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From YouTube: Commission on Race and Access to Opportunity 8/18
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A
D
D
E
E
E
When
you
look
at
that,
as
compared
to
recidivism
rates
for
2020
and
those
are
reflectives
of
those
released
in
2018,.
E
You
have
2790
inmates
who
are
black
or
african-american
that
that
were
released
and
304
of
those
represented
with
a
new
commitment
and
those
were
black
inmates.
The
ones
that
came
back
on
a
technical
violation
were
483.
E
E
A
Thank
you
for
the
information
and
thank
you
for
it.
Can
you
provide
us
with
the
percentages
of
the
population
of
the
persons
that
are
that
are
prisoners
and
that
are
in
parole?
You
didn't
have
that
in.
E
Westerfield,
I
can
provide
these
statistics
to
you
if
you
would
like
them
to
your
question.
B
D
E
Now,
we'll
add
that,
though,
we
do
recognize
based
on
the
statistic
that
there
are
some
disparities
as
far
as
it
pertains
to
the
racial
makeup
of
the
parolee
population
and
the
inmate
population
and
looks
like
african-american
black
inmates
are
paroled
at
a
lower
rate
than
than
white
or
other
inmates.
C
Yes,
ms
jones,
thank
you
for
the
information
and
question
I
have
is
related
to
the
period
of
time
when
you
say
2020
a
population.
Let's
just
take
one
number.
For
example,
I
think
you
indicated
the
population
is
20
125.
C
E
That
data
is
for
the
entire
as
of
the
end
of
2020.
That
is
what
the
inmate
population
consisted
of.
A
D
D
G
G
And
I
apologize,
we
sent
you
a
rather
lengthy
presentation
and
it's
probably
about
a
45-minute
one,
but
we're
not
going
to
do
that
to
you
and
we're
going
to
try
to
do
this
in
about
15
minutes
or
less
and
hope
that
if
you
have
follow-up
questions
we'd
be
happy
to
send
you
any
additional
material.
You
need
we
rachel.
If
you
want
to
go
ahead,
we're
going
to
jump
in
so
I
think,
with
rachel.
You've
got
the
first
slide,
go
ahead.
H
H
My
apologies.
Thank
you.
A
little
embarrassed
to
talk
about
senate
bill
200
when,
when
senator
westerfield
is
on
the
line,
because
he
is
the
expert
on
the
juvenile
justice
reforms.
So
what
we
have
found
through
this
work
that
started
in
2014
is
that
the
goals
of
those
reforms
were
successful
in
regards
to
being
able
to
allow
for
opportunity
to
have
kids
that
we
see
within
the
system
that
had
low
level
misdemeanor
offenses
being
able
to
be
kept
out
of
the
system.
So
it
worked
effectively
efficiently.
G
Frankly,
it's
where
we
began
to
see
more
and
more
disparities,
and
I
think,
if
you'll
take
a
minute
to
sort
of
study,
this
slide
you'll
see
what
we're
talking
about.
The
legend
is
at
the
bottom,
but
if
the
population
in
kentucky
is
11
of
the
population,
what
we
see
25
of
the
complaints
rachel,
if
you
want,
were
against
kids,
kids
of
color.
H
Yeah,
so
these
are
looking
at
all
kids
that
come
into
the
juvenile
justice
system
at
the
at
the
level
of
complaint,
and
so
the
first
category
is
population
of
youth.
Second,
category
is
what
comes
in
the
door,
those
kids
that
are
diversion
eligible,
those
kids
that
or
potentially
could
be
diversion
eligible.
Those
are
also
those
kids
that
we
potentially
have
at
that
first
point
of
intake,
so
in
the
adult
side
it
would
be
what
we
would
call
the
arrest
in
the
juvenile
side.
We
call
that
the
juvenile
I
mean
the
complaint.
H
Excuse
me,
the
second
category
at
28
percent
you
see
on
the
response
to
to
our
black
youth
is
around
overrides.
So
when
we
talk
about
overrides
we're
talking
about
county
attorney
and
judicial
override,
so
that
could
be
that
kids
may
have
an
opportunity
to
be
diverted,
but
for
whatever
reason,
based
upon
charge
or
circumstances,
there
could
potentially
have
been
an
override
in
that.
When
you
look
at
the
other
side
of
the
scale
at
our
at
our.
H
So
when
you
look
at
on
the
on
for
our
white
youth,
what
you
find
is,
is
that
they're
more
apt
to
to
be
able
to
to
not
have
an
override
there's
a
difference
in
the
in
the
response
or
the
percentage
in
the
response.
When
you
look
at
detention
at
intake,
you
look
at
that
percentage
of
kids
that
actually
go
into
the
door
of
our
our
detention,
centers
and
so
that
to
us
is
the
deep
end.
That's
the
the
last
place.
H
We
want
our
kids
to
go
if
at
all
possible
and
it
when
we
look
at
our
kids
of
color,
we
see
that
there's
a
higher
percentage
of
based
upon
the
population
of
those
kids
that
end
up
going
into
detention
and
then
at
the
last
point
of
contact
is
our
youthful
offender
is
actually
the
worst
point
of
contact
for
any
youth
and
that's
those
kids
that
could
move
into
our
circuit
court
and
be
treated
as
adults.
H
And
you
really
see
the
scale
start
to
really
shift
in
response
based
upon
our
white
kids
compared
to
our
black
youth
in
regards
to
the
youthful
offender
referrals,
that's
all
based
upon
criteria.
They
have
not
been
found
to
be
youthful
offenders.
They
have
met
the
criteria
to
go
up
to
the
circuit
court,
to
be
able
to
see
whether
or
not
they
they
actually
are
youthful
offender
and.
G
And
fairly,
I
want
to
state
also
that
this
data
predates
the
legislation.
You
just
passed
this
last
this
last
session
about
youthful
or
offended
youthful
offender
referrals.
We
were
excited
to
see
that
it
is
discretionary
now,
as
opposed
to
mandatory
based
on
charge,
so
we
felt
like
that
was
an
excellent
policy
decision
by
this
body,
and
thank
you
for
that.
G
I
want
to
stress
also
that
we
started
looking
at
this
data
after
the
reforms,
the
senate
bill,
200
reforms
and
we
started
presenting
pretty
regularly
on
the
data
to
the
juvenile
justice
oversight
committee,
which
chairman
westerfield
also
shares.
So
we
really,
I
think,
once
we
had
the
data.
G
H
So
in
2014
there
was
a
study
that
came
out
from
uofl
and
we
just
wanted
to
mention
it,
because
it
was
at
that
time.
They
talked
about
the
language
of
disproportionate
minority
contact,
and
I
know
that
each
each
year
it
seems
like
there's
a
little
bit
of
a
change
in
language
and
we're
all
trying
to
figure
out.
You
know
how
to
best
talk
about
the
data
and
be
able
to
reflect
what
the
outcomes
are
showing
at
this
point
in
time
it
kind
of
gave
a
really
broad
scope
and
picture
of
kentucky.
H
I
think
what
we
have
to
remember
is
that
we
talk
about
120
counties,
but
when
you
dig
deep,
you
also
are
looking
at
really
our
top
10
counties
that
typically
have
what
we
would
call
racial
and
ethnic
disparities,
and
so
this
this
study
gave
us
a
perspective
and
a
view,
and
we
had
been
involved
in
a
lot
of
work
around
this
particular
effort
back
in
2014.
G
So
in
2017,
senator
westerfield
made
the
request
to
all
of
the
child
serving
agencies
in
an
effort
to
just
sort
of
help
address
racial
and
ethnic
disparities.
I
Absolutely
so
really
quick,
I'm
just
going
to
share
a
couple
of
the
different
steps
that
we've
taken
to
promote
diversity
and
inclusion.
I
One
of
the
first
things,
one
of
the
biggest
things
that
we've
done
is
created
diversity
and
inclusion
statement
and
policy,
and
one
of
the
biggest
reasons
why
we
created
this
policy
is
to
let
our
staff
know
how
important
this
topic
is
to
us
through
that.
We
believe
that
by
focusing
on
inclusion
and
prioritizing
the
fact
that
we
want
to
treat
all
of
our
employees
equally,
we
want
to
make
sure
that
everybody
feels
respected
and
valued
across
the
board,
along
with
promoting
diversity
and
increasing
our
recruitment.
I
We
believe
it's
going
to
put
us
in
the
best
position
possible
to
make
sure
that
we're
properly
serving
the
diverse
populations
inside
the
state
of
kentucky
next
slide.
Please,
and
along
with
that,
we're
actually
currently
working
on
a
leadership
development
program.
This
program
will
actually
give
internship
opportunities
to
students
at
the
university.
Excuse
me,
students
at
kentucky
state
university
and
through
this
opportunity
we
hope
that
students
will
come
in
and
learn
more
about
the
judicial
branch
of
state
government
and
in
the
future,
consider
us
as
an
employer,
along
with
that
in
2019.
