
all
the
counties
and
there
we
are,
and
we've
received
the
designation
of
the
best
place
to
work
in
Kentucky
for
the
third
year
in
the
row.
K
K
This
might
be
my
favorite
photo,
there's
some
some
large
numbers
you
see
on
these
checks,
and
we
present
these
checks
during
the
games,
because
we
want
to
demonstrate
how
valuable
the
Kentucky
Lottery
has
been
to
our
universities
across
the
state,
and
you
will
see
this
as
a
large
number
for
the
University
of
Kentucky
is
because
there's
more
students
there.
So
it
does
represent
the
number
that
we've
given
since
Inception,
which
was
1999.
K
and
just
a
couple
of
three
facts
about
the
Kentucky
Lottery
100
percent
of
keys
money
awarded
has
come
straight
from
the
sale
of
lottery
tickets,
98
cents
of
every
one
dollar
in
non-loan
student,
financial
aid
awarded
by
the
Commonwealth
comes
from
the
sale
of
Kentucky
lottery
tickets,
and
now
one
out
of
every
five
kentuckians
has
received
a
grant
or
scholarship
paid
for
from
Kentucky
Lottery
proceeds
in
this
next
slide.
Some
of
you
all
may
be
more
partial
to
that
one.
K
It
is
a
list
of
the
scholarships
and
grants
that
we
have
funded
as
recently
as
2023
a
fiscal
year,
and
you
can
see
too
that
we
have
a
sponsorship
with
the
University
of
Louisville.
You
can
see
our
tagline
and
our
local
logo
there
in
the
stadium,
and
this
next
slide
also
shows
us
visiting
with
the
president
of
the
East
Kentucky
University
again,
a
large
number
not
as
large
as
UK.
But
the
universities
are
very
appreciative
this
and
do
tell
us
how
much
it
means
to
them
and
to
the
students
that
they
serve.
K
But
they
were
sent
to
the
co-chairs
earlier
this
year
and
just
to
remind
us
that
we
do
send
out
these
letters
in
the
spring
when
the
Kia
folks
have
their
numbers
in.
We
want
to.
Let
everyone
in
the
general
assembly
know
the
benefits
that
Kentucky
Lottery
provides
right
there
in
your
District.
So
this
letter
every
year
will
set
out
the
college,
scholarships
and
grants
received
by
the
students
and
the
universities
in
your
District
and
now
I'd
like
to
turn
it
over
to
Jennifer
lersch.
M
M
M
What
is
Lottery,
it's
actually
defined
in
our
statute,
what
we
can
offer
and
it's
defined
as
any
game
of
chance
that
our
board
approves
and
that
we
operate,
except
for
what
the
general
assembly
prohibits
and
those
are
expressed
in
our
statute.
We
cannot
use
amateur
Athletics
for
any
reason
other
than
like
advertising
at
sporting
events.
We
cannot
do
Sports
wagering
and
we
cannot
operate
a
casino.
M
M
We
have
both
corporate
NC
attributes
as
well
as
state
agency
attributes.
So
corporate
is
we
are
completely
self-sustaining
and
self-funding.
We
are
not
in
the
Merit
system.
We
do
not
have
a
retiree
State
retiree
benefits.
We
have
our
own
contribution
plan,
we
don't
have
state
health,
insurance
or
retiree
health
and
we
do
not
have
sovereign
immunity.
So
we
can
be
sued
our
state
agency
attributes
as
we
are
designated
as
a
municipal
Corporation.
We
are
accountable
to
the
governor,
the
general
assembly
through
regular
reports
and
Audits
and
disclosures
our
board.
M
M
We
also
adopt
our
own
procurement
procedures
and
follow
those
we
file
personal
service
contracts
with
the
government
contract
Review
Committee.
We
have
adopted
our
own
ethics
code
for
our
employees
and
we
may
promulgate
other
administrative
regulations
and
our
board
May
conduct.
13B
hearings,
as
I
said
before,
board
of
directors
is
eight
members
appointed
by
the
governor,
confirmed
by
the
Senate.
These
are
the
their
duties
in
the
statute
and
they
meet
six
times
a
year.
At
least
we
are
very
proud
of
our
social
responsibility
programs.
M
This
is
a
list
of
our
certifications
that
we
have,
and
we
are
also
a
very
proud
member
of
the
Kentucky
Council
on
problem
gambling
and
we
fund
specifically
those
chat
and
text
features.
You
see
here
so
now,
I'm
going
to
turn
it
over
to
our
Chief
Financial
Officer
Maggie
Garrison,
to
talk
about
the
funds.
Yes,.
L
They
brought
me
along
today
to
talk
about
the
numbers,
so
let's
get
started
with
where
the
money
goes.
So
this
is
just
a
really
easy
chart
to
look
at
to
give
you
a
visual
of
how
the
funds
are
allocated
once
we
sell
these
lottery
tickets,
so
you'll
see
since
Inception
of
the
lottery,
our
sales
are
almost
26.9
billion
dollars
and
that
blue
section
there
represents
prizes
that
go
back
to
players,
so
62.7
percent,
since
Inception,
has
gone
right
back
to
players
in
the
form
of
prizes.
L
We
also
have
our
Retail
Partners
about
3
400
throughout
the
state
who
help
us
sell
our
lottery
tickets
payments
to
retailers,
about
six
percent
of
the
pie.
We
also
have
expenses
to
operate
the
business,
that's
just
under
four
percent,
and
then
we
have
an
additional
two
percent
for
our
vendor
Partners.
Our
partners
that
produce
our
tickets
they'll
generate
those
scratch
off
tickets.
