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From YouTube: Commission on Race and Access to Opportunity (8-23-22)
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A
I
hereby
call
this
meeting
august
23
2022
of
the
commission
on
race
and
access
to
opportunity
to
order
as
a
reminder,
please
turn
off
or
silence
your
cell
phones,
so
we
don't
have
any
disruptions
during
the
meeting.
Just
as
for
those
new
here,
our
lead
staff
for
the
commission
is
mr
brandon
white
to
my
left
up
here
and
then
we
have
a
new
committee
assistant,
brett,
gillespie
gillespie.
How
do
you
say
it
gillisbee.
A
E
C
I'm
sorry
I
apologize
mr
davis
miss
drake,
dr
jones,
dr
olaka.
F
D
A
A
B
You
chairwoman,
I
have
a
special
guest
with
me
today
and
he's
going
to
be
absolutely
mortified
that
I'm
going
to
draw
attention
to
him
he's
that
incredibly
distinguished
gentleman
sitting
in
the
back
corner
there
with
the
air
force
t-shirt.
That's
my
eldest
son
jordan.
A
Welcome
would
any
other
members
like
to
be
recognized
okay,
so,
as
we
do
each
meeting,
I
just
want
to
remind
members
the
purpose
of
the
commission.
The
purpose
of
the
commission
shall
be
to
conduct
studies
and
research
on
issues
where
disparities
may
exist
across
the
sectors
of
educational
equity,
child
welfare,
health,
economic
opportunity,
juvenile
justice,
criminal
justice
and
any
other
sectors
that
are
deemed
relevant
in
an
effort
to
identify
areas
of
improvement
in
providing
services
and
opportunities
for
minority
communities.
A
A
Okay,
so
as
we
begin
our
discussion
on
education,
we
ask
representatives
from
the
family,
scholar
house.
Oh,
I
need
a
voice
vote.
Sorry,
I
get
excited
all
those
in
favor
say
I
I
all
those
in
favor
or
all
those
that
oppose
say
no,
her
name.
Okay,
it's
passed.
A
A
H
Thank
you
so
much
representative
hevron
and
thank
you
senator
givens
for
having
us
here
today.
My
name
is
kathy
dykstra
and
I
am
the
chief
possibility
officer
president
and
ceo
of
family
scholar,
house,
family
scholar,
house
is
headquartered
in
louisville
kentucky,
but
we
serve
34
states
and
focus
heavily
on
our
home
state
of
kentucky.
H
What
I'd
like
to
do
today
is
give
you
just
a
little
overview
of
family
scholar
house
talk
about
the
demographics
of
who
we
serve,
and
why
that
matters,
and
then
I'd
like
to
introduce
you
to
one
of
our
graduates.
You
have
handouts.
There
is
one
that
looks
like
this.
That
is
an
overview
of
family
scholar
house.
It's
broken
down
into
the
categories
of
services
that
we
provide.
H
You
will
see
demographics
and
the
print
is
tiny.
So
forgive
me,
while
I
put
on
my
reading
glasses,
I
have
broken
it
down
into
four
sets.
The
top
set
gives
you
the
demographics
of
the
residents
that
we
serve.
You'll
note
that
85.7
are
non-white.
95
female
marital
status
96.4
are
never
single
and
never
married.
H
The
next
category
is
pre-residence,
so
you
start
to
see
what
it
looks
like
that
we
serve
across
the
commonwealth
of
kentucky
and
56.8
percent
of
those
that
we
serve
across
the
commonwealth,
kentucky
in
pre-residential
and
non-residential
services
specific
for
folks
that
are
planning
to
live
with
us.
It's
a
total
of
993
adults.
56.8
percent
of
those
are
non-white.
H
You
start
to
see
that
fewer
of
them
are
employed,
it's
about
half
and
that
child
care
is
less
of
an
issue
because
they
don't
have
the
education
that
they
need
for
a
career.
In
order
to
then
need
child
care
in
order
to
work
marital
status,
you
start
to
see
more
married
and
gender.
You
see
more
male.
H
That
next
category
is
kentucky
outreach.
This
is
this
represents
32
864
households
that
we
are
currently
serving
across
the
commonwealth.
38.7
of
those
are
non-white,
while
80
or
low
income,
as
we
are
reaching
into
more
rural
areas.
You
will
see
that
more
and
more
of
the
folks
that
we
serve
are
white
but
are
also
low
income,
undereducated
and
underemployed.
H
Gender
81.7
percent
of
those
that
were
serving
across
kentucky
in
our
outreach
are
female
and
the
last
category,
because
I
could
these
are
the
graduates
from
this
past
year.
It's
85
adults
that
have
graduated
from
family
scholar
house's
residential
program
in
the
past
year
and
of
that
group.
83
percent
are
non-white
all
hundred
percent
female
and
when
you
look
at
the
last
little
circle,
one
of
my
favorites
on
here
you'll
notice,
54
percent,
have
exited
graduated
and
exited
our
program
to
full-time
work.
H
31
percent
are
continuing
their
education
most
often
in
graduate
studies
and
15
percent
are
doing
both.
This
is
a
tribute
to
their
determination,
but
also
the
opportunities
that
they
found
to
address
needs
that
they
had
and
then
be
able
to
enter
careers
and
advance
while
continuing
to
get
additional
education.
H
I
Good
afternoon
my
name
is
danita
hunt.
I
am
currently
the
judicial
support
specialist
for
recently
appointed
circuit
court
judge
jessica,
green
I've
worked
for
her
for
the
last
seven
years
of
my
life,
and
it
is
because
of
the
partnership
that
at
the
time
she
was
metro,
councilwoman
and
an
attorney
that
the
partnership
she
had
with
family
scholar
house
that
I
was
able
to
attain
an
internship
and
work.
My
way
up
to
being
her
office
manager
and
now
will
be
employed
with
her
for
the
next
eight
years
of
my
life
as
her
judicial
support
specialist.