I
In
addition
to
that,
we
understand
that
promoting
diversity
and
inclusion
is
very
important,
but
we
also
believe
that
it's
important
to
celebrate
it
as
well.
So
in
2020
we
created,
what's
called
the
william
e
mcnulty
award.
That
award
is
named
after
the
first
african-american
supreme
court
justice
here
in
the
state
of
kentucky
and
during
our
2020
or
2020
black
history
month
celebration.
I
We
actually
gave
that
award
to
a
member
of
our
organization,
african-american
young
woman,
who
has
been
with
our
organization
for
40
plus
years,
so
I
think
I'm
gonna
hand
it
back
to
rachel.
H
So
when
we
talk
about
any
of
these
conversations,
when
we
hope
that
the
commission
and
what
we
feel,
what
we've
heard
that
the
last
meeting,
it
seems
to
be
one
of
the
charges
just
to
really
look
at
data
and
for
data
to
drive
the
conversation
it
has.
It
has
really
been
for
us
an
opportunity
to
dig
deep
into
understanding
what
racial
and
ethnic
disparities
look
like
and
understand.
Where
they're
coming
from.
Within
our
contact
points,
very
intentional
focus
has
been
given
for
us
to
really
track
recidivism
understand
what
points
we
may
influence.
H
To
say,
we
need
to
move
not
just
within
the
family
and
juvenile
services
and
the
court
designated
worker
program,
which
consists
of
child
welfare
and
juvenile
justice,
but
to
move
into
pre-trial
services
and
also
move
into
specialty
courts
to
really
understand,
what's
happening
within
our
systems
and
be
able
to
work
towards,
impacting
that
it's
opened
up
doors
around
service
array
and
access.
It's
been
able
to
provide,
provide
some
chances
for
us
to
figure
out
the
nuances
within
communities
and
to
really
be
able
to
have
some
interactive
dialogues
with
our
stakeholders.
G
G
Just,
I
think
the
race
question
as
well,
because
rachel,
if
you
go
really
to
the
next
slide,
we're
seeing
some
things
start
to
change
in
the
criminal
justice
system
and
we're
seeing
particularly
not
just
in
jefferson
county
but
statewide
and
under
utilization
of
our
specialty
courts
program.
That's
our
veterans,
treatment,
court,
our
drug
courts,
our
mental
health
courts
and
soon
we've
got
a
couple
of
pilots,
our
family
recovery
courts
as
well
that
we're
hoping
you
know
we
may
see
some
of
those
expand.
G
So
what
we
were
seeing
is
we
I've
got.
I
could
go
on
way
too
long
about
this,
but
we
see
very
little
treatment
opportunities
for
our
lower
lower
level
offenses,
but
I
know
rachel
if
you'll
go
on
really
kind
of
to
the
next
slide.
But
what
you
know
our
jefferson
county
program
should
be
much
larger
than
it
is,
but
what
we
want
to
share
with
you
is
some
of
our
race
data
out
of
our
specialty
courts
program
as
well.
G
So
what
you'll
see
on
this
slide
is
the
number
of
our
referrals
referrals
right
now
are
obviously
down
with
covid
we're
working
aggressively
to
try
to
get
our
referral
numbers
into
specialty
courts
up
but
of
the
percent
completion
39
of
our
white
population
completed
our
specialty.
G
Excuse
me
receive
the
referrals
and
30
were
non-white,
but
the
percent
completion
in
jefferson,
county,
50
and
15
non-white.
So
getting
that
person
from
the
point
that
they're
actually
referred
to
graduation,
we
see
our
numbers
decrease
pretty
significantly
the.
I
think,
one
of
the
things
that
we
want
to
share.
This
is
not
a
uniquely
kentucky
problem.
G
This
is
something
that's
happening
in
specialty
courts,
programs
across
the
country.
In
fact,
we've
got
all
of
our
drug
court
teams
right
now
at
the
nadcp
conference,
and
all
of
our
judges
are
texting
us
about
all
the
new
programs
that
are
coming
to
address
drug
courts,
specifically
how
we
recruit
more
minorities
into
our
specialty
courts
program.
H
I
jumped
ahead
so
well.
Lori
had
mentioned
right
off
the
bat,
that's
a
key
piece
of
it.
You
have
to
be
able
to
make
it
available
and
accessible,
and
it
has
to
be
something
that
is
is
a
better
option
than
to
not
honestly
it
has.
People
have
to
be
looking
to
have
some
sort
of
more
restorative
approach,
because,
along
with
that
opportunity
comes
an
opportunity
for
employment
comes
an
opportunity,
for
stability
comes
an
opportunity
for
some
support,
and
we
know
that
for
recovery,
that's
what
we're
looking
for.
G
G
I
think
this
extra
focus
and
our
specialty
courts
program
is
key
right
now,
not
just
on
the
race
piece,
but
also
being
able
to
provide
you
with
the
data
that
you
might
want
with
respect
to
the
socioeconomic
background
of
really
all
of
our
participants,
because
the
drug
epidemic,
as
you
know,
is
hitting
us
everywhere
and
it's
not
hitting
us
harder
in
rural
kentucky.
I
just
think
sometimes
it's
more
evident
in
rural
kentucky.
G
H
True,
the
other
piece
that
that
we
talk
a
lot
about-
and
I
know
that
that
you
as
legislators
are
constantly
talking
about
and
that's
around
weapons
and
the
weapon
charges
and
the
fact
that
one
of
the
of
the
barriers
of
utilizing
drug
court
for
some
of
our
charges
is
around
federal
restrictions,
around
eligibility.
H
And
so
the
access
piece
becomes
bigger
than
just
the
fact
that
we
may
not
be
able
to
to
get
to
a
clientele
base.
Because
of
whatever
nuances
of
the
amount
of
time
it
may
take.
It
could
also
be
based
upon
restrictions
that
we
have.
G
Have
been
a
gun
in
the
car,
it
could
have
been
a
speeding
or
want
an
endangerment
charge,
but
if
the
possession
of
the
weapon
is
included,
that's
an
automatic
exclusion
and
now
that's
a
federal
exclusion.
That's
in
all
of
our
grant
agreements
now.
The
good
news
is
is
that
congress
is
right
now
considering
a
piece
of
legislation
that
would
remove
that
prohibition.
G
H
And
then
it's
always
on
us
as
a
program
to
make
sure
that
we're
educating
our
stakeholders
on
the
opportunities
it
really
is
a
persuasive.
It
really
is
an
a
influence
in
order
to
get
people
into
drug
four
and
so
really
making
sure
that
we
increase
that
and
are
very
transparent
about
what
can
be
provided,
but
also
what
the
gaps
are
in
this
service
array.
G
H
Well,
the
only
other
piece
of
it
that
our
data
people
make
sure
to
lift
up
is
that
we
are
now
slowly
getting
the
census
information
back
the
current
census,
and
so
this
will
adjust
and
adapt
based
upon
what
we
learned
from
that
information.
Also,
but
it
is,
it
is
important
to
to
note
that
we
are
looking
at
that
eight
percent.
That's
what
what
the
numbers
where
we
went
by
that
first
column
shows
you,
the
overall
population
that
we're
comparing
in
regards
to
the
pre-trial
cases.
G
This
next
slide
is
probably
the
slide
that
I'm
going
to
be
just
completely
honest.
It's
probably
the
slide
that
bugs
me
the
most
in
our
whole
presentation,
because
if
you'll
notice,
we
don't
have
national
data
from
the
bureau
of
justice
statistics
on
the
pre-trial
population
across
the
country
since
2002.
G
now,
I
do
know,
there's
a
national
effort
right
now
with
bja
and
bjs
to
increase
their
data
collection
on
this
issue.
So
we're
watching
that
pretty
carefully.
The
last
thing
we
did
have
was
what
our
total
pre-trial
population
was
in
this
country
and,
and
you
can
sort
of
see
what
is
a
pretty
significant
explosion
from
2002
to
2017.,
that's
directly
related
to
substance,
use
and
economic
disadvantages
across.
I
think
the
country.
I
I
So
some
of
the
ways
that
has
helped
us
improve
the
organization
is
by
number
one
allowing
us
to
see
where
we
need
to
experience
more
growth
in
terms
of
our
workforce
and
as
it
relates
to
diversity
outside
of
that
by
looking
at
the
data
from
specific
counties
within
our
state,
we've
also
been
able
to
develop
local
action
plans
as
well
to
help
better
serve
those
counties
and
help
them
with
their
specific
needs
in
terms
of
training,
doing
implicit
bias,
trainings
and
cultural
awareness
trainings,
and
then
issuing
out
surveys
and
questionnaires
after
those
trainings
has
greatly
helped
us
improve
the
trainings
and
also
has
helped
us
determine
how
we're
looking
in
terms
of
like
success
and
then
the
last
thing
I'll
share
in
terms
of
being
more
transparent.