L
They
help
track
all
the
transactions
that
help
happen
at
retail,
so
we
can
track
those
at
one
location
and
then
the
most
important
piece
is
that
red
slice,
that
is
the
income
we
generate
and
that
are
those
are
the
funds
that
we
can
transfer
to
the
state
and
again
Mary
pointed
out.
We've
got
6.8
billion
dollars
that
we
have
earned
since
Inception
for
the
benefit
of
the
state
and
then
just
one
final
point
to
highlight
that
chart
in
the
upper
right
just
calling
out
our
operating
expenses.
L
We
continue
to
look
for
ways
to
operate
more
efficiently.
So
since
Inception,
our
operating
expenses
are
about
3.9
percent
in
our
recently
completed
fiscal
year,
fiscal
23-
those
are
at
two
percent
and
then
just
a
few
more
easy
charts
to
look
at
a
quick
recap
of
our
10
years
of
sales
and
payments
to
the
state.
We've
had
tremendous
growth.
We
continue
to
set
sales
and
record
payment
to
State
numbers
and
the
chart
on
the
top.
We
just
highlight
average
growth
over
the
10-year
five-year,
three-year
and
latest
one-year
period.
L
L
and
on
the
next
slide,
just
wanted
to
highlight
that
one
sliver
on
the
pie
chart
or
payments
to
our
Retail
Partners.
We
would
not
have
these
record
sales
without
our
Retail
Partners,
so
I
won't
go
through
all
the
bullet
points,
but
we
have
various
ways
that
we
compensate
them
for
their
great
partnership.
It
includes
compensating
them
for
all
transactions
they
handle
at
retail
locations,
but
also
meeting
sales
targets
and
following
best
practices.
L
So
for
fiscal
23
payments
to
retailers,
totaled
84.4
million
dollars-
and
you
know
the
important
thing
to
point
out
and
that's
the
point
of
inserting
that
picture
there
is
it's
not
just
about
the
actual
payments
we
transfer
to
retailers,
it's
about
bringing
business
to
their
locations.
So
this
is
an
example
of
a
line
of
players
waiting
outside
a
retail
location.
When
we
had
a
promotion
last
year
celebrating
a
record
Powerball
jackpot
that
was
going
on
so
we're
pleased
at
what
the
lottery
brings
to
these
retail
locations.
Beyond
just
the
commissions
we
pay
to
them.
L
So
our
job
is
to
maximize
dollars,
we
send
to
the
state
and
then
the
allocation
of
those
funds
are
dictated
by
the
budget.
Bill
and
legislation
KRS
154a.
So
now
we'll
get
into
some
of
the
numbers,
and
this
chart
just
highlights
total
payments
to
the
Commonwealth
over
the
last
six
years
and
most
of
those
funds
come
from
our
net
income,
what
we
generate
from
our
operations
and
then
we
also
have
unclaimed
prizes
where
players
don't
redeem
their
winning
tickets,
and
that
also
goes
straight
to
the
state.
L
L
And
then
we
like
the
charts.
Sometimes
the
numbers
are
a
little
bit
to
review.
So
the
pencils
are
fitting.
We
fund
education-
and
this
is
just
a
layout
of
all
of
our
payments
since
fiscal
18
and
then
what
we've
added
on
in
the
end
is
forward-looking.
Estimates
for
our
payments
to
the
state,
so
our
budget
for
fiscal
24
includes
total
payments
of
367.5
million
dollars,
the
bulk
of
that
from
our
operations
and
then
an
estimated
10
million
dollars
from
unclaimed
prizes.
L
And
then
one
thing
we
like
to
do
is
look
at
ourselves
in
comparison
to
other
state
lotteries.
So
when
industry
magazine
published
fiscal
22,
Financial
results
and
48
states
provided
their
results,
and
we
really
believe
that
37
of
those
are
true
comparison,
States
offering
similar
type
games.
So
I'll
start
at
the
last
bullet
point.
When
you
look
at
actual
dollars,
we
transferred
in
that
fiscal
year
to
the
state
we
ranked
14th
out
of
those
those
37
comparable
States.
K
So
how
is
the
Kentucky
Lottery
going
to
continue
to
generate
revenues
to
meet?
This
need
Kentucky,
Lottery
initiatives
these?
These
are
some
very
general
initiatives
found
from
our
strategic
plan.
We
are
always
looking
to
recruit
additional
Retail
Partners.
We
have
3
400
Retail
Partners
all
across
the
state
right
now,
but
we
always
need
more.
We
have
just
retained
United,
Dairy,
Farmers
and
I.
Think
representative
Rawlings.
K
You
might
have
some
of
those
stores
in
in
your
part
of
the
state
and
we're
happy
to
be
training
them
now,
and
they
should
be
coming
online
selling
Lottery
very
soon.
We're
looking
for
Publix
to
open
in
Louisville
this
year
and
a
couple
more
stores
next
year
and
in
2024
we'll
have
our
first
Hyvee
store
in
Fern
Creek
in
Louisville,
and
we
understand
that
Wawa
stores
will
be
coming
next
year
to
Louisville
as
well.
Buc-Ee's,
don't
think
so.
K
But
if
you've
ever
seen
a
Bucky's
and
I
understand
we're
going
to
get
one
more
you
all
nodding,
I
would
give
anything
to
be
in
there
and
I
stay
awake
at
night,
trying
to
think
of
ways
that
we
can
do
that.
No
Lottery
has
been
able
to
get
into
a
Bucky's
anywhere
in
the
U.S,
but
we're
all
working
on
it.
Okay,
you
just
see
all
those
gas
pumps-
and
you
know
we
got
to
be
there.
K
We
are
always
looking
to
develop
games
that
appeal
to
players.
We
conduct
focus
groups
and
we
do
research
because
we
want
to
be
selling
what
players
are
wanting
to
buy.