I
Sometimes
you
know
we
complain
about
not
being
able
to
choose
our
family
members,
but
I'm
blessed
to
be
able
to
say
that
I
have
a
family
with
family
scholar
house
and
that
they
will
always
be
there
to
support
myself.
They'll
always
be
there
to
support
my
daughter.
She
can
walk
up
the
street
literally
now
from
uofl's
campus
and
go
to
scholar
house
if
she
needs
anything
at
all
and
they'll
know
who
she
is
they'll
welcome
her
with
open
arms
and
they'll
support
her
in
any
way
possible
over
the
next
four
years.
I
So
if
you
find
it
in
your
heart
to
do
anything
to
support
family
scholar
house,
I
suggest
that
you
do
that,
because
it
is
something
that
we
need
in
not
only
our
community
but
in
every
community,
across
the
united
states
and
globally,
if
possible.
This
is
this
is
my
adopted
mom
my
mother
is
still
living,
but
miss
kathy
is
my
adopted.
Mom
she's,
my
daughter's
adopted
grandmother-
and
you
know
we
wouldn't
be
where
we
are
today.
I
If
it
wasn't
for
her,
if
it
wasn't
for
the
plan
she
had,
if
it
wasn't
for
the
staff
that
she
had
behind
her.
So
I'm
very
grateful
for
that.
I
know.
Judge
green
is
grateful
that
I
was
able
to
be
in
that
program
as
well
and
that
she
has
someone
that
she
knows
will
be
dedicated
to
her
and
what
she
has
done
for
the
community
and
the
city
of
louisville
as
well.
A
Thank
you.
Does
anyone,
okay
I'll,
give
it
I'll
pass
it
to
you
in
just
a
second
oj?
Thank
you
all
so
much.
I
had
the
pleasure
of
getting
to
come
and
visit
kathy
a
few
weeks
ago
and
it
was
just
an
honor
to
be
able
to
be
on
campus
and
see
the
main
facility,
and
all
that
you
do
and
something
I
continuously
repeated,
was
that
I
love
that
you
all
meet
people
where
they're
at
and
so
I'm
so
glad
you're
able
to
share
what
you
are
doing
with
our
commission
today.
F
You,
madam
co-chair,
I've
got
a
couple
comments
and
a
question,
obviously
kathy
good,
to
see
you
always
a
pleasure
to
work
with
you
and
just
to
hear
about
the
great
things
that
family
scholar
house
is
doing.
Danita.
Yes,.
I
F
I
don't
know
you,
so
I
can't
say
that
I'm
proud
of
you,
but
I
I
take
pride
in
you.
Thank
you
because
of
what
you've
been
able
to
accomplish.
I
think
it's
just
incredible
to
hear
this
amazing
story
of
this
kentucky
woman,
who
was
thriving,
who
set
her
daughter
up
to
now,
she's
thriving
yes,
sir.
Three
years,
two
degrees
from
uofl
took
me
five
years
to
get
one
from
there.
I
You
did
better
than
I
did.
I
made
a
promise
to
my
daughter
that
when
we
moved
into
scholar
house,
I
made
a
promise
to
her
that
give
me
two
and
a
half
three
years
and
we'll
be
okay
and
we'll
move
on
to
the
next
chapter,
and
I
had
to
keep
that
promise
to
my
daughter
and
scholar
house
allowed
me
to
keep
that
promise
and
not
have
to
worry
about
excessive
bills
and
rents
and
child
care.
We
had
everything
we
needed
right
on
that
campus
and
we
made
it
through.
I
So
I
had
no
clue
about
scholar
house
when
I
first
came
to
louisville,
even
when
I
relocated
back,
I
didn't
know,
I
found
scholar
house
by
chance
riding
through
uofl's
campus,
the
night
they
won
the
championship
with
my
dad
and
I
came
across
gladys
and
sunny
bad
scholar
house
looked
it
up
right
then,
and
there
called
monday
and
applied.
The
only
thing
I
could
say
is
the
difference
between
me
and
anyone
else
who's
in
that
situation.
You
have
to
be
at
a
point
where
you're
saying
enough
is
enough.
I
You
have
to
be
at
a
point
where
you're
like
I
don't
know
what
else
to
do,
but
I
want
more.
I
want
so
much
more
for
myself.
I
wanted
so
much
more
for
my
daughter
and
that,
ultimately,
is
what
led
me
to
just
follow
through
and
do
everything
I
didn't
have
a
car.
I
used
to
walk
for
miles
daily,
just
to
get
to
scholar
house
to
participate
in
their
pre-residential
programs
because
you
don't
come
into
scholar
house
guaranteed
an
apartment.
You
have
to
actually
work
through
those
things
and
I
was
determined
to
do
the
work.
I
I
knew
that
it
was
there
available
for
me
if
I
did
the
work
and
you
just
have
to
do
the
work.
So
for
someone
that's
looking
for
that
opportunity,
they
can't
be
scared,
they
can't
be
prideful
and
they
have
to
do
the
work
they
have
to
have
that
determination
for
themselves
and
or
their
children.
I
F
H
Your
question
reminds
me
of
a
young
woman
named
shamika
from
when
she
applied
to
when
she
got
in
was
four
years,
and
she
would
tell
you
that
she
was
not
ready
every
time
she
got
close.
She
would
sort
of
self-sabotage
a
little
bit
to
back
off
because
she
was
not
ready
because
she
did
not
want
to
fail.
She
wanted
to
be
in
a
position
to
where
when
she
came
into
the
program,
she
knew
she
would
succeed
and
that's
what
she
did.
J
H
So
we
look
at
a
couple
of
different
things,
so
the
first
thing
we
look
at
is
while
they're
in
the
program
are
they
completing
their
their
college
or
post-secondary
course
work?