I
We
have
a
web-based
juvenile
justice
data
repository
that
is
free
for
the
public
to
look
at
and
I'm
pretty
sure
they
can
actually
check
that
out
on
our
website.
Is
that
correct?
Absolutely.
I
Most
definitely
so
this
is
one
of
I
think
our
greatest
achievements.
This
is
what
we
call
our
racial
and
ethnic
disparities
tool
guide,
and
we
actually
created
this
while
we
were
going
about
our
own
journey
in
terms
of
combating
racial
and
ethnic
disparities
within
our
organization.
I
So
if
you
look
closely
you'll
see,
there's
like
a
four-step
model,
the
first
one
is
just
identifying
the
racial
depth
and
disparities
that
may
exist
in
the
organization.
The
second
one
is
constructing
or
coming
up
with
a
strategic
plan
to
reduce
those
racial
networking
disparities.
I
After
that,
we
encourage
institutionalizing
certain
policies
and
procedures
that
will
help
in
preventing
further
racial
after
disparities
from
coming
about,
and
then
the
last
thing
that
we
encourage
is
just
reevaluating
all
the
steps
that
you're
taking
up
into
that
point
to
look
for
areas
of
improvement.
We
followed
all
of
these
steps
and
we
think
it
can
greatly
help
other
organizations
come
back.
Racially
disparities.
G
D
B
I
do
thank
you,
madam
chair
laurie,
rachel
and
patrick.
Thank
you
all
for
your
presentation.
If
you
go
about
four
or
five
slides
back,
if
you
don't
mind,
I
had
a
quick
question
about
one
of
those
data
points,
one
right
before
that
one,
that's
it
so,
when
you're
looking
at
the
population,
obviously
jumps
up
the
one
that
jumps
out
at
you
are
the
the
more
serious
offenses,
the
more
serious
the
bigger
the
number
gets.
I
just
had
a
random
question:
do
we
and
I
don't
know
how
else
to
ask
this?
B
What's
the
average
age
of
one
of
those
cases-
and
I
don't
mean
of
the
of
the
offender,
but
I
mean
you
know
your
class
d
population
there's
a
lot
of
churn
yeah,
you
you
get
new
class
d
folks
in
you
get
class
b
folks
that
work
themselves
out
your
a's
and
b's
are
hanging
around
for
a
while.
I'm
curious
how
long
you
know
when
we
start
seeing
change,
because
when
I
think
about
those
cases
I
think
about.
G
E
A
G
Folks
on
multiple
different
probations
for
different
charges
at
any
one
given
time-
and
we
don't
have
a
misdemeanor
probation
program
in
this.
J
G
So
many
d
felonies
plead
to
the
misdemeanor
that
we're
not
sure
you
know
what
that
presence
might
provide
for
this
population,
hopefully
prevent
them
from
getting
deeper
into
the
system,
but
we
will
look
at
our
felony
a
and
b's
and
tell
you
the
oldest
case,
the
average
case
and
then
sort
of
what
the
median
is
chairman.
If
that's
okay,
I
do.
I
do
want
to
point
out
too.
We
don't
have
for
this
purpose.
Distinguished
felony
weapon.
Again,
I
want
to
say
you
know
that
chart
right
there
you'll
see
it
in
the
last
grouping.
A
B
B
You
all
the
aoc
has
the
best
data
and
is
certainly
the
most
eye-opening
data
of
any
sector
or
state
government,
but
that
very
example
is
a
point
where
I
wish
we
could
do
better
and
I'm
not
sure
how
to
fix
it,
because
there's
not
always
a
really
simple
fix
for
gathering
it,
because
you've
got
pre-trial
services.
B
Folks
and
you've
got
your
clerks,
but
you
know
whether
or
not
you're,
using
this
ur
uor
number
or
or
this
number
on
the
indictment
here
or
there
doesn't
always
capture
like
you
just
said
whether
or
not
the
firearm
was
actually
discharged,
whether
or
not
there
was
a
human
victim,
whether
or
not
it
was
just
property.
Sometimes
the
charge
tells
you
that
sometimes
it
doesn't,
and
some
of
that
is
pretty
helpful
information,
we're
making
policy
decisions.
But
let
me
just
say
this
and
then
I'll
shut
up.
B
B
I
can't
keep
enough
praise
on
director,
dudgeon
and
rachel
bingham
for
the
work
that
they've
done
for
the
the
passions
they
have
for
it
and
the
desire
they
have
to
make
it
different,
even
when,
when
the
legislature
doesn't
force
them
to
do
it
and
we
don't
give
them
the
money
to
do
it,
but
they've
done
it
anyway.
They've
done
it
because
they
appreciate
the
importance
of
the
work,
and
I
know
that
they'd
be
the
first
to
tell
you
that.
B
G
I
think
our
job
is
to
get
you
the
data.
I
think
that's
our
job
and
I
think
obviously
it's
your
job
to
tell
us
what
the
policy
is
and
how
you
want
us
to
manage
it
and
do
with
it
and
what
you
want
us
to
do
with
that.
I
want
us
to
continue
to
do
a
better
job.
I
really
wanted
to
ask
chairwoman
jones
from
the
parole
board
how
they
collect
their
race
data,
for
example.
Do
they
self-identify?
G
You
know
once
they're
in
the
correction
system,
I
don't
know
so
much
of
our
race
data
comes
from
a
charger,
an
early
citation
and
it's
you
know
the
observance
of
a
law
enforcement
officer
what
someone's
race
or
ethnicity
may
be.
I
don't
know
I
have
lots
of
questions
about
how
we
can
continue
to
do
that
part
of
our
job
better.
I
think
we're
going
to
need
that
as
we
move
forward
in
this
but
again
happy
to
take
any
questions.
Any
follow-up
material
you'd
like
to
see
we'd
love
to
share
chairman
thank.
C
Great
presentation
well
done,
thank
you
and
director
dudgeon.
Your
last
statement
prompts
me
to
ask
this
as
a
non-attorney,
and
so
I
always
ask
for
grace
as
a
non-attorney
in
a
room
full
of
attorneys,
but
but
the
handoff
of
data
you
mentioned
the
parole
system
and
and
and
the
corrections
system
and
data
data's
got
to
drive
what
we
do.
C
G
G
We're
siloed
from
the
department
of
juvenile
justice
we're
siloed
from
the
cabinet
for
health
and
family
services,
we're
siloed
from
dpa,
so
we
have
data
sharing
agreements
by
the
way,
with
corrections,
djj
dpa,
so
we're
transmitting
this
data
to
each
other,
but
for
different
reasons.
Around
confidentiality,
our
systems
don't
connect,
but
we
can
do
a
better
job
of
sharing
this
kind
of
data,
because
corrections
is
going
to
pick
up
their
data
at
the
point
of
sentencing.
G
So
you
know,
remember
the
misdemeanor
population
or
any
of
the
d
felonies
that's
jail
data
that
is
a
whole
untapped
set
of
data
and
data
that
I'm
not
sure
is
easily
accessible
by
the
way
corrections
data
is
going
to
pick
up
at
the
times
time
of
sentencing.
They
really
aren't
hours
unless
they're
sentenced
to
a
specialty
court
program.
If
that
makes
sense,
and
certainly
not
none
of
the
parole
data.
Whatever.
B
B
B
G
We've
just
talked
really
about
the
criminal
context.
Today
I
mean
it's
a
small
percentage
of
really.
I
think
the
questions
are
the
things
possibly
for
this
committee
to
look
at
when
you
look
at
say:
dcbs
behavioral
health
medicaid.
There
are
a
number
of
other
places
to
look,
I
think
outside
of
criminal
and
really
the
court
system.
We
just
happen
to
be.
I
think
we've
just
been
working
on
this
for
a
little
while.
C
Quick
follow-up,
can
I
do
one
quick?
We
could
go
on.
I've
got
chairman,
westerfield
and
and
director
dudgeon.
Thank
you
for
the
response.
Lots
of
questions
percolate
once
we
start
this
sort
of
conversation
too
many
for
us
to
continue
in.
In
this
brief
time
period
we
have,
but
ms
bingham,
if
you
would
back
up
to
one
of
your
very
early,
slides
that
that
the
director
indicated
this
is
the
graph
slide
and
you've
got
the
2020
numbers
up.
I
think,
on
the
slide.
C
The
indication
was
that
this
was
sort
of
the
light
bulb
moment
when
you
saw
the
the
disparities
that
slide.
That's
your
21
slide,
I
presume
you,
you
would
have
a
14
and
a
15
and
a
16
in
those
slides.
My
first
question
is
share
with
us.
What
trends
you
see
over
time,
if
you
do
see
trends
over
time,
are
you
getting
better
as
a
system?