We
know
that
they're
gravitating
toward
the
higher
price
points,
and
we
know
that
they
want
those
higher
paths
and
we
know
we've
got
to
provide
that
because
that's
what
our
competition
is
doing
out
there
we're
looking
at
a
multi-state
NASCAR
a
partnership
we
have
just
concluded
our
first
promotion
with
the
Powerball
ticket
was
quite
successful.
K
We
had
92
000
entries
it's
for
a
NASCAR
championship
game
in
Arizona.
We
think
that
was
very
successful
and
looking
forward
to
more
to
come
there.
We
are
pursuing
alternatives
for
buying
at
retail,
and
everybody
knows
it's
all
about
the
self-service
right
now,
it's
by
online
pickups
in
store,
it's
all
about
delivery,
and
we
are
trying
to
get
into
those
areas.
K
We
have
conducted
a
test
for
inline
in
Kroger
store
in
Lexington-
it's
just
not
quite
there
yet
from
a
technology
perspective,
but
we're
going
to
continue
to
work
on
that
and
we
always
want
to
increase
Awareness
on
where
the
money
goes
because
players,
particularly
today's
younger
players.
They
want
to
know
that
the
businesses
that
get
their
money
are
worthy
and
are
giving
back
to
the
community.
So
we're
happy
to
announce
in
2014
that
we're
finally
able
to
advertise.
K
The
general
assembly
allowed
us
to
start
advertising
where
the
money
goes,
and
we
do
that
and
we're
very
grateful
for
that
opportunity.
Now.
Here's
some
other
broader
games
and
distribution
Channel
potential
that
we
are
hopefully
working
toward
right.
Now.
The
states
that
operate
the
Powerball
game,
we're
negotiating
with
a
major
sports
league
on
a
sports
themed
game
that
would
use
logos
in
place
of
numbers
and
I
wish.
I
could
tell
you
who
it
was,
but
we
have
a
non-disclosure
agreement.
That
would
prevent
me
from
doing
so,
but
we're
very
excited
about
that.
K
We
think
it'll
have
broad
appeal
all
across
the
United
States
and
in
particularly
States
like
ours,
where
we
don't
have
a
professional
sports
League
buy
online
pickup
in
store.
We
really
want
to
be
a
part
of
this.
We've
conducted
a
test
on
a
very
local
level
to
test
that
concept,
and
you
know
what
you
find
is
Lottery
is
not
like
bananas
and
tomato
soup.
That's
pretty
much
the
same
in
January
as
it
is
in
July.
Lottery
players
love
our
new
games.
We
had
a
new
launch
today,
and
players
will
be
out
wanting
those
new
games.
K
So
when
you're
talking
about
putting
it
out
in
the
context
of
buy
online
pickup
in
store
that
has
to
be
treated
with
tender,
loving
care
and
put
on
a
list,
it's
not
exactly
consistent
with
what
you
find
with
instacart.
So
we're
still
working
on
that,
but
wouldn't
it
be
great
when
we
get
there
amateur
Athletics,
themed
games.
Okay,
every
new
employee
at
the
Kentucky
Lottery
wants
to
say:
I
have
a
great
idea
for
a
game
and
it
is
UK
versus
uofl
right.
We
can
sell
red
ones
and
blue
ones
great.
No,
we
can't
do
that.
K
As
Jen
said.
We
we
can't
do
that
under
our
current
statute,
but
with
nil
name
and
image
and
likeness
changes
made
by
the
NCAA.
Maybe
that's
something
we
should
look
at
and
we
will
be
doing
that.
We
want
to
partner
with
big
box
retailers
like
Lowe's
Like,
Home
Depot.
We
are
not
currently
in
either
of
these
big
box
stores
now,
and
that
requires
a
lot
of
coordination
on
a
national
level.
K
To
make
that
happen,
you
might
have
seen
us
in
Walmart,
however,
and
we're
really
proud
of
our
efforts
to
be
in
there
took
about
10
years.
Kentucky
was
on
the
first
wave
of
lotteries
to
be
able
to
get
into
Walmart,
but
took
a
lot
of
work
and,
in
the
end,
vendor
had
to
actually
make
a
machine
according
to
Walmart
specifications,
but
you
want
to
do
business
with
Walmart,
so
you
do
it,
and-
and
that
was
a
great
move
for
us.
K
So
you
might
have
heard
we
just
finished
a
tremendous
jackpot
run
with
Powerball
the
one
billion
dollar
jackpot,
Was
Won
in
California
dang
it.
You
know
we
were
really
hoping
that
it
would
be
Kentucky
this
time.
But
the
good
news
is
that
we
had
a
one,
a
one
million
dollar
winner
just
last
night
and
we
had
another
million
dollar
winner.
We've
had
several
winners
of
the
fifty
thousand
dollar
prize
and
here's
what's
important
all
the
excitement
that
was
generated
by
this
Powerball
jackpot
run.
K
We
estimate
that
the
increased
sales
from
this
jackpot
run,
which
began
in
April,
contributed
9.6
million
dollars
for
college
scholarships
and
grants,
and
more
good
news
is
that
the
Mega
Millions
jackpot
is
still
out
there.
It's
rolling
there'll
be
a
drawing
tomorrow
night,
it's
720
million
dollars
in
the
jackpot,
and
if
you
combine
both
of
these
games
together
again,
both
of
them
were
hit
in
April,
so
this
jackpot
run
for
both
Mega
and
the
Powerball.
I
I
I
L
I
L
So
the
mix
of
games
we
offer
have
different
price
points,
so
really
the
payout
and
where
players
are
gravitating
to
play.