We
have
a
91
completion
rate
on
coursework,
while
they're
in
the
program
of
those
who
graduate
while
they're
living
with
us,
which
we
also
track.
That's
85.88
percent
I'd
round
up
to
86,
but
that
just
feels
disingenuous,
so
I'm
going
to
call
it
85.88.
H
The
other
things
we
look
at
is
whether
or
not
they
exit
to
stable
employment
or
continue
their
education
and
graduate
studies.
So
we
won't
want
to
just
provide
an
education
so
that
people
can
then
continue
to
be
on
or
underemployed.
We
want
to
make
sure
that
we're
providing
them
with
the
career
coaching
and
the
counseling
to
where
they'll
be
truly
on
their
path
to
self-sufficiency.
H
H
That
was
two,
so
707
of
them
are
since
2005.,
but
those
are
the
things
we're
looking
at
the
other
thing
that
we
track
it's
a
little
bit
more
difficult,
because
so
many
of
our
participants
have
very
young
children
under
the
age
of
five,
but
we
track
the
number
of
our
children.
Who've
gone
on
to
college.
72
of
our
children
have
been
old
enough
to
graduate
from
high
school
go
on
to
college
and
we
celebrate
their
successes
as
well.
Do
not
count
them
in
our
graduation
numbers
but
celebrate
their
successes.
E
E
People
need
to
thrive,
education
being
key
and
access
to
opportunity,
and
I
think
kathy
your
program
is
a
very
unique
example
of
that.
I
did
have
a
question.
There
are
obviously
family
scholar
house
locations
in
louisville.
Are
there
other
locations.
H
There's
a
scholar
house
program:
that's
funded
through
kentucky
housing
corporation.
Not
all
of
the
scholar.
Houses
are
family
scholar
houses.
So
the
one
in
covington
lincoln,
grant
scholar
house
is
a
family
scholar
house,
we're
also
in
the
development
stages
of
building
a
family
scholar
house
campus
in
elizabethtown,
as
well
as
several
outside
of
kentucky.
H
H
L
Good
afternoon
miss
hunt,
I
just
want
to
say
it's
amazing:
it's
truly
inspiring
to
hear
your
story
and
what
you
and
your
daughter
have
done,
and
it's
just
that
speaks
to
what
what
is
possible
still.
But
I
did
have
a
question.
So
there
are
male
participants
in
the
there.
H
L
H
I
have
two
single
fathers
out
of
247
that
are
on
the
path
to
graduation,
but
did
not
graduate
this
year,
and
then
we
have
a
special
pilot
project
since
2018
a
pre-parent
program
for
young
adults
who
come
out
of
foster
care
that
do
not
have
children
but
also
do
not
have
a
family
of
support,
and
that's
about
40
percent
male.
We
just
did
not
have
happen
to
have
any
of
them
graduate
during
this
particular
cycle.
Thank.
L
H
I'm
glad
to
do
that.
Currently
I
have
52
staff
about
26
of
those,
so
about
half
are
full-time.
The
remainder
are
part-time.
A
lot
of
the
part-time
staff
are
in
our
response.
Center
kentucky
state
university
is
a
good
example
of
of
one
of
the
schools
that
uses
our
response
center
for
outbound
calls
to
provide
wrap-around
services
for
students
to
keep
them
on
their
path
so
to
keep
them
in
school,
catch
them
before
they
withdraw
over
an
emergency.
We
provide
that
support
and
also
take
inbound
calls.
H
Those
are
social
work,
majors,
education,
majors,
they're,
folks
that
choose
to
work
part-time
generally,
while
they're
getting
their
education,
and
we
also
employ
graduates
from
our
program.
So
some
of
the
response
center
our
graduates
from
our
program,
while
they're
going
on
to
get
a
graduate
degree
social
work
generally,
and
we
also
have
social
workers
on
staff
for
the
that
that
52
is
currently
serving
64
000
households
across
34
states,
with
over
half
of
those
being
in
kentucky.
H
The
majority
of
our
services
are
in
kentucky.
While
we
have
households
outside
of
kentucky.
The
majority
of
our
services
are
in
kentucky,
which
leads
to
funding.
We
get
a
million
dollars
a
year,
largely
because
of
the
work
we
did
with
representative
mead
around
our
database.
We're
able
to
track
and
you'll
note
that
this
is
in
the
in
overview
over
150
fields
of
information
for
every
household
served
which
doesn't
just
include
basic
demographics
and
government
benefits,
and
wages
and
education,
but
also
includes
health
and
trauma
experience
and
their
self-sufficiency
matrix.
H
So
we're
able
to
track
someone
from
when
we
first
meet
them
through
the
entire
process,
seeing
how
they
improve.
What
interventions
did
we
provide
that
were
meaningful?
What
are
the
cost
of
those
interventions
and
what
is
the
return
on
investment
to
the
commonwealth?
For
that
work?
The
remainder
of
the
funding
that
we
get
get
a
little
bit
of
money
from
snap,
the
the
ent
program,
but
the
majority
of
the
money
that
that
we
have
out
of
out
of
our
budget
this
year
is
philanthropy.
H
We
see
this
as
very
meaningful
work,
largely
because
our
commonwealth
needs
it,
but
also
because
our
participants,
62
percent
of
them,
choose
careers
in
health
care.
So
this
is
a
pathway
into
health
care
that
can
lead
to
apprenticeship
opportunities
where
they
will
never
have
a
student
loan,
never
pay
for
a
course,
never
buy
a
book
or
a
stethoscope
or
scrubs
or
anything
else,
but
have
a
career
where
they're
getting
paid
while
they're
learning
and
then
be
able
to
give
back
in
a
meaningful
way
to
the
the
commonwealth
through
their
service
in
healthcare.
G
Wonderful,
wonderful
one
follow-up.
I
could
I
so
note
that
we
do
have
some
data
geeks
among
us.
That
would
probably
love
the
chance
to
delve
into
the
150
fields
of
info.