H
What
we
consider
to
be
disproportionality,
and
so
could
we
possibly
have
the
the
the
charges,
the
cases,
the
complaints
that
we're
supposed
to
have
where
we're
supposed
to
have
and
we've
dropped
the
number
so
we've
seen
a
huge
drop
in
the
overall
number
of
kids
that
are
coming
into
the
court
system
that
are
getting
a
positive
outcome,
which
is
diversion
if
they
have
contact
with
us,
and
so
we
see
that
as
a
positive
we've
dropped,
those
numbers
we've
lifted
up.
Diversion
we've
lifted
up
a
better
outcome.
H
What
we
now
have
to
move
to
look
at
is
disparity
our
kids
that
are
coming
before
the
court
or
are
involved
in
the
deeper
end
of
the
system
where
these
outcomes
are
are
worse
and
harsher,
and
we
see
more
black
youth
in
that
category.
Are
they
being
treated
equitably?
H
G
H
Christian
county
is
a
great
example,
so
we
we
sat
down
with
the
christian
county
district
court
judge.
We
sat
down
with
the
prosecutor,
the
school
systems
there,
law
enforcement
law
enforcement's
there.
We
also
have
the
coordinated
workers
staff
there,
and
we
talked
about
this
data.
These
contact
points
right
here
and
we
we
actually
dig
deep
into
that
data.
So
we
peel
it
apart.
H
We
look
at
how
those
kids
are
coming
through
and
what
our
response
is
that
work's
been
going
on
for
close
to
five
years
and
the
growth
out
of
that
work
are
things
like
more
of
a
trauma
informed
response
by
the
school
systems.
The
school
systems
are
active
members
in
that
team.
They
have
built
in
a
racial
equity
committee
in
racial
equity
work
based
upon
just
us
having
monthly
conversations
and
talking
about
data
and
figuring
out
better
outcomes.
That's
just
one
example,
and.
G
I
think
that
another
reason
the
data
is
so
important
because
if
you
think
and
when
we
called
let's
say
some
of
our
judges
in
another
county
after
this,
can
we
just
come
talk
to
you
about
your
data.
There's
an
immediate
concern
that
we're
coming
in
in
some
sort
of
accusatory
way
and
we're
not.
We
just
want
to
show
you
the
data
and
I
think
the
data
is
so
eye-opening
for
everybody,
because
I
don't
think
there's
ever
been
a
statement
that
this
is
an
intentional
choice
by
any
of
the
stakeholders
in
this
system
at
all.
G
But
then
we
see
and
then
you
start
asking
the
why,
after
you
look
at
the
data
and
that's
all
we're
trying
to
do
in
these
conversations,
is
ask
the
why,
after
you
look
at
the
data
and
then
the
community
sort
of
grabs
this
issue
and
takes
it
and
our
role
is
not
our
local
cdws
have
a
role.
But
at
that
point
you
know
we're
just
trying
to
get
the
conversation
to
happen.
C
No,
no,
I
think
your
your
your
point's
beautifully
made-
and
I
think
the
word
you
keep
saying
over
and
over
ms
bingham
is-
is
the
data.
The
data
then
identifies
the
outliers
that
make
you
say:
hey,
hey
christian
county
relative
to
the
rest
of
the
state.
You've
got
something
a
little
odd
going
on
here
and
it
it
not
only
pinpoints
the
outlier,
but
it
also
gives
you
a
segway
to
go
to
that
group
and
say
something's.
C
K
Thank
you
for
an
amazing
presentation
and
I
am
somewhat
new
to
this
and
again
I
am
not
a
lawyer,
but
if
you
had
in
your
mind
having
gone
over,
you
know
what
looks
to
me
to
be
several
years
of
quality
data.
K
Is
there
an
inflection
point?
Is
there
I
mean?
Are
we
arresting
children
more
frequently
if
they're
african-american
than
if
they're
caucasian
is
the
problem?
Actually,
where
is?
Is
there
one
point
that
that
we
can
see
is
is
making
that
we
can
impact
easily?
Is
there
low-hanging
fruit?
I
guess
is
the
question.
G
Well-
and
I
think
we
really
are
trying
to
address
that
through
a
really
equitable
access
to
diversion
we're
trying
to
make
sure
everybody
within
the
same
charge,
has
the
same
access
to
participate
in
a
diversion
program
and
not
go
to
court.
I
think
that's
really
the
inflection
point
for
everyone.
I
don't
think
that
any
of
us
are
probably
qualified
to
ask
the
other
part
or
answer
the
other
part
of
your
question.
We
really
have
to
break
it
down
by
charge
and
look
at
what's
happening
by
charge
in
each
jurisdiction.
G
H
Yeah
there's
a
there
is
a
statutory
requirement
and
then
there
is
a
criteria
that
is
utilized
if
it
comes
to
status
cases.
The
criteria
fits
for
for
our
court
designated
workers
to
be
able
to
have
some
flexibility
on
whether
or
not
those
kids
can
go
through
diversion.
If
it's
a
public
offense,
we
consult
with
the
with
the
county
attorney.
H
So
status
cases
are
things
like
habitual
truancy,
beyond
control
of
parent,
beyond
control
of
school,
runaway
public
offense
or
things
like
theft,
assault
things
like
that.
K
H
So
that's
a
complex,
that's
where
the
data,
that's
where
the
document
is
so
valuable.
I
could
sit
down
with
you
for
two
hours
and
talk
about
our
our
performance
measures,
because
each
that's
that's
where
the
conversation
happens.
What's
the
next
layer
to
peel
back
what
else
do
you
want
to
know?
That's
what
the
senator
has
engaged
us
in
for
the
last
five
years
that
constant
asking
questions
about
the
data.
So
what
is
it
about
that
point?
H
I
can
actually
show
you
different
points
of
how
kids
are
coming
through
the
system
and
whether
or
not
it
is
because
of
charge
or
whether
or
not
it
is
because
of
a
discretionary
point
or
what
that
might
look
like
based
upon
whatever
con
point
of
contact
we
have
in
the
juvenile
justice,
we
need
to
be
able
to
do
the
same
thing
at
the
contact
points
in
pre-trial
and
at
the
contact
points
in
specialty
courts,
which
is
what
we're
now
building
to
do.
Awesome.
K
I
mean
my
personal
experiences
with
family
members
is:
if
you're
a
young
white
girl,
you
can
go
out
there
and
brandish
a
gun
at
somebody,
you're
not
getting
arrested,
I
mean
and
it's
the
truth
and
there
seems
to
be
a
bias
as
to
you
know
whether
we're
better
off
giving
this
child
a
warning
and
letting
them
go
or
when
they
don't
deserve
a
warning.
It
shouldn't
be,
let
go
but
there's
it's
still
happening
and
the
other
children
that
we
seem
to
be
grabbing
into
the
system
at
the
first
opportunity.
D
L
Thank
you,
madam
chair
I'll,
be
quick.
Thank
you
so
much.
I
want
to
commend
you
all.
I
want
to
commend
senator
westerfield
for
prioritizing
the
collection
of
this
huge
amount
of
data
over
the
years,
so
that
we
can,
at
this
point,
discuss
evidence-based
solutions
to
what
are
really
systemic
issues
in
our
society
very
quickly.
L
I
I
was
curious.
Kentucky
has
the
highest,
if
not
one,
of
the
highest
rates
of
incarceration
for
women.
This
is
a
little
outside
the
scope,
but
I
was
curious
about
the
breakdown,
racial
and
ethnic
breakdown
of
women
who
are
incarcerated
and
where
they
would
fall.
You
know
in
the
spectrum
of
misdemeanors
or
felonies
and
and
the
like,
so.
G
We
could
certainly
give
you
that,
but
that
data
by
gender,
to
the
extent
we
have
it
again
with
respect
to
who's,
sentenced
to
corrections
that
would
be
correction
data,
but
anything
misdemeanor
level
or
up
to
the
point
of
sentencing.
We're
gonna
have
that
by
case.
So
we
can
absolutely
share
that
we'd
be
happy
to.
L
I
did
also-
and
this
is
probably
directed
actually
to
the
chairs-
are
we
able
to
get
the
jail
level
data
and
the
corrections
level
data,
I'm
curious
about
the
foreign-born
population
and
the
impact
287g
agreements,
these
federal
agreements,
where
you
have
transfers
between
jails,
to
prisons?
What
the
impact
is
on
that
and
then
third
and
last
question
jefferson,
county
deprioritized,
possession
of
cannabis
did
not
decriminalize
it.
L
D
C
To
our
aoc
guests,
thank
you
very
much
for
being
here,
and
certainly
this,
as
members
of
the
committee
have
heard
the
presentation.
This
may
end
up
being
an
appetizer
for
us
to
have
them
back
for
other
questions
and-
and
I
get
tired
of
us
using
the
phrase
deeper
dive,
but
maybe
that's
what
we
intend
to
do
at
some
point
with
with
the
rich
data
sets
that
they've
got
so.
Thank
you
all
very
much.
C
M
Thank
you,
senator
gibbons
good,
to
see
everybody.
I
have
to
tell
you.