That
really
dictates
that
piece
of
the
pie,
as
I
mentioned,
we
continue
to
look
for
efficiencies,
so
our
operating
expenses,
as
a
percentage
of
sales,
are
going
down
payments
to
vendors
and
retailers
really
based
on
sales.
It's
the
prizes
to
players,
that's
really
the
fluctuating
Factor,
depending
on
what
they
play.
K
So
we
do
have
some
player
demographic
information.
We
it's
difficult
to
it's
yeah
difficult
to
track
because
you
don't
really
know
who's
playing
at
retail
unless
you
get
a
focus
group
or
a
retailer
to
help
you
with
that,
but
we
do
the
best
we
can
and
with
the
information
that
we
have,
we
like
to
say
in
general
that
our
average
player
is
the
average
Kentuckian.
It's
like
35
to
54
age
group
trip
play
at
the
traditional
retailer
outlet
online.
G
Yes,
on
your
pie,
chart
when
you're
talking
about
you
know
where
the
money
goes,
how
much
What?
What
section
of
this
is
a
vendor
expense
because
I'm
on
contract
contract
review-
and
we
see
some
huge
numbers
coming
out
of
there
for
vendor
expense,
which
which
categories
that
is
that
in
the
operating
expense?
It's.
L
G
And
Senator
tissue
I
asked
a
question
that
I
was
about
to
ask
about
the
analysis
of
who's
purchasing,
but
I
would
just
would
ask
one
question:
I
mean
obviously,
if
you're
in
a
sales
business,
every
everybody's
in
sales
has
a
Target
I.
Would
thank
a
target
audience
to
try
to
sell
your
sell
your
product,
too.
Are
your
sales?
If
you
analy,
if
you
do
analysis
on
them,
I
think
you
probably
had.
Are
they
more
the
first
of
every
month,
one
of
what
part
of
the
month
do
you
find?
L
N
Can
you
share
with
all
of
us,
maybe
some
of
the
plans
surrounding
recent
legislation
that
was
passed
and
dealing
with
sports
betting
and
how
you
may
interpret
that
to
impact
your
your
ticket
sales,
and
can
you
share
with
us
some
insights
on
possibly
on
that
aspect,
but
also
we
have
a
large
influx
of
population
moving
into
Kentucky
and
I.
Think
that's
going
to
produce
a
lot
more
folks
to
use
students
the
number
of
students
using
Lottery
money,
so
I
just
wish.
K
K
Nevertheless,
we
want
to
be
definitely
mindful
of
it
and
we
are
looking
to
what's
going
on
in
other
states
for
how
it
impacts
Lottery,
and
we
do
want
to
be
very
mindful
of
that.
We
know
we
have
to
be
extra
vigilant
and
we
know
as
far
as
strategic
planning
is
going,
we
need
to
emphasize
what
we
offer
that
that
doesn't,
and
we
know
the
players
are
going
to
gravitate
toward
that
like
they
do
any
new
and
bright
and
shiny
objects.
So
we
know
it's
going
to
happen,
so
we
have
to
plan
around
that.
K
We
have
to
plan
game
launches,
we
have
to
reach
out
to
retailers
and
we're
already
doing
that
now,
because
we've
had
competition
before
right.
We've
had
historical
horse
racing
and
we
compete
so
we'll
be
doing
that
too.
We
offer
something
unique,
however,
and
it's
3
400
retailers
all
across
the
state
that
offer
Lottery
products
in
a
very
convenient
manner.
So
we'll
continue
to
emphasize
that
so
far,
Sports
wagering
isn't
there
and
historical
horse
racing.
Isn't
there
we
are
there
and
we'll
continue
need
to
work
with
our
Retail
Partners
to
make
the
most
of
it.
A
A
Okay:
next
we
have
the
Kentucky
higher
education
assistant
Authority
last
month,
the
task
force
heard
the
testimony
from
KH
EAA
and
provided
a
high
level
overview
of
the
various
scholarships
and
Grant
programs,
but
provided
by
the
state.
We
asked
them
to
come
back
to
return
it
this
month
and
provide
the
members
the
task
force,
with
a
deeper
dive
into
the
financial
aspects
of
the
KH
e,
a
a
in
their
programs.
So
thank
you
for
coming
Forth.
Please
turn
on
the
little
green
light
to
introduce
yourself
and
proceed
good.
O
Afternoon,
I'm
Diana
Barber
at
the
interim
executive
director
for
Kentucky
higher
education
assistance
Authority,
and
thank
you
for
having
us
back
again.
We
enjoyed
it
so
much
we're
glad
to
be
back
so
and
I'll
introduce
Becky
gilpatrick,
whom
you
met
last
time,
our
director
of
student
financial
aid
and
she
will
take
it
away.
Thank
you.
P
Good
afternoon,
all
right
today,
I
came
back
with
some
information,
just
some
high
information,
pretty
much
stemming
from
follow-up
questions
off
the
last
presentation,
just
to
kind
of
add
the
information
to
that.
First,
we've
been
talking
a
lot
today
about
the
statute
that
directs
the
lottery
revenues
to
Kia
for
student
aid
purposes,
so
I
thought
I
would
just
bring
the
actual
language
to
you.
This
provision
and
as
you'll
see
here
in
the
bullet,
points
that
first
three
million
dollars
comes
off
the
top
and
goes
to
the
literacy
initiatives.
P
There's
1.2
million
there
for
the
center
for
literacy
development.
That's
at
UK,
there's
1.8
million
there
for
reading
Diagnostics
intervention.
That's
also
goes
to
UK
and
then
what's
remaining
from
that
comes
to
Kia
and
per
statute.
45
percent
of
that's
to
go
to
the
Keys
program
and
55
to
come
to
the
state,
Grant
programs,
cap
and
ktg.