Yes,
on
a
granular
level,
designing
his
own
queries
to
be
able
to
put
together
the
results
that
he's.
I.
G
I
I
was
the
kid
that
went
to
class
with
my
mother.
We
moved
to
iowa,
I
went
to
class
with
my
mother.
We
moved
to
philadelphia.
I
still
went
to
class
with
my
mother
and
I
remember
watching
her
work
tirelessly
to
provide
for
myself
and
my
younger
sister,
and
then
I
have
my
grandmother
who
I
lost
a
few
years
ago,
and
she
was
a
missionary
and
I
had
a
conversation
with
miss
kathy
on
the
way
down
here,
and
I
said
you
know
what
you're
doing
is
mission
work.
I
What
her
job
is
to
is
to
be
a
pillar
for
what
we
need
as
single
parents,
what
we
need,
as
even
just
a
community
I've
in
my
lifetime.
I've
met
a
lot
of
people,
I've
traveled
with
my
grandmother
on
her
missions,
trips
and
I've
never
met
someone
who
cared
so
much
about
everyone
else,
succeeding
as
I
have
with
miss
kathy.
I
She
wants
to
see
us
all
succeed.
I
graduated
from
the
program
seven
years
ago
and
I'm
here
with
her
today.
She
knows
she
can
call
me
anytime
and
say
I
need
you,
and
sometimes
I
don't
always
make
it
to
my
mom,
but
because
of
what
miss
kathy
has
poured
into
myself
and
my
daughter,
I
always
make
sure
I
make
it
to
her
and
as
much
as
I
help
my
mom,
I
cook
for
my
mom
every
sunday
and
as
much
as
I
help
her.
I
I
know
that
what
I'm
doing
is
greater
than
me
and
I've
been
blessed
by
miss
kathy
I've
been
blessed
by
the
scholar
house
staff.
I've
been
blessed
by
judge
green
by
having
employment
with
her
for
the
last
seven
years
of
my
life,
and
so
it's
my
duty
to
go
ahead
and
give
back.
I
have
to
be
a
blessing
to
others,
because
I'm
continuously
blessed.
I
So
I
know
that
I
have
parts
of
my
mother.
I
know
that
I
have
parts
of
my
grandmother.
I
know
that
I
have
parts
of
miss
kathy.
I
know
I
have
parts
of
every
person
who
poured
into
me
at
family
scholar,
house.
I
know
I
have
parts
of
judge
green
who,
even
though
she's
close
to
age
of
me
loves
me
as
her
family,
and
she
supports
me
in
everything
I
do
we
had
court
this
morning
and
I
told
her
I
said:
miss
kathy
needs
me
to
ride
to
frankfurt
with
her
and
she's
like
go.
You.
K
I
So
I
have
a
great
support
system
and
I
don't
have
many
family
members
in
louisville,
it's
literally
my
mom,
my
dad
and
my
sister
so
to
have
miss
kathy
to
have
scholar
house
to
have
joshua
green
and
her
family.
It
means
so
much
to
me-
and
that's
really
I'm
sorry,
but
that's
really.
The
only
way
I
can
put
it
is
that
I've
had
so
many
people
pour
into
me
that
have
blessed
me
and
I
have
to
continue
to
bless
others
as
I
can.
I
hope,
I'm
making
my
grandmother
proud.
I
H
Let
me
see
if
I
can
answer
what
I
think
you're
asking
a
little
bit
I've,
not,
I
can't
think
of
a
woman.
I've
had
who
came
to
me
or
or
a
single
father
channing
in
the
first
book
or
michael
in
the
second
book
that
weren't
there
because
of
their
children
like
there
was
part
of
them.
That
said,
yes,
I'd
love
to
do
this,
but
the
reason
I'm
willing
to
commit
to
it
is
because
I
know
my
children
deserve
better
and
I
want
them
to
have
that
opportunity.
H
One
of
the
challenges
we
have
with
the
young
adults
that
have
come
out
of
foster
care
that
are
in
that
pre-parent
program
is
they're,
not
grounded
in
that
same
way.
So
if
they
don't
believe
they
have
value,
then
they're,
they
don't
believe
anybody
else
has
value
either
and
it's
more
difficult
to
connect
them
to
opportunities,
because
they're
not
seeing
the
value
in
themselves.
H
H
I
mean
just
little
things
like
every
door
is
painted
a
different
color,
there's
no
repeat
of
color
in
any
building
on
any
floor,
because
all
of
my
children
have
experienced
homelessness
or
unstable
housing
and
we
knew
if
every
door
was
the
same
color.
It
would
be
difficult
to
know
where
you
lived,
so
our
kids
identified
the
color
of
their
door
as
as
part
of
their
their
own
identity.
H
Niara
was
a
they
all
lived
in
a
blue
door
and
they
remember
years
later,
the
color
of
their
door
because
it
became
part
of
who
they
are.
I
think,
creating
that
sense
of
belonging
helps
families
acclimate
to
to
what
we
provide,
but
everybody
isn't
ready
for
that.
But
there
is
a
long
waiting
list
of
people
who
are
and.
G
G
G
B
Thank
you,
chairwoman,
outstanding
testimony
today.
It's
really
really
touch
I'm
up
here,
trying
to
keep
it
together.
Inspirational
stories
like
this
are
what
make
our
country
outstanding
and
make
programs
like
this
definitely
worth
hearing
about
one
of
the
things
that,
on
my
my
travels
through
through
this
world,
I
I
believe
that
every
human
being
has
different
degrees
of
grit,
and
I
think
the
grit
factor
is
something
that
is.
B
H
B
B
B
As
someone
who
doesn't
like
to
to
to
stay
in
a
discomfort
emotional
state
danita,
you
mentioned,
you
mentioned
you
referenced
the
year
that
they
won
the
national
championship.