As
a
sociologist
you
know
I
enjoyed
the
last
presentation
and
I
appreciate
the
focus
on
data.
I
appreciate
the
conversation
about
being
very
transparent
about
the
data.
I
will
be
remissed
as
the
head
of
higher
education.
If
I
didn't
say
that
the
issues
you
dealt
with
with
the
last
presentation
could
be
solved
by
higher
education.
M
If
you
look
at
the
data-
and
we
do
as
senator
can
tell
you-
I
look
at
dave
at
levels
that
I
feel
very
comfortable
with
and
I'm
proud
to
be
very
transparent
about
it.
But
the
solution
to
a
lot
of
this
is
this
educated
workforce,
a
solution
to
if
you
look
at
the
numbers,
those
that
are
on
unemployment,
those
that
are
in
jail,
those
that
are
in
prison,
those
that
get
sentenced
more
in
a
disparate
way
than
others.
M
So
as
a
as
a
reference
point,
as
we
put
up
this,
I
want
to
give
you
at
least
my
definition
of
some
of
the
ways
that
we're
going
to
be
talking
about
performance
funding
and
other
items.
Today,
we've
heard
a
lot
of
conversations
about
what
equity
is.
M
What
inclusion
is
what
diversity
is,
and
I
will
tell
you
what
how
we
use
it
at
cpe
and
higher
education
as
a
way
of
helping
you
to
understand
the
operational
definition
for
the
rest
of
this
presentation,
and
I
call
it
being
invited
to
the
dance
or
having
a
dance,
and
if
you
have
a
dance
like
we
do
in
higher
education
to
provide
what
we
need
for
the
workforce
and
for
the
economy.
We
need
to
invite
everybody
to
the
dance,
that's
diversity
that
doesn't
mean,
though,
that
they're
invited
to
dance.
M
So
the
other
item
is
making
sure
that
they're
invited
to
dance
and
that's
not
leaving
anyone
out
of
the
dance.
I
mean
that
means
that
that
if
we
have
people
inside
of
our
box,
if
you
will,
we
have
to
ask
them
to
be
learners
with
us
and
that's
inclusion,
and
some
of
you
know
that
senator
gibbons
he
doesn't
dance
as
well
as
I
do
so.
M
So,
as
we
think
about
this
and
bruce
move
to
the
next
slide
in
higher
education,
we
set
a
goal
of
having
60
of
our
workforce
with
the
credential
or
higher
by
2030..
Now
this
is
an
important
piece,
because
we've
connected
this
with
what
we
consider
to
be
a
thriving
workforce,
a
thriving
economy,
we're
not
connecting
it
with
just
getting
by.
M
Please,
and
I
should
have
told
you-
I
have
a
collection
of
crew
with
me
from
dr
bill.
Payne
travis
powell
dawn
offit
who's,
our
chief
diversity
officer,
most
of
you
know
bill
as
our
cfo
and
know
travis
as
our
vice
president
of
all
things,
but
also
our
legal
counsel.
So,
when
we
look
at
where
we're
at
when
we
started
this
process,
we
we
can
see
that
we
needed
about
a
1.7
percentage
point
increase
every
year.
And
if
you
look
at
this
blue
line,
that's
the
required
growth.
M
We
are
now
above
that
line
almost
double
to
what
we
need
and
we're
proud
of
that
now.
That's
a
variety
of
degrees
and
credentials
to
make
that
line
be
above
the
required
line.
Next
slide,
please!
M
M
So
we
have
incentives-
and
we
have
you
know
sometimes
items
that
people
wouldn't
consider
incentives
to
help
us
to
make
sure
that
we
are
putting
those
inputs
in
that
we
need
next
slide.
Please
now
I'm
going
to
go
through
this
fairly
quickly,
because
I
know
you
all
are
a
little
bit
behind.
So
please
stop
me
at
any
time.
M
So
all
of
our
campuses
focus
heavy
heavily
on
these
items
and
they
measure
what
they
need
to
measure
and
I'll,
be
very
honest
with
you
that
a
a
stick
that
we
have
is
like
with
our
diversity
policy
and
once
again
these
are
lined
up.
If
they
don't
do
that,
they
get
no
new
programs
if
they
don't
achieve
what
they
put
in
their
plans
that
we
approve,
then
there's
no
new
programs-
and
you
well
know
with
our
performance
funding
model-
is
that
if
they
don't
perform
with
these
metrics
that
we
have,
they
get
no
money.
M
And
so
I
do
want
to
appreciate
senator
gibbons
for
really
just
a
lot
of
work
and
a
lot
of
collaboration
with
us
and
our
leaders
in
higher
education
to
create
the
second
edition
of
this
model.
That
has
helped
many
of
our
campuses
and
not
fall
off
that
fiscal
cliff
that
we've
talked
about
in
the
past
next
slide,
please.
J
Thank
you,
president
thompson.
Members
of
the
commission
good
afternoon.
My
name
is
bill.
Payne
the
slide
that
you're
looking
at
on
the
left
hand
side
the
pie
chart.
It
shows
the
five
major
funding
components
included
in
the
university
funding
model,
but
we
have
those
same
five
funding
components
in
the
kctcs
model,
and
so
some
of
you,
I
know,
already
know
that
we
have
two
models:
others,
maybe
not,
but
there's
a
university
funding
model
and
one
for
kctcs.
J
You
can
see
that
35
percent
is
dedicated
to
two
components:
student,
success
and
course
completion
and
then
ten
percent
of
the
state
appropriation
that
supports
the
operations
of
our
campuses
10
is
allocated
to
maintenance
and
operations
10
to
institutional
support
and
10
to
academic
support.
J
J
The
allocation
is
based
on
each
institution's
share
of
sector
total
credit
hours,
earned
academic
support.
The
allocations,
based
on
each
institution's
share
of
full-time
equivalent
enrollment
institutional
support,
is
based
on
each
institution's
share
of
sector
total
spending
on
instruction
and
student
services.
J
Now,
as
we
worked
with
senator
gibbons
and
the
post-secondary
education
working
group
to
develop
this
model,
every
campus
president
was
involved
on
several
members
of
the
general
assembly,
a
representative
from
the
governor's
office.
We
came
up
with
a
list
of
goals
that
we
wanted
the
campuses
to
focus
on
and
those
are
listed
over
to
the
right.
We
wanted
them
to
focus
on
increasing
retention
and
timely
completion.
J
We
wanted
to
close
those
opportunity
gaps
that
president
thompson
is
talking
about
by
increasing
degrees
and
credentials
earned
by
minority,
low-income
and
underprepared
students,
and
then,
lastly,
we
wanted
our
institutions
to
produce
more
degrees
and
credentials
in
fields
that
garner
higher
wages
of
fund
completion,
such
as
stem
plus
h
slide.
Please.
M
And
bill
before
you
talk
about
this
slide,
I
do
want
to
give
you
the
definition
we
use
for
opportunity
gaps.
In
other
words,
we
can
close
achievement
gaps
by
collapsing
the
top
performers
and
help
those
who
are
struggling
to
get
there,
and
you
can
close
it
that
way.
Well,
we
argue
that
the
60
by
30
is
the
north
star,
so
we're
measuring
everything
to
that
we're
measuring
how
many
people
are
left
behind.
M
I
mean
how
far
they
are
behind
and
what
we
need
to
do
to
have
those
inputs
to
actually
get
us
to
a
point
where
everybody's
raising
themselves
to
that
opportunity.
What
you'll
find
in
this
performance
funding
model
it
focuses
heavily
on
those
opportunity
gaps.
It
just
doesn't
you
know
campuses
just
can't
perform
in
just
getting
degrees
alone.
M
They
have
to
help
those
that
historically
been
disenfranchised
from
those
credentials
and
that
will
take
more
input,
that's
equity
that
will
take
more
items
than
they've
concentrated
on
possibly
before,
and
we'll
give
you
some
examples
of
that
later
on.
But
when
we
look
at
this
chart,
I
want
you
to
understand
that
this
is
the
way
that
we've
used
this
model
and
you'll
see
in
a
minute
how
well
it's
worked
to
make
sure
that
we
do
that
once
again.
J
These
numbers
change
from
year
to
year,
as
you
run,
the
performance
funding
model,
because
the
size
of
the
pool
can
change
slightly.
The
size
of
the
number
of
degrees
produced
can
change
slightly,
but
this
is
the
most
recent
iteration
of
the
performance
funding
model
for
20,
21,
22
and
working
with
senator
gibbons
and
representative
tipton
and
the
state
budget
director
chilton,
along
with
the
campus
presidents
we
have
developed.
J
What
we
think
is
is
one
of
the
largest
premiums
or
incentives,
if
you
will
for
our
institutions
to
enroll
progress
and
get
to
the
finish
line,
underrepresented,
minority
students
and
low-income
students,
and
the
same
is
true
of
stem
plus
age,
bachelor's
degrees,
but
I'll
take
just
a
moment
to
explain
how
this
works.