P
P
You
can
see
there
at
the
top.
We
started
with
335
million
dollars
is
the
forecast
for
fi
23,
and
then
we
took
off
that
3
million
off
the
top,
and
then
the
numbers
below
show
what
the
allocation
would
have
been
to
cap,
ktg
and
keys,
and
with
that
55-45
split
now,
what
has
happened
historically
is
notwithstanding.
Language
has
occurred
within
the
budget
and
it
redirects
those
funds
to
other
various
spots.
So
this
is
how
it
actually
happened
in
the
budget.
P
This
last
time,
we
start
out
with
that
same
forecast,
that
335
million
and
in
the
yellow
is
that
three
million
or
the
darker
yellow
is
the
3
million
that
came
off
the
top
up
for
the
literacy
initiatives
and
then
326
Point.
Let's
call
it:
9
million
went
to
Kia
for
the
grant
scholarship
programs,
and
then
there
was
an
additional
4.1
million
that
was
redirected
to
other
agencies,
for
other
initiatives.
To
my
knowledge
and
I
could
be
completely
wrong
about
this
I
think
that's.
P
This
is
one
of
the
first
times
that
the
money's
been
directed
to
other
agencies.
For
other
initiatives
within
the
monies
that
were
actually
allocated
to
Kia
programs,
this
is
how
those
were-
and
this
is
just
appropriation.
This
is
all
general
fund
appropriation
dollars
as
to
how
the
funds
were
divided.
The
top
three,
the
cap,
kdg
and
keys
programs,
as
you
can
see
there,
cap
and
ktg
for
FY
23
are
sitting
right
at
that
55
percent.
This
call
by
the
statute
and
that's
actually
one
of
the
first
times.
P
We've
actually
had
the
full
55
percent
hit
with
this
Captain
kdg.
So
thank
you
very
much
for
that
for
fy24,
it's
at
56
percent.
So
we
are
excited
about
that
and
the
opportunity
that
that
gives
us
to
help
students
with
the
keys
program
is
that
45,
but
that
45
percent
was
kind
of
stretched
out
and
actually
funded.
Five
different
programs,
so
Keys
was
fully
funded
though,
and
Keys
has
been
fully
funded
since
we
started
that
program
back
in
1999,
so
that
everybody
was
paid
that
received
keys.
P
But
out
of
that,
we
also
had
the
Dual
credit
scholarship
that
was
funded.
The
work
ready,
Kentucky
scholarship,
the
National
Guard
tuition
program
and
the
teacher
scholarship
program,
which
we're
very
fortunate
that
the
legislature
gave
us
a
million
dollars
each
year
of
the
budget
for
that
teacher's
scholarship
program,
because
that
is
a
very
important
program
that
helps
us
provide
monies
for
people
becoming
teachers.
P
P
The
scholarships
that
converted
to
loans
to
keep
that
program
going
and
then,
of
course,
that
one
million
dollars
has
put
us
back
into
the
lottery
funding
model.
Again
with
this,
there
are
three
programs
under
that
reddish
orange
bar
there
and
I
included
those
just
to
keep
those
on
the
horizon.
The
early
childhood
development
scholarship
is
for
students
who
are
pursuing
credentials
in
early
childhood.
That's
early
childhood
education
there
that
funding
is
running
off
of
a
Federal
grant.
That's
soon
to
end
next
year,
so
Kia
will
be
requesting
monies
in
the
budget.
P
This
is
working
off
of
their
actual
tuition
rates
and
that's
based
off
30
credit
hours
of
enrollment
for
the
year
for
the
comprehensives.
That
is
an
average
as
well
as
for
the
research.
Universities
is
the
green
bar
and
those
are
averages
between
those
institutions,
but
some
interesting
things
about
this
that
1998-99.
If
you
follow
that
orange
bar
there
for
the
for
your
comprehensives,
that
number
is
actually
two
thousand
two
hundred
forty
two
dollars
keys
at
that
point
wouldn't
have
quite
been
2500,
because
that
was
the
start
of
it.
P
P
Interestingly
enough,
the
cap
grant
for
that
year
was
one
thousand
sixty
dollars
and
the
ktg
grant
was
fifteen
hundred
dollars
for
that
year,
so
where
we
are
today
with
that,
if
you
follow
that
orange
bar
up
that
comprehensive
average
is
9964
dollars,
our
keys
is
still
2500
right
where
it
was
25
years
ago.
The
cap
Grant,
fortunately,
has
we've
been
able
to
increase
that
to
five
thousand
three
hundred
dollars
and
Kentucky
tuition
grants
at
thirty
three
hundred
dollars.
P
This
slide
is
just
providing
you
some
additional
insights
and
information
on
the
programs
themselves.
This
is
the
same
programs
as
a
couple
of
slides
ago
with
seven
lottery,
funded
programs
and
then
the
three
others.
This
is
the
actual
numbers
when
I
was
here
in
June
I
was
giving
you
kind
of
estimates
as
to
where
we
thought
the
FY
23
numbers
would
end.
This
is
the
actuals.
So
what
we
have
here
is
the
number
of
actual
recipients
unduplicated
and
the
average
amount
that
we
ended
up
dispersing
for
last
year
and,
of
course,
the
award
maximum.
P
So
you
could
have
that
in
mind
and
then
I
added
some
additional
information
about
the
type
of
student
that
these
populations
serve,
that
these
programs
serve,
whether
they're,
under
primarily
undergraduate
post-secondary
students
or
graduate
level
students.
Some
of
our
programs
do
that
or
if
they're
high
school.