Was
that
uofl
was
that
1986
because
the
2013
was
vacated.
I
just
I
just
want
clarification
on
that,
because.
K
H
Speaking
to
data
real
quickly,
we
track
150
fields
of
information.
As
you
can
imagine,
you
cannot
get
150
fields
of
information
in
that
first
phone
call.
They
will
hang
up
on
you.
I
would
hang
up
on
them,
but
it
builds
over
time
and
as
it
builds
we're
building
a
relationship
with
the
people
that
we
are
particularly
with
that
outreach.
H
One
of
the
best
examples
I
have
is
elizabethtown
community
and
technical
college
where
they
have
seen
their
enrollments
stabilize,
because
people
who
would
have
dropped
out
before
got
the
help
with
the
whatever
little
emergency
it
was.
That
was
too
much
for
them
to
handle
on
their
own,
but
they
had
family
scholar
house
to
help
them
handle
it
by
helping
them
in
that
way
that
keeps
them
from
needing
all
of
the
services
we
provide,
because
we
were
able
to
help
them
with
a
small
thing
when
it
happened.
We
need
to
do
a
lot
more
of
that.
A
Anybody
else
before
we
move
on.
Thank
you
so
much
danita.
Just
thank
you
for
your
your
courage
and
I
I
look
at
you
and
not
to
take
anything
away
from
your
story.
I
was
raised
by
a
single
mom
and,
as
you're
talking,
I
picture
my
monika
heveren
right
there
and
my
barber
bishop,
and
so
I
can't
cry
or
I'll
lose
my
street
cred.
A
But
thank
you
for
your
courage
and
you
know
o.j
says
he
can't
be
proud
of
you
girl,
I'm
proud
of
you.
You
have
broken
a
chain
of
you've
broken
a
generational
chain
for
the
bitterness
of
your
daughter,
and
so
congratulations
to
you
for
that.
Thank
you
so
much
kathy.
We.
A
I
just
want
to
flag
for
all
the
members
there's
a
white
page.
I
think
ira
sent
out
to
the
entire
general
assembly,
or
at
least
members
here
about
the
cost
of
trauma,
and
I
think
that's
something
that
I
would
encourage
each
of
you
all
to
look
at
very
strong
testimony,
and,
of
course
you
know
if
you
would
be
interested
in
maybe
a
family
scholar
house
tour.
We
could
work
with
that
with
with
iris
and
cassie
kathy
both.
Thank
you
all.
We
are
so
thankful.
A
You
all
are
coming
to
elizabethtown
technical
and
community
college
with
a
real
place.
Thank
you
for
all
that.
You
do
and
thank
you
for
coming
today.
Thank
you
next
step.
A
As
we
continue
our
discussion
on
education,
we
will
now
hear
from
representatives
from
kentucky
state
university
and
the
kentucky
council
on
post-secondary
education
to
provide
an
update
on
ksu's
progress,
ksu
and
cpe.
Please
come
on
up,
but
I
will
say
dr
thompson.
You've
got
a
really
hard
one
to
follow.
D
They
are
a
key
element
to
our
success.
I
mean,
and
this
they're
going
to
be
a
future
element
as
we
look
at
more
adult
learners
and
by
the
way,
adult
learners
should
not
be
considered
25
or
older,
and
many
are
19
and
20
with
two
kids
that
need
our
assistance.
So
I
appreciate
scholar
house,
I
know
how
successful
they've
been
now
I'm
a
little
bit
disappointed
because
y'all
don't
know
that
my
30
plus
years
of
research
has
been
around
the
question
that
you
ask.
I
have
books,
you
all
should
buy.
D
You
know,
but
actually
you're
right.
I
representative
timothy.
It
really
is
about
grit.
The
other
thing
is
recognizing,
not
necessarily
where
you
want
to
go,
but
where
you
don't
want
to
be,
and
and
there's
a
lot
of
good
research
around
that
and
and
as
we
go
into
the
kentucky
state
conversation,
I
have
to
say
that
this
is
the
value
add
in
more
ways
than
one.
The
questions
that
you
folks
are
asking
and
I
I
would
be
remissed
co-chair
givens
chair
everyone.
D
If
I
didn't
talk
a
little
bit
about
the
context
by
which
this
conversation
in
my
mind
should
take
place,
and
that
is
what
we're
doing
in
the
state
of
kentucky
to
help
those
that
are
more
historically
disenfranchised
than
maybe
others
are
and
throughout
I
mean
you
know,
what's
going
on
with
the
pandemic
and
before
the
pandemic,
we've
had
a
drop
in
enrollment
over
the
last
many
years,
totally
in
kentucky
and
I'm
proud
to
say.
Let
me
give
you
some
numbers
here,
and
I
brought
this
for
you,
sir.
D
We
just
got
our
latest
report
and
since
we
implemented
for
an
example,
two
pillars,
I
call
it
one
was
the
performance
funding
model.
One
was
a
very
progressive
diversity
policy
that
we're
looking
at
how
we
can
serve
those
that
are
in
most
need.
You
know
the
people
of
color
that
we
have
that
hate
to
say,
but
coming
out
of
it
high
school
now
and
coming
out
of
k-12,
the
gaps
are
widening
more
than
I
feel
comfortable
with.
D
We
have
about
latest
data
showing
that
47
of
all
students
graduating
from
high
school
are
going
to
come
some
college
credential.
We
cannot,
by
no
stretch
of
the
imagination,
you
know,
create
a
strong
economy
without
a
strong,
talented,
educated
workforce,
and
so
we're
going
to
have
to
have
that
pipeline
stronger
somehow.
But
we
can't
do
it
if
our
gaps
are
widening
between
our
students
of
color
and
our
low
income
from
those
that
are
not,
and
so
I'm
proud
to
say
that
kentucky
the
latest
numbers
I'll
give.
D
You
then
I'll
introduce
my
ksu
colleagues
here,
but
we
just
got
our
progress
report
back
and
we're
showing
up.