The
first
column
of
numbers
that
you
see
are
the
allocation
percentages
and
out
of
that
35
percent
that
I
mentioned
earlier,
20
of
the
student
success
outcomes
pool
is
dedicated
to
degree
production,
nine
percent
for
bachelor's
degrees.
J
Three
percent
from
minority
bachelor's
degrees,
three
percent
for
low-income
bachelor's
degrees,
five
percent
for
stem
plus
age
h,
if
you
apply
those
percentages
to
the
amount
of
funding
that
was
available,
is
about
850
million
dollars.
Minus
mandated
programs.
For
this
most
recent
iteration
of
the
funding
model,
the
total
size
of
the
degree
production
pool
was
about
106
million
dollars.
You
can
see
that
at
the
bottom
of
that
second
column
of
numbers,
so
based
on
those
allocation
percentages,
you
can
see
that
these
are
not
small
dollars.
J
We've
got
a
47.7
million
dollar
bachelor's
degree
pool
15.9
million
for
minority
bachelors
low
income,
bachelors
26.5
million
for
stem
plus
h.
Well,
what
happens
within
the
model,
since
each
institution
earns
their
share
of
what
they
produce?
You
divide
those
pools
by
the
number
of
weighted
degrees
for
each
type
of
degree,
so
there
were
24
706
weighted
bachelor's
degrees
produced
in
2021-22
2872.
J
Minority
bachelor's
degrees
produced
by
dividing
the
size
of
the
pool
by
the
weighted
degrees
we
get
the
state
funding
per
degree
so
for
a
bachelor's
degree,
earned
in
2021-22
the
state
funding
per
degree
if
it
was
not
a
urm
bachelor's
degree,
not
low
income,
not
stem
plus
h
was
one
thousand
nine
hundred
and
thirty
two
dollars.
If
the
student
that
earned
that
degree
happened
to
be
an
underrepresented
minority,
an
additional
five
thousand
five
hundred
and
forty
dollars
was
added
to
that.
J
So
the
total
premium
for
producing
an
underrepresented
minority
degree
is
7
472,
and
this
is
what
I
was
talking
about
a
minute
ago.
This
is
a
very
large
financial
incentive
for
our
institutions
to
enroll,
retain
and
graduate
underrepresented
minority
students
for
the
low-income
student
population.
J
If
you
look
at
the
chart
to
the
right,
I
did
want
to
make
sure
that
I
was
clear
on
this
point.
These
premiums
are
cumulative
so
that
first
blue
bar,
showing
1932
dollars
per
bachelor's
degree
produced
that's
what
an
institution
would
have
earned
in
2021-22
had
they
produced
a
bachelor's
degree
that
was
non-urm
non
low,
no
low
income
and
non-stem
plus
age.
J
If
the
bachelor's
degree
is
earned
by
an
underrepresented
minority
student
who
also
happens
to
be
low
income,
the
premium
grows
to
eight
thousand
eight
hundred
and
fifty
one
dollars
per
degree
produced
and
if
a
low
income
underrepresented
minority
achieves
a
bachelor's
degree
in
a
stem
plus
h
field,
it's
over
twelve
thousand
dollars
per
stem
plus
h,
low
income
urm
degree
produced,
so
those
are
very
hefty
premiums
that
are,
you
know,
leading
the
progress
that
we're
making
that
president
thompson
is
about
to
show
you
and
I'm
going
to
turn
it
back
over
to
president
thompson.
M
Thank
you
bill
next
slide.
Please
next
slide.
So
let
me
put
it
in
perspective:
kentucky
has
about
50
percent
of
their
high
school
graduating
seniors,
going
to
college.
We
we've
got
to
do
better
than
that.
There's
no
way
we
can
build
this
economy.
I
mentioned
with
that
level
of
college
going.
We
also
have
many
adult
learners,
not
engaging
in
college.
So
obviously
it's
going
to
be
a
huge
focus.
M
We
have
many
in
certain
areas
of
our
state
are
not
completing
at
the
rates
that
they
need
to.
So
when
we
look
at
this
overview
of
enrollment
what
you'll
see-
and
I
want
you
to
see
the
line
we
went
back
to
2011-12-
we
wanted
to
show
you
a
trajectory
from
that,
but
you
also
see
the
line
of
2016-17
when
we
made
when
we
made
the
strategic
agenda,
the
diversity
policy
and
the
performance
funding
model,
we
knew
that
we
had
to
have
these
working
in
unison
to
kind
of
push
the
envelope.
M
So
a
lot
of
the
data,
a
lot
of
the
increases
you're
going
to
see
are
coming
from
that
period
of
time,
but,
as
you
can
see,
we
are
down
almost
16
in
enrollment
and
and
that's
an
important
piece
mainly
on
the
front
end.
We've
done
better
in
keeping
students.
Those
are
those
outcome,
measures
that
we
talk
about,
but
the
area.
I
want
to
point
out
clearly
to
you
that
we're
up
the
only
population
group
we're
up
in
is
our
underrepresented
minority,
so
we're
down
16
percent
and
overall
population
and
we're
up
6.4.
M
So
obviously
we
need
to
focus
on
this
more
than
ever
and
we
you've
seen
the
data.
You
know
the
demographics.
This
is
going
to
continue
to
grow,
so
have
that
in
mind
as
we
go
through
the
next
few
slides
next
one
please.
M
M
If
we
look
at
those
you
are
in,
but
not
low
income,
that's
52
percent
and
urm.
The
slow
income
is
about
two
percent,
so
we're
getting
more
people
a
varied
background
and
economic
inputs
coming
into
our
campuses.
M
If
you
look
at
kctcs,
this
is
an
area
we
have
concern
in
drop
in
enrollment,
no
doubt,
but
the
area
that
they
are
and
have
increased
in
is
the
urm
low
in
non-low
income
students
partially,
because
we've
been
focusing
heavily
on
affordability
and
that
pipeline
from
casey
into
kctcs
and
to
our
four-year
institutions
with
transfer
next
slide.
Please.
M
So
this
is
a
really
good
slide.
You
know
I've
been
in
higher
education
for
a
long
time
been
in
kentucky
a
long
time.
I
always
said
if
we
could
ever
get
our
institutions
at
80
percent
retention,
we
would
be
kicking
butt.
We
are
there
now
here
at
four-year
institutions,
and
I
feel
great
about
that.
But
if
you
look
at
where
we've
come,
you
see
that
we
are
closing
the
gaps
in
our
retention
area,
we're
first
of
all
increasing
everybody's
retention,
but
we're
closing
gaps
tremendously.
M
M
M
So
what
we
have
here
on
this,
if
you
look
at
six
year,
graduation
rates
very
proud
to
say
that
we
have
moved
tremendously
in
this
area,
we're
up
overall
8.8
percentage
points,
but
our
urm
we're
up
10
percentage
points
and
those
that
we're
having
to
affect
the
low
income.
Urms
are
up
3
percentage
points,
so
that's
really
good
news
once
again
again
gap
closing
and
I
would
argue
that
kentucky
is
closing
gaps
now
in
higher
ed,
faster
than
any
other
state
from
our
baseline.
M
M
M
So
if
you
look
at
the
overall
items-
and
I
just
want
you
to
focus
from
216-17
at
just
how
well
we
did
we've
done-
but
overall
we're
up
30.6
percent
for
all
of
our
students
as
far
as
degree,
attainment
and
credential
attainment,
we
have
doubled
that
for
urn
I
mean,
if
you
take
a
second
to
think
about
that,
just
how
much
that
is,
and
if
we
continue
at
this
rate,
we
may
be
one
of
the
first
states
to
totally
close
all
the
achievement
and
opportunity
gaps
next
slide.
Please.
M
M
This
is
an
area
where
we
had
to
increase
more
health
care
folk
getting
in
the
I'm,
the
chair
of
baptist
health,
and
I
tell
you
we
can
still
hire
you
know:
750
more
nurses
if
we
had
them,
but
our
stem
area
as
a
whole
will
help
us
to
think
about
the
economy
that
we
need
to
build,
and
you
see
in
this
case
we're
up
48
overall
up
148
percent
for
our
urm
students,
and
you
can
see
even
as
we
break
it
down
so
the
non-low-income
urm
students,
as
many
students
who
already
have
some
background,
that
doesn't
locate
itself
in
low-income
may
have
had
parents
with
more
education.
M
M
Kctcs
you're
going
to
see
very
similar
numbers.
I
won't
read
them
all
to
you,
because
you
can
see
them
but
really
impressive.
These
are
the
things
that
they've
worked
on
they're
working
on
to
get
people
in
the
workforce
fairly
fast.
These
are
the
items
that
will
quickly
affect
your
unemployment
numbers
right.
These
are
the
items
that
would
quickly
affect
your
criminal
justice
system
numbers
so
kctcs
once
again,
providing
mainly
short-term
credentials
in
some
cases,
but
also
transfer
degrees
and
two-year
technical
degrees.