All
of
that
dual
credit
is
going
to
high
school
students
who
were
starting
much
earlier
with
the
students
that
we're
serving
and
then,
of
course,
the
type
of
Aid
and
what
we're
seeing
more
and
what's
all
the
newer
program
programs,
is
that
their
Workforce
Development.
P
So
we
have
far
more
financial
aid
that
is
targeting
Workforce
Development
initiatives
for
most,
for
the
most
part,
they're
within
very
specific
sectors
and
for
very
specific
purposes,
but
I
want
to
at
least
have
that
information
at
your
fingertips
now
something
that
can
take
away
if
we
think
about
the
tuition
slide
that
was
before
is
that
these
sources
of
financial
aid
can
work
together.
They
stack
on
top
of
each
other,
so
you
could
have
students
that
would
be
that
would
receive
a
cap
Grant.
P
You
know
as
well
as
keys
and
work
ready,
some
other
things
like
that.
You
know
National
Guard
members.
They
could
have
that
National
Guard
award
covering
your
tuition
and
then,
if
they
have
Financial
need
they
have
cap
and
they
can
possibly
even
have
some
keys
on
there.
So
things
can
stack
to
cover
those
costs,
so
the
tuition
in
and
of
itself
ends
up
running
to
about
half
of
what
the
total
cost
of
attendance
is.
P
So
if
you
double
the
tuition
number,
you
can
end
up
getting
the
total
cost
of
attendance
when
it
comes
to
financial
aid
and
how
we
apply
that
that
financial
aid
is
applied
toward
the
total
cost
of
attendance.
So
financial
aid
offices
around
the
state
can
build
the
financial
aid
package
up
to
meet
the
total
cost
of
attendance.
P
In
my
last
slide
here,
I
just
wanted
to
talk
about.
This
is
probably
one
of
the
the
questions
of
the
day,
but
it's
what
happens
when
funds
run
out
and
it's
kind
of
a
complicated
scenario
and
I've
tried
to
water
this
down.
It
took
me
a
while
to
actually
Wrangle
this
slide
to
where
I
wanted
to
be,
but
he
has
budget
request.
P
We
try
to
give
you
the
estimated
amount
of
what
it
would
cost
to
fund
the
programs,
and
so,
as
you
know,
we
follow
budget
instructions
and
there
is
the
base
appropriation
request
that
we
always
carry
forward
from
year
to
year
and
then
there's
a
growth
request
for
what
we
think
will
take
above
and
beyond
that
to
actually
fully
fund
everything.
So
if
you
think
about
base
plus
growth,
that
would
be
the
full
funding,
the
less
than
full
funding
could
occur,
a
couple
of
different
ways.
P
It
would
either
happen
say
if
the
full
amount
was
not
appropriated
with
the
base,
plus
the
growth
or
we
have.
You
know
we
get
the
appropriation
and
then
we
have
an
unexpected
utilization,
that's
higher
than
we
anticipate
it
more
students
showing
up
for
college,
more
students
actually
using
the
funds.
So,
of
course,
I'm
sure
you
realize
there
is
some
calculation
work
that
goes
on
when
we
put
those
budget
numbers
together.
P
And
so
the
two
primary
options
when
it
comes
to
not
having
enough
funding,
are
either
funding
fewer
students
or
cutting
award
amounts,
and
so,
depending
on
the
program.
Those
decisions
are
a
little
easier
or
a
little
more
difficult,
depending
on
what
we
have
and
so
I
kind
of
laid
that
out
for
you
as
to
what
some
of
the
obstacles
are
for.
The
key
scholarship,
of
course,
we're
building
that
Over
a
four-year
High
School
period
and
we're
sending
those
award
letters
to
students
every
summer.
Saying:
congratulations.
P
You
have
X
amount
of
money
and
keys
and
when
they
graduate
we're
doing
the
same
thing
to
say,
here's
your
total!
Now
this
is
what's
available
for
each
year
of
college.
You
know
for
four
years
of
college
so
to
cut
that
to
make
a
cut
immediately,
we
would
have
to
take
it
straight
off
of
the
students
who
are
going
into
college
or
they're
using
it
in
college,
so
that's
kind
of
taking
back
what
they've
we've
been
telling
them.
They
will
get
all
along
if
it
comes
to
cutting
Keys
over
a
much
longer
period
of
time.
P
Then
you're
talking
about
going
back
to
that
base
award
and
it's
going
to
take
several
years
to
actually
cut
those
while
they're
in
high
school
and
then
have
it
actually
show
up
in
budget
reductions.
So
Keys
is
a
challenge
with
the
Dual
credit
scholarship
programs,
and
this
is
all
the
Dual
credit.
It's
also
a
bit
tricky
because
the
students
are
actually
applying
for
those
scholarships.
At
the
same
time
that
they're
enrolling
in
those
classes
and
taking
the
classes
and
so
a
lot
of
times,
they're
already
starting
instruction
before
that
scholarship
is
secured.
P
Kia
kind
of
takes
them
on
a
first
come
first
serve
basis
and
starts
awarding
and
funding.
As
we
get
the
information
from
everyone
so
that
those
students
know
they
have.
The
scholarship
then
go
ahead
and
take
the
class
and
they're
going
to
have
to
worry
about
anything.
But
if
it
came
to
a
point
where
we're
going
to
run
short
in
the
year
because
we
have
utilization,
remember
utilization
is
going
to
be
a
moving
Target
once
we've
started
the
year.
P
So
it's
there's
hard
to
tell
where
you're
at
until
you
get
into
the
spring
semester
on
some
of
that.
But
then
we
have
to
make
a
decision
about
who
we're
going
to
take
money
away
from
and
what
we
really
don't
want
to
do
is
have
to
go
backwards
and
start
pulling
money
away
from
the
freshmen,
because
they're
the
lowest
on
the
pecking
order
and
then
the
sophomores
and
working
up
the
seniors
would
be
the
ones
who
would
be
guaranteed
first
and
then
the
juniors
in
high
school.