You
know
from
the
last
latest
data
we
have
an
increase
with
1.8
percentage
points
for
a
public
university
and
graduation
rates,
4.1
for
kentucky
community
and
technical
colleges,
and
but
our
graduation
rates
among
our
underrepresented
minority
students
have
risen
by
4.3
percentage
points,
one
of
the
highest
gap,
closing
items
for
higher
education
in
the
country.
D
So,
although
we
are
going
down
in
enrollment,
we
are
increasing
in
graduation
rates
retention
rates.
We
had
a
fall
of
retention
rates
this
year
because
of
covet
and
we'll
figure
that
out-
and
we
are
figuring
that
out
as
we
go,
but
because
we
focused
heavily
on
what
we
needed
to
do
for
the
state
of
kentucky
and
getting
to
this
60
percent
of
educational
attainment
of
our
citizen
citizens
in
the
state
by
2030
and
that's
heavily
correlated.
I
can
show
you
all
the
data
for
all
your
data
geeks.
D
D
In
many
ways
you
asked
us
before
the
commission
was
in
place,
but
surely
here
I
just
left
a
healthcare
collaborative
meeting
where
I
was
meeting
with
all
the
healthcare
folks
from
across
the
state
and
all
the
higher
education
folks
from
across
the
state
and
with
a
generous
allotment
of
dollars
this
past
year
to
focus
on
health
care,
we're
doing
some
innovative
things.
We've
never
seen
in
kentucky
before
and
we're
going
to
continue.
This
and
part
of
that
is
to
increase
the
pipeline
of
also
our
under
represented
minorities
in
getting
into
health
care.
D
Quick
example
for
those
of
you
living
in
louisville,
95
percent
of
the
emts
in
louisville
are
white
as
an
example
serving
50
of
non-white
citizens.
So
there's
a
lot
of
reasons
to
think
about
equity
in
those
terms,
but
the
biggest
reason
I
argue
is
how
do
we
serve
the
needs
of
the
state,
and
the
argument
we
made
before
is
that
ksu
is
an
essential
part
of
this
conversation
in
more
ways
than
one
now.
We
obviously
are
very
thankful
for
the
dollars.
D
You
gave
us
to
help
ksu
to
not
only
get
stable
again,
but
the
allotment
of
dollars.
You
gave
us
to
help
create
some
innovative
designs
and
programs
to
help
ksu
really
to
become
a
leader
in
the
state,
not
just
a
wonderful
hbcu,
but
are
not
just
a
wonderful
1690s
land
grant
school,
but
an
institution
that
serves
the
state
and
the
capacity
of
a
great
higher
ed
institution.
So
I
did
want
to
start
the
conversation
out
before
I
turn
the
meet
over
to
president
johnson
and
his
team.
Just
to
say
that
we
appreciate
the
conversation.
A
A
D
A
And
if
the
others
will
introduce
themselves
for
the
record,
please
good
afternoon.
M
Chairwoman
heverin
and
co-chair
senator
gibbons
in
the
chamber.
I
am
darrell
burnett
chief
of
staff
of
kentucky
state
university.
I
have
by
zoom
our
interim
president,
dr
ronald
johnson,
and,
over
to
my
immediate
right,
is
dr
gerald
shields.
He's
the
chief
financial
officer
at
kentucky
state
university.
M
M
I
have
worked
already
at
six
other
hbcu
and
I'm
a
product
of
an
hbcu,
I'm
a
graduate
of
morehouse
college
in
atlanta
georgia
and
after
serving
22
years
in
the
united
states,
air
force
and
retiring
as
a
lieutenant
colonel.
I
just
wanted
to
do
something
to
go
back
and
help
out
our
hbcu.
Since
I
was
a
finance
officer
while
serving
in
the
air
force,
I
have
worked
at
six
other
hbcus,
primarily
those
that
are
having
financial
difficulties.
M
I've
spent
most
of
my
time
at
central
state
university
and
I'll
talk
a
little
bit
more
about
some
of
the
achievements
of
central
state
university,
grambling
state
in
louisiana,
as
well
as
winston-salem
state
university
in
winston-salem
north
carolina.
So,
there's
not
a
whole
lot
that
goes
on
on
an
hvcu
that
I
don't
really
haven't
experienced.
So
I'm
just
really
happy
to
be
here,
so
I
can
share
my
experience
and
do
whatever
I
can
to
move
the
needle
of
progressing
forward
at
our
institution.
M
M
We
had
an
annual
budget,
excluding
grants
of
over
200
million
dollars,
and
the
school
was
still
overspending
funds.
With
that
capacity.
Okay,
we
were
able
to
balance
the
budget
in
the
year
with
a
positive
reserve
and
to
close
out
various
different
audit
findings
that
had
been
open
over
the
last
three
years.
So
that
was
one
of
our
the
success
that
I've
been
involved
in
the
biggest
win
is
central
state
which
is
located
about
two
and
a
half
hours
north
of
here:
okay
and
it's
a
big
rivalry
of
kentucky
state.
M
M
Now
we're
doing
some
of
the
same
things
that
is
under
dr
johnson's
leadership
as
far
as
getting
a
strong
handle
on
the
finances
as
well
as
dealing
with
some
of
the
infrastructural
needs,
but
we
have
also
dealt
with
the
performance
metrics
that
are
similar
to
what
we
have
here
at
kentucky
state
when
it
comes
to
recruiting
students,
educating
students,
retaining
students
and
eventually
graduating
students,
because
those
students
become
residents
of
the
particular
commonwealth
or
the
state,
and
they
become
supporters
of
our
of
our
revenue
streams
coming
back
into
the
states.
M
So
as
far
as
kentucky
state
is
concerned,
I
would
like
to
first
of
all
thank
dr
johnson
for
recruiting
me
and
bringing
me
here
to
assist.