M
N
Good
afternoon,
everyone
I'll
take
it
from
here.
So,
as
you
see
on
our
slide
that,
overall,
in
terms
of
our
institutions,
they're
doing
a
lot
to
facilitate
change
and
progress,
and
so
these
are
some
general
items
that
institutions
are
doing
across
the
board.
N
So
if
you
look
at
number
one
in
general,
they're
taking
a
more
holistic
approach
to
how
they
look
at
student
success
and
they
are
being
bringing
in
different
teams
on
their
campuses
to
be
able
to
focus
on
of
how
they
look
at
their
data
and
specifically
how
they're,
looking
at
predictive
analytics,
they're,
also
focusing
on
improving
and
making
sure
that
they
are
pinpointing
specific,
recruiting
practices
to
focus
on
those
urm
and
low-income
students.
N
They
are
working
with
different
organizations
for
outreach
to
increase
the
activities
within
these
particular
demographics
and
populations.
They
are
looking
at
their
financial
aid
from
going
from
merit
to
need,
base
and
focusing
on
unmet
need.
They
are
looking
at
certain
high
impact
practices
that
I'll
get
to
in
just
a
moment.
To
give
you
a
few
examples,
they
are
focusing
on
that
transition
to
post-secondary
through
the
lens
of
academic
readiness.
N
At
henderson,
community
college
and
madisonville
community
college
they've
created
some
extraordinary
mentoring
programs
that
help
support
the
academic
success
for
their
african-american
male
students
at
jefferson,
community
and
technical
college.
They
have
a
rise
together
initiative
and
that
particular
initiative
focuses
on
african-american
students
from
low-income
neighborhoods
around
the
louisville
area
at
northern
kentucky
university,
they've
created
micro
grants
and
scholarships
and
those
help
to
offset
those
tuition
and
fees
for
students
that
can't
pay
the
remaining
balances
on
their
accounts.
N
Owensboro
community
and
technical
college
has
success.
Coaches
that
specifically,
are
working
in
their
arts
and
sciences
program
to
assist
the
students
and
then
at
cpe.
We
are
in
the
process
of
piloting
our
cultural
competency
certification
initiative
with
our
campuses
on
this
that
will
be
coming
up
this
fall,
so
we're
really
excited
about
that.
N
So
again,
overall,
our
institutions
have
certain
programs
they're
using
to
facilitate
this
change
and
and
progress
and
to
address
to
not
only
continue
in
the
trajectory
that
we're
going
with
increasing
those
numbers,
but
also
to
meet
the
needs
of
those
numbers
where
we're
we're
falling
a
little
bit
short.
So
I'm
at
this
point,
dr
thompson.
I
will
turn
it
back
to
you.
M
Thank
you
dawn,
and
I
would
be
remiss
to
say
that,
and
I
know
senator
gibbons
knows
this.
Cpe
has
put
in
a
lot
of
policies
to
help
this
along
all
right.
One
is
when
I
took
over,
we
became
a
minimum
test
optional
state.
We
also
we
outlawed
all
developmental
education
courses
for
zero
credit
hours
and
we
kctcs
has
won,
but
our
four-year
campuses
couldn't
do
that
anymore.
M
So
we
literally
saw
many
of
our
low-income
students
and
students
of
color
going
from
about
a
30
success
rate
to
about
a
70
percent
success
rate
and
because
they
can
do
it,
but
we
also
require
that
they
have
those
inputs.
So
the
campuses
created
supplemental
instructions
for
all
of
these
classes.
Those
are
inputs,
they
created,
mentoring,
formal
mentoring
programs.
M
I
think,
madam
chair
and
mr
mr
chair,
that
we
are
focused
on
how
we
can
have
those
outcomes
that
we
feel
both
quantitatively
is
good
for
the
state
and
qualitatively
good
for
the
state
and
the
students,
so
sir
I'll
be
happy
to
take,
or
my
team
will
be
happy
to
take
any
questions
you
may
have.
C
President
thompson,
as
always
well
done,
thank
you
and
thank
your
team
very
much
for
the
presentation.
Our
first,
our
first
question
or
comment
is
going
to
be
from
ricky
jones
online.
Mr
jones,
are
you
on
with
us.
F
F
All
right
for
for
as
a
point
of
information,
I'm
dr
ricky
jones,
I'm
the
chair
of
the
pan-african
studies
department
at
the
university
of
louisville,
and
I
appreciate
dr
thompson,
who,
who
I
think
has
done
yeoman
work
in
trying
to
turn
higher
ed
around.
You
know
from
his
office,
but
I
would
caution
us
after
looking
at
the
quad,
some
of
the
quantitative
analysis
from
this
report
to
not
ignore
some
of
the
dark
consequences
of
performance-based
funding
and
what's
happening
on
the
ground
in
higher
education.
F
As
a
department
chair,
you
know
I'm
seeing
this
quite
frequently
and
we
are
just
starting
to
get
hit,
certainly
financially,
with
what's
happening
in
performance
with
performance,
the
performance-based
model.
What
that's
translated
to
for
us
at
the
departmental
level,
where
we're
responsible
you
know
for
the
education
of
our
students,
is
a
model
that
is
complete
almost
completely
driven
by
credit
hour
production
and
that's
problematic
on
a
number
of
levels.
One
when
you
talk
about
contradictory.
F
F
we
had
a
revenue
generating
model
that
started
in
2003,
based
on
distance
education
that
was
yielding
after
we
paid
all
of
our
bills,
anywhere
from
150
000
to
275
000
a
year
in
discretionary
money
that
we
could
use
for
x,
pay
for
faculty
internal
scholarships
for
students,
travel
for
faculty
graduate
students
and
undergraduates
to
professional
conferences
where
they
can
engage
in
research
and
meet
people
in
the
field,
enrichment
programs.
Speakers
all
of
these
things,
other
research
has
shown
by
dr
tamara
adams,
specifically
who's.
F
Now
the
dean
of
undergraduate
studies
at
spaulding
university
that
black
students
who
take
pan
african
studies,
classes
at
uofl
have
a
higher
rate
of
persistence
at
the
college
level.
With
the
performance
based
model
now
in
place,
we
went
from
commanding
150
thousand
dollars
and
up
to
do
this
programming
within
our
department
to
this
year
only
33
thousand
dollars.
F
So
we
don't
know
exactly
how
that's
working,
but
it's
tough.
Also,
on
the
stem
side,
I
would
caution
people
about
the
over
emphasis
on
stem,
because
the
deleterious
effect
that
that's
having
is
in
the
humanities,
arts
and
sciences,
which
is
not
just
about
graduating
people
to
getting
jobs,
but
also
making
good
critically
thinking
citizens
at
the
at
uofl.
We
now
just
last
week
eliminated
the
major
in
the
humanities
at
our
school,
because
people
didn't
think
that
there
were
enough
majors
in
in
that
area.
F
So
the
people
in
humanities
don't
know
what's
going
to
happen
to
that
unit
over
time,
because
the
focus
isn't
on
that.
So
that's
that's
the
kind
of
dark
side
of
it.
So
I
would
encourage
people
who
are
looking
at
the
performance-based
model
to
not
lean
so
much
on
the
quantitative
analysis
and
get
on
the
ground
and
look
at
value-added
programs.
F
So
it's
really
ironic
that
if
we
have
something
that
is
going
to
increase
the
experience
for
black
students,
in
particular,
but
other
minorities,
that
the
department,
the
black
studies
department
in
effect,
is
getting
damaged
through
use
of
that
model.
And
so
that's
tough.
It's
good
to
hear
that.
We've
seen
these
incredible
jumps
and
persistence
and
graduation
among
minority
students,
because
that's
important,
but
I
haven't
seen
those
jumps
at
least
at
not
at
my
university.
F
So
hopefully
we
can
dig
back
into
those
numbers
and
I'm
wrong
about
it,
but
I
I
haven't
seen
it
to
date.
You
know,
and
lastly,
you
know
I'm
I'm
totally
open
to
helping
out
anybody
who
wants
to
look
at
again
what's
really
happening
on
the
ground
and
how
the
performance-based
model
does
have
a
very
negative
side
of
it
for
us,
the
way
it
at
least
in
the
way
that
it's
being
implemented,
I
think
there
needs
to
be
more
nuance.
Thank
you.
So
much
for
your
time.
M
Share
givens
I
like
to
respond
a
little
bit
to
that.
I
would
say
dr
jones
hit
a
couple
things
on
the
head
that
I
actually
agree
with.
Not
that
he's
surprised
that
I
would.
A
M
But
you
know
we
have
to
think
about
the
qualitative
elements
our
next
go
around
here,
that's
an
important
piece
and
as
dawn
and
travis
can
tell
you
that
when
we
look
at
best
practice
for
helping
students,
especially
black
students,
in
particular
and
latinx
students,
it
will
be
programs
like
dr
jones.