P
They
would
be
able
to
keep
their
money
or
that
would
be
our
goal.
So
there's,
as
I
mentioned,
it
could
be
a
little
problem
there.
The
National
Guard
program
is
considered
a
military
benefit.
We've
fortunately
never
had
to
cut
any
of
those.
Those
members
apply
at
their
units
and
the
National
Guard
sends
us.
The
files
over
we
award,
those
usually
fall
and
spring
is
not
a
problem
for
the
National
Guard
program.
P
That
FAFSA
opens
up,
so
students
can
start
filing
that
application
10
months
or
better
before
the
school
year
even
begins
and
usually
by
Spring.
Once
we
know
what
the
budget
numbers
are.
That's
when
we'll
start
committing
funds
to
students
and
financial
aid
offices,
we'll
get
that
information
and
start
packaging
that
on
out
so
it's
kind
of
pulling
that
back
once
we're
in
the
school
year.
So
once
we
have
the
award
set,
it's
just
a
matter
more
of
just
cutting
it
off
when
we
start
to
sense
that
that
funding
is
going
to
run
out.
P
The
work
ready
program
is
also
one
of
those.
First
come
first
served
programs
with
that
one.
It's
one
of
those
things
where
the
last
dollar
calculation
actually
sets
the
award
amount.
So
it's
really
not
an
option
for
us
to
cut
the
award.
The
only
Avenue
that
we
really
have
is
just
to
stop
funding
students.
Once
we
estimate
that
those
funds
are
going
to
become
exhausted
during
the
year,
and
so
with
that,
I
will
stop
and
gladly
take
any
questions.
You
have.
A
Thank
you.
Thank
you
very
much.
We
do
have
several
questions
and
thank
you
for
coming
back,
certainly
appreciate
it.
You
know
certainly
Opening
Our
Eyes
my
eyes
anyway,
on
how
some
of
this
process
works.
I
have
a
couple
questions
that
I
want
to
turn
it
over
to
several
members
that
that's
okay.
First
of
all,
you're
not
allowed
to
have
any
type
of
Reserve
that
you
can
carry
from
year
to
year.
Can
you.
A
P
J
J
As
I
recall,
it
was
not
very
long
ago
that
the
students
who
were
applied,
who
were
they're,
determined
born
out
there,
pale
also
what
those
Captain
awards
were
cut
off
like
in
say,
March,
and
with
this
increase
we've
been
able.
I
am
correct.
We've
been
able
to
fund
all
students
in
the
last
year
or
two.
J
Okay
and
I'll
ask
one
more
follow-up
question:
if
I
may
real
quickly,
Keys
is
one
of
the
favorite
programs
of
the
general
assembly
to
file
bills
about,
as
you
know,
and
and
this
time
we
had
some
bills
that
expanded
the
availability
of
students
to
use,
keys
and
I
know.
In
that
my
previous
conversations,
it's
always
a
concern
with
the
you
felt
all
over
Kia
about
being
able
to
continue
the
funding.
Any
issues
with
the
you
see
any
issues
with
the
expansion
of
the
bill
that
passed
this
time.
P
Really,
from
a
funding
perspective,
it
will
impact
a
very
small
population
of
students
which
will
end
up
being
you
know
a
very
small
amount
that
it
will
add
to
the
Keys
program,
but
it's
certainly
every
time.
There's
a
carve
out
for
another
group.
It
makes
it
more
difficult
to
explain
exactly
how
it's
going
to
work
for
keys,
because
it's
not
as
simple
as
just
go
to.
J
College
they
brought
up
one
more
thought:
Mr,
chair,
I
apologize.
There
was
a
legislation
file.
This
time
it
was
Senate
bill,
24.,
Senator
schickel
had
a
bill.
Currently,
students
who
attend
Kentucky
students
who
attend
non-certified,
private
schools
or
home
schools
are
not
eligible
to
receive
Keys
awards.
Did
you
all
do
a
financial
analysis
on
that
bill
to
see
what
the
impact
would
be
if
it
had
passed?
Actually.
N
P
P
N
It
goes
doesn't
go
as
far
as
it
used
to
so,
as
the
saying
goes
also,
you
mentioned
the
workforce,
ready
funding
and
it's
a
specific
targeted.
You
know
limitations
in
your
opinion.
Would
it
be
helpful
to
have
the
workforce
ready
funding
a
little
bit
more
flexible
instead
of
being
so
targeted
because
I
think
that's
you
know
kind
of
limiting
its
scope
and
impact.
Would
you
would
you
agree
with
that
or.
P
Well,
it
was
really
developed
as
a
last
dollar
in
type
of
program
that
work
ready,
Kentucky
scholarship,
so
it
does
take
out.
You
know,
for
students
who
receive
other
financial
aid.
It
takes
those
monies
out
before
it
gives
them
that
work
ready.
So
from
that
perspective,
there's
I
don't
think.
That's
a
problem.
P
P
That
yeah
it's
there
have
been
conversations
with
the
workforce,
Innovation
board,
which
sets
those
high
five
Workforce
sectors
and
we're
trying
to
go
back
and
look
at
that
again
to
evaluate
what
the
top
sectors
are.
So
that
might
be
more
of
a
question
as
to
whether
or
not
because
we've
operated
with
the
same
high
five
Workforce
sector
since
that
program
began
so
I'm,
not
sure
if
those
are
still
the
same
top
five
sectors
for
the
state.
As
far
as
demand.
Q
Thank
you
chairman,
and
thank
you
again
for
this
presentation.
You
know.