Also
representative.
I'm
sorry
board
of
regent
hatchet
had
a
chance
to
talk
with
him
and
as
well
as
aaron
thompson.
Dr
thompson,
I've
been
very
pleased
with
working
with
him
and
his
team
as
we
move.
The
progress
forward
with
the
institution
enforce
the
mandates
that
are
within
house
bill
250..
N
Well
good
afternoon
and
thank
you
for
the
opportunity
for
us
to
share
what
is
going
on
at
kentucky
state
university
ksu.
Before
I
begin,
though,
I'd
like
to
personally
thank
kathy
dystra.
N
She
and
the
family's
dollar
house
have
been
enormously
helpful
for
us
and
to
us
in
the
start
of
the
school
year
with
our
response
center.
When
I
landed
in
kentucky,
I
I
asked
about
various
ways
in
which
we
could
actually
leverage
the
assets
that
we
have
at
the
institution,
and
I
was
told
by
a
friend
hey.
Why
don't
you
contact
the
family,
scholar
house?
N
I
had
someone
on
staff,
do
so
and
they
came
in
rough
and
ready
and
actually
helped
us
get
through
the
the
process
of
opening
this,
the
campus
very
very
successfully.
N
So
I
want
to
thank
her
before
I
begin
I'd
also
like
to
mention
that,
of
course,
I
have,
and
before
you
two
important
colleagues
clearly
you've
heard
from
dr
burnett,
who
is
there
as
a
as
chief
of
staff
and
then,
of
course,
we
also
have
dr
shields,
who
joined
the
university
in
an
interim
capacity
in
january
of
this
year.
N
What
I'm
going
to
talk
about
is
enabling
an
intended
future
for
ksu
and
if
we
can
move
to
the
next
slide,
I'd
like
to
spend
just
a
moment
on
this
slide.
N
There
are
a
number
of
slides
in
in
the
in
the
deck
that
have
quotes
and,
and
I'm
not
going
to
go
through
all
of
them,
but
this
is
the
one
that
I
think
is
very,
very
important
and,
and
it
says
as
follows,
as
for
the
future,
basically,
our
task
is
not
to
foresee
it,
but
to
enable
it
that's
why
I'm
in
kentucky
at
kentucky
state
university?
That's
why
the
people
on
the
campus
are
there
and
clearly
is
why
individuals
that
I
have
asked
to
to
join
in
and
help
us
out.
N
Are
there
our
most
recent
addition
is
acting
vice
president
for
student
engagement,
dr
bridget
coleman,
she
joined
us
on
monday
to
help
us
bring
that
part
of
the
institution
into
in
line.
We
go
to
the
next
slide.
N
Okay,
so
today's
remarks
are
going
to
cover
four
areas:
restoring
ksu's
purpose
and
financial
viability,
ksu's
transformation
and
then
enabling
an
intended
future
for
for
for
ksu
and
then
I'll
end
with
just
some
some
comments
about
the
world
ahead.
We
can
go
to
the
next
slide
in
the
context
of
restoring
the
purpose
of
financial
viability.
N
We
begin
with
section
seven
of
hb27
hp,
250
and
then
we'll
talk
about
the
purpose
and
then
financial
impact
and
financial
viability.
So
if
we
can
go
to
the
next
line,
actually
we
could
skip
that
one
and
go
to
the
next
one
section
go
back
mike,
please
section.
Seven
of
hb
250
is
very,
very
clear.
N
If
you
look
at
the
middle
of
that
paragraph,
it
says
that
basically,
it
doesn't
basically
say
it
says
that
ksu
is
vital
to
the
well-being
of
kentucky's
post-secondary
education
system
and
the
students
that
serve
that
vitality
means
that
it's
actually
really
critically
important
to
the
commonwealth
of
kentucky,
because
if
we
move
individuals
from
a
situation
where
they
are
less
productive
to
a
situation
where
they're,
actually
in
productive
and
impactful,
we
improve
the
life
chances
for
every
person
in
the
commonwealth
of
kentucky.
N
So
if
we
go
to
the
next
slide,
we
could
actually
skip
the
next
slide
and
we
can
go
to
the
next
slide
here,
because
the
first
previous
slide
we're
doing.
I'm
sorry
go
back
one,
the
previous
slide.
Simply
no,
if
you
just
go
to
the
slide
that
follows
this
one,
I'm
sorry!
No
that
follows
it
goes.
Go
forward,
go
forward,
one
more
good.
N
The
slide
that
was
there
before
simply
laid
out
the
mission
statement.
Every
organization
that
that
is
functionally
helpful
has
to
have
a
mission,
but
buried
in
the
mission
is
its
purpose.
Sometimes
the
purpose
is
obvious
and
all
the
times
is
varied.
I
would
ideas
that
distill
the
purpose
out
of
that
mission,
and
that
purpose
is
that
kentucky
state
university
has
a
history
of
service
and
is
dedicated
to
empowerment,
and
that
then
leads
to
an
impact.
N
The
impact
that
I
just
described
a
moment
ago
when
we
talk
about
a
history
of
service,
kentucky
state
was
formed
and
funded
by
the
commonwealth
of
kentucky
in
1886,
with
the
purpose
of
taking
people
who
were
uneducated
and,
in
fact
did
not
even
have
an
understanding
of
personhood,
because
for
most
of
them
they
were
chatted,
no
different
than
a
desk
or
chair
and
taking
those
people
and
educating
them.
N
N
N
So
the
upper
left-hand
quadrant
is
a
quadrant,
that's
really
important,
and
in
order
for
that
to
work,
we
have
to
have
cost
containment,
of
course,
but
partnerships
outsourcing
cross-subsidization.
That
would
actually
come
from
the
lower
right-hand
side.
There
are
activities
that
the
institution
can
engage
in
that
generate
dollars
or
generate
essentially
funding,
but
don't
have
a
high
impact.