It
will
be
programs
that
focuses
heavily
on
building
what
they
consider
to
be
a
place.
They
don't
have
to
have
an
immigrant
experience
and
that's
what
many
of
the
students
feel
coming
in.
So
I
by
no
means
am
I
one
of
those
people.
M
I
I'm
a
sociologist
right.
I
mean
by
no
means
I'm
one
of
those
people
that
don't
understand
that
you
have
to
have
quality
understanding,
as
well
as
quantifiable
understanding
some
things.
You
can't
fully
measure
quantitatively,
and
I
think
dr
jones
statement
is
absolutely
a
valuable
statement
for
us
to
think
about
senator
gibbons.
As
we
pick
up
this
conversation
down
the
road.
M
Now
I
will
tell
you
some
of
our
campuses
are
beating
heavily
our
black
studies.
Programs-
I
mean
so
you
know
I
don't
know
everything
goes
on
on
each
individual
campus,
but
I
would
argue
that
some
campuses
have
built
those
programs,
as
dawn
can
tell
you
put
money
into
those
as
best
practice,
especially
through
our
diversity
policy
dawn.
I
don't
know
if
you
want
to
speak
to
that
or
not.
N
So,
as
we
know,
each
of
our
individual
campuses
has
the
opportunity
to
look
at
which
strategies
they
want
to
implement
in
terms
of
our
diversity
policy,
and
so
I
don't
have
them
pulled
up
specifically
in
front
of
me.
But
I
can
get
the
information,
of
course
to
dr
jones
and
anyone
else
that
has
it
that
specifically
speaks
to
those
that
have
put
that
emphasis
in
those
departments.
F
And
and
don
I
want
to
say
that
I
have
full
faith
in
you.
I
have
full
faith
in
dr
thompson
as
well,
and
I
know
we
a
lot
of
money
has
been
put
into
building
black
studies
at
uk.
I
think
that's
great.
I
got
my
phd
at
uk
where
good
brother
george
brown
mentored
me
there,
so
this
is
certainly
not
an
attack.
F
It
is
just
one
a
point
of
information
because
if
we're
measuring
everything
on
credit
hours
produced
and
and
majors
a
department
like
mine,
we
teach
black
studies
in
kentucky
we're
never
going
to
win
that
game.
So
you
know,
I
just
think
it's
important
that
we
note
that
and
I
look
forward
to
working
with
everybody,
as
dr
thompson
said,
on
dealing
with
the
nuance
of
what
we're
trying
to
accomplish
and
not
just
getting
caught
up
in
a
one-sided
model.
Thank
you
all
so
much
dr.
L
Thank
you.
This
is
another
two-part
question
and
probably
a
request
for
more
breakdown
of
the
data.
I
was
curious
to
know
whether
underrepresented
minority
non-low-income
students
included
the
international
student
population
and
the
reason
I
asked
that
is
because
there's
a
special
emphasis
in
your
presentation
on
stem
plus
h,
which
are
you
know,
specif
specified
industries.
I
guess
that
are
in
high
demand.
L
I'm
curious
about
that,
because
the
majority
in
nationwide
and
in
kentucky
of
or
of
stem
students
are
foreign
born,
the
vast
majority,
and
so
I
was
just
curious
where
they
fit
into
these
numbers
and
then
the
second
question
I
had
with
your
indulgence
is
about
refugees
specifically
and
their
access
to
education.
So
this
is
a
population
that
is
consistently
and
chronically
underemployed
in
kentucky
and
nationwide
because
they
didn't
have
the
luxury
of
packing
up
degrees
and
credentials,
and
things
like
that
when
they
had
to
flee
their
country.
L
M
M
So
as
that
kind
of
helps
answer
the
definition
of
that
now
we
do
count,
in
fact,
our
international
students
that
may
that
is
a
part
of
our
diversity
policy.
We
also
look
at.
We
have
some
institutions
in
the
state
like
bluegrass,
community
and
technical
college.
M
Jefferson,
community
and
technical
college
are
working
with
refugees
and
others
to
put
them
in
a
program
that
helps
them
get
into
the
workforce
quicker,
and
this
is
this
is
an
item
I
think
is
another
conversation
another
time,
because
over
the
last
many
years
we've
seen
international
students
actually
decrease
coming
to
the
u.s.
As
you
know,
one
other
point
that
I'll
make
is
that
when
we
look
at
some
of
what
I
thought
I
heard
in
your
questions,
there
are
many
people
as
an
example
someone
from
india
with
a
medical
degree.
M
There
are
standards
that
goes
with
accreditation,
whether
or
not
that
degree
can
be
used
in
the
same
fashion.
It
was
used
in
india,
that's
an
example
right
so
and,
and
some
of
those
may
be
refugees
or
or
not,
nuts,
from
india,
but
I'm
using
that
as
as
an
example,
so
that
goes
beyond.
That
goes
to
disciplinary
accreditation.
M
That
goes
to
a
variety
of
other
items
that
we
look
at
with
those
accrediting
bodies
to
see
how
we
cut
down
on
barriers
for
lack
of
a
better
phrase,
but
several
of
our
institutions
are
focused
heavily
on.
Those
eku
is
a
great
example
of
someone
that
really
stepped
up
over
the
last
many
years
in
this
area.
Also.
C
K
You,
sir,
briefly,
on
page
10,
looking
at
this
data
when
we
look
at
all
low-income
students
down
38.5,
whereas
underrepresented
minorities,
low-income
students
are
down
29
and
that's
the
only
place
that
I
can
actually
find
in
the
presentation
where
we're,
comparing
all
low-income
students
to
underrepresented
minority,
low-income
students,
because.
E
K
Almost
seems
to
me
that
this
data
is
screaming
at
me
and
maybe
I'm
hearing
it
wrong
that
the
the
less
wealth
you
have
to
begin
with
the
more
likely
you
are
to
not
succeed
in
higher
education.
That's
what
these
data.
This
numbers
are
telling
me
and
is
it
an
issue
I
mean
I
know
we're
we're
in
a
commission
on
on
on
race
and
access
to
equality.
M
Well,
it's
obviously
a
combination
of
both
if
you
look
at
it.
The
reason
why
you
have
all
low
income
because
kctcs
is
their
low-cost,
affordable,
open,
enrolling
institution,
so
they
have
a
lot
of
low
income,
I'm
putting
that
there
to
show
you
that
we're
going
to
have
to
focus
on
more
low
income
in
this
next
edition
of
whatever
we
do.
So
that's
very
purposeful
that
that
is
there.
But
you
know
race
has
been
shown
too.
So,
even
without
that's
why
I
put
low
income,
and
you
can
see
that
we
we
have
gaps.
M
We
need
to
close,
even
when
income
when
it
comes
to
race,
tremendous
as
a
matter
of
fact,
even
when
income
is
held
constant
and
that's
an
important
piece,
but
it
does
add,
that's
why
that
multiplier
on
the
performance
funding
is
so
good.
It
becomes
more
problematic
or
more
disenfranchised,
as
you
put
one
on
the
other.
So
it's
never
one
or
the
other
I've
heard
people
say
it's
all
a
poverty
issue.
Actually
it's
not,
but
poverty
is
a
huge
piece.
M
C
President
thompson,
not
not
to
interpret
your
data
for
you
either,
but
something
that
we've
seen
senator
berg
in
education
policy
over
the
years.
The
economy
and
opportunity
has
a
direct
correlation
to
enrollment.
As
we
see
an
economy,
that's
doing
well,
jobs
are
available,
wages
are
good
for
entry-level
sorts
of
positions,
as
they
likely
would
have
been
in
fall.
2019
that
drives
down
enrollment
some.
It.
M
C
And
so
there's
a
direct
correlation
there
between
between
persons
seeking
education
and
the
immediate
opportunity
that
they
sense
going
out
into
the
workforce
right
away.
So
all
those
factors,
as
is
often
the
case,
there's
not
going
to
be
a
single
silver
bullet
solution
to
these
questions.
President
thompson,
thank
you
wonderfully
presented.
I
am
a
huge
fan
of
the
work
that
you
do
and
as
we've
seen
from
from
our
presenters
today,
I
think
data
drives
a
lot
of
the
decisions
and
the
policy
impacts
and
so
being
that
being
one
of
our
charges
as
a
commission.
C
I
I
did
have
one
note
on
the
data
piece,
mrs
jones,
communicated
to
our
staffers
that
she
said
she
can
also
pull
the
data
regarding
women
incarcerated
and
racial
breakdown,
and
she
will
be
getting
that
to
our
staff
for
them
to
to
for
them
to
disseminate
to
us,
seeing
no
other
business
to
come
before
this
commission
today.
We
are
adjourned
with
notice
being
given
to
you.
Our
next
meeting
is
september,
the
22nd
and
we
appreciate
everyone's
attendance.
Thank
you.