I
I
always
have
a
lot
of
questions
about
these
types
of
things
and
I
think
that
degrees
of
in
providing
incentives
for
the
outcomes
that
we
need
in
the
Commonwealth
I
think
are
need
to
be
moving
to
the
Forefront
I
think
this
we
have
to
be
a
little
bit
more
surgical
with
you
know
where
our
money
is
going
and
and
a
little
bit
more
I
guess
committal
from
the
recipients
and
I
I
know.
Q
P
We
have
not
conducted
those
surveys
to
see
what
the
completion
factors
are,
most
of
primarily
all
of
the
programs
that
we
have
are
focused
on
College
access,
so
it's
geared
toward
the
front
end
getting
people
into
the
programs
and
helping
them
there.
You
know
keys,
does
have
renewal,
renewal
components,
so
we
gather
gpas
and
we
can
tell
academically
you
know
who's
staying
in
and
how
long
they're
staying
there.
P
Q
Q
Veterinary
medicine,
veterinary
services
are
definitely
and
I
think
that
as
we
dive
into
those
data
a
little
bit
more,
you
know
we're
providing
that
incentive
at
Auburn
and
Tuskegee
Tuskegee,
but
we're
not
seeing
a
lot
of
those
people
come
back
to
Kentucky,
so
I'm
I'm
really
focused
on
the
ROI
of
our
investments,
because
I
think
a
lot
of
the
same
questions
are
offered.
You
know
we're
talking
about
how
Keys
has
not
increased,
but
that
pie
is
is,
is
it
does?
It
is
growing?
Q
We
are
getting
record
numbers
with,
but
it
is
still
finite.
It's
not
an
infinite
thing,
so
I
think
we're
gonna
have
to
be
smarter,
with
what
we're
doing
with
that
and
I
think
we
have
to
be
really
intentional.
There's
a
new
career.
That's
coming
out
that
a
lot
of
states
have
been
looking
into
to
deal
with
a
lot
of
the
dental
needs
and
obviously
Kentucky
is
I
mean
we're.
Dental
health
is
we're
worse
in
the
country.
Q
I
mean
we're
last
and
there's
a
career,
it's
called
Dental
therapy,
the
dental
therapists
and
they
operate
out
of
Health
departments,
local
Health
departments.
They
can
do
the
the
basics
and
I
think
that
that
would
answer
some
of
our
questions
as
far
as
intentionality
dealing
with
some
of
our
issues
that
we
have
here
and
I
think
it
would
be
a
very
valid
option
and
so
I
may
be
kind
of
discussing
that
with
with
different
members
as
we
go,
but
I
definitely
think
that
there's
something
valid
there.
So
thank
you
all
sure.
N
Thank
you,
Mr
chair
the
chairman
had
mentioned.
You
know
the
percentages
of
the
one
slide
there.
Of
course,
how
that
plays
out
the
percentages
of
the
pie,
graph
that
we
saw
earlier
of
percentage
to
Winners
percentage
to
students
percentage
to
operating
costs.
I,
don't
know,
if
that's
more
of
a
question
for
you
or
for
the
lottery
folks
back
here,
but
you
know,
is
that
industry
standard
set
those
those
cuts.
N
N
L
L
I'm
right,
so
a
lot
of
that
activity
is
based
on
player
behavior
and
where
they're
gravitating
to
and
then
it's
our
job
to
make
sure
we're
being
most
efficient
with
our
other
expenses.
Players
dictate
the
biggest
piece
of
that
pie
and
our
job.
If
you
remember
that
right
that
red
part
of
the
pie
it's
to
maximize
those
dollars,
our
goal
is
just
to
continue
to
grow
the
dollars,
so
they
can
be
sent
and
provided
to
cover
the
programs
fully.
N
L
Not
so
we
go
through
a
normal
budget
process
that
any
Corporation
would
where
we
estimate
what
we
think
will
generate
in
sales
based
on
initiatives
we
have
at
play
based
on
Trends,
we
see,
and
then
we
estimate
what
prizes
will
pay
out
based
on
what
games.
We
think
we
we
will
sell,
but
of
course,
that
that's
determined
on
what
players
choose
to
play.
L
If
we
have
high
jackpot
runs
players
gravitate
toward
those
games
instead,
and
then
we
do
budget
our
operating
costs
absolutely
and
we
make
sure
that
we
stick
within
those
parameters
and
then,
as
I
also
mentioned
before,
our
vendor
costs
are
a
strict
percentage
of
sales
along
with
retailer
payments.
So
those
are
pretty
easy
to
come
up
with
when
we've
set
our
sales
number
and.
N
L
A
A
You
know,
and
maybe
we
can
consider
those
as
well
and
the
workplace.
Scholarship
is
something
that
that
I
have
a
a
strong
interest
in
because
it
seems
like
you,
run
out
of
money
in
the
first
quarter
or
first
semester
or
something
that
nature
and
you,
and
you
have
the
spring,
that
you
may
not
have
all
that
in
the
summer,
where
a
lot
of
that
training
probably
could
really
be
impactful,
you
don't
have
any
funding
available
and
certainly
the
the
keys
dollar
you
said
was
2500
or
something
like
that
limit.
A
You
know
in
in
1998
that
paid
at
full
tuition
with
more
left
over
if
you
was
in
kctcs,
but
right
now,
you'd
have
to
take
that
plus
you'd
have
to
take
out
other
loans
just
to
continue.
So
we
need
to
look
at
that
as
well
and
see
how
we
can
increase
that
for
the
students
it's
very
important
but
I
want
to
thank
you
and
I,
don't
see
any
other
questions,
but
thank
you
for
your
time
and
and
sharing
of
knowledge.
So
thank
you
so
much.