N
We
can
actually
engage
in
those
activities
that
help
cross-subsidize
the
activities
that
don't
generate
directly
the
financial
viability
together,
the
top
two
quadrants
and
then
the
bottom
right
hand.
Quadrant
is
where
the
game
is
played
next
slide.
N
So
now
we
want
to
talk
a
bit
about
transformation,
hb,
250,
section
one
subsection
one,
but
actually
section
one
in
its
entirety
really
speaks
to
this
transformation.
Question
and
transformation
involves
transformation
of
leadership
and
then
organizational
transformation,
I'll
talk
about
the
leadership
and
the
context
of
organizational
transformation,
so
I'll
actually
wind
up
skipping
that
slide.
N
But
if
we
go
to
the
next
slide
and
then
skip
and
go
one
more
slide
in
hb
250
section
one
subsection
one,
it
points
out
that
the
general
assembly,
essentially
the
both
the
governor
and
the
legislative
bodies
in
the
commonwealth
of
kentucky,
recognized
that
there
was
a
significant
lack
of
efficiency
and
effectiveness
in
the
instructional
and
operational
performance
of
the
ksu
and
as
a
consequence,
there
was
a
decision
that
an
appropriate
corrective
set
of
actions
should
be
taken.
And
so,
if
we
skip
the
next
slide.
N
Go
to
the
the
next
slide
up
there
right
there,
okay
and
so
transformation
organizational
transformation.
I
draw
your
attention
to
the
green
boxes
in
the
middle,
so
so
we
can
sort
this
out.
We
have
inputs,
then
we
have
activities
and
strategies,
those
are
programs,
academic
and
non-academic
programs.
N
Now,
if
we
go
to
the
top
of
don't
change
the
slides,
but
if
we
go
back
to
the
first
column,
where
it
says
inputs
and
just
go
to
the
top
of
that,
what
we're
talking
about
when
we
talk
about
here
is
transformation
to
improve
leadership
and
organization
and
to
increase
resources
of
partnership
down
below.
You
can
see
that
the
key
inputs
are
leadership,
organizational
structure,
resources
and
partnerships.
N
We
now
come
back
to
the
next
next
box
at
the
top.
When
we
talk
about
transformation
here,
we're
transforming
ksu
to
improve
what
it
does
in
order
to
provide
the
the
catalyst
for
influencing
the
people
in
organizations
that
must
be
affected.
We
go
down
to
the
bottom
of
that
box.
You'll
notice
that
the
stakeholders
are
involved,
the
faculty
staff,
students
and
they're
engaged
in
gathering
information
planning,
designing
and
implementing
help
and
distributing
outputs
go
to
the
next
to
the
last
box.
N
N
We
have
to
influence
them
in
terms
of
their
knowledge,
their
attitudes
and
their
behavior
with
respect
to
education,
so
that
they
can
actually
then
come
out
as
an
impact,
a
person
with
a
degree
and
ultimately
are
employed,
so
we
can
actually
go
skip.
The
next
slide
and
skip
that
slide,
okay,
go
one
more
slide,
so
that
brings
us
to
the
enabling
of
intended
future,
which
again
the
goal
is
effective.
Nope
go
back,
please
that
the
goal
is
to
essentially
achieve
what's
listed
in
section
7
of
hp
250.,
I
see
it
as
three
phases.
N
The
first
phase
involves
stabilization.
There
is
no
equilibrium.
You
can
just
forget
that
we
have
to
actually
get
the
stabilization
and
the
three
elements
of
stabilization.
As
I
and
my
colleagues
see
it
is
that
hb
250
section
one
all
of
those
requirements
which
also
includes
financial
contingency
must
be
met,
and
those
are
also
tools
to
allow
us
to
get
to
stabilization.
N
N
N
Once
we
get
through
the
performance
phase,
we
move
to
the
sustainability
phase,
which
is
stage
three
here:
hb
250
sections,
three
five
and
seven
requirements
are
to
be
met
and
three
is:
how
does
the
state
get
their
money
back?
Well,
it's
gotta
get
the
money
back
from
a
sustainable
institution
in
order
for
the
institution
to
be
sustainable.
The
two
main
areas
of
focus
we
have
to
improve
the
ability
of
ksu
to
attract
resources,
enhance
our
existing
programs
and
support
innovation.
N
The
road
ahead
involves
really
three
things:
you've
already
heard
from
my
colleague,
dr
burnett,
who
has
been
through
these
wars
before
I've
been
through
these
wars
in
countries
in
corporations
in
universities,
international
organizations,
so
I've
been
through
it,
I've
seen
it
and
and
and
understand
what
needs
to
be
done.
It's
not
gonna
be
easy.
N
I
said
that
the
decisions
are
going
to
be
tough,
but
again,
that's
the
reason
why
we're
here
at
this
point
I
will
conclude
my
presentation
and
and
turn
it
back
to
my
colleagues
or
essentially
back
to
the
committee
council.
G
Wonderful
presentation
had
a
chance
a
week
ago
to
have
a
similar
update,
more
of
a
financial
focus
that
we
had
about
a
week
ago
in
the
budget
review
subcommittee
and
and
mr
roberts.
I
want
to
direct
your
attention
to
this,
because
the
banter
early
in
the
education
committee
was
interesting
between
dr
shiels
and
dr
burnett
as
they
moved
into
a
conversation.
Was
it
army
and
navy
or
was
it
what
was
the?
What
was
the
back
and
forth?
There
was
a
little
concern.
G
So
a
lot
of
pride
there
exhibited
at
the
table
a
lot
of
pride
in
this
presentation
around
ksu
and
I'm
excited
about
what
the
future
holds.
I'm
confident
some
of
my
colleagues
are
going
to
have
some
questions
specific
to
that,
but
president
thompson,
the
numbers
are
something
that
I
want
you
to
say
again
because
there's
something
that
we
should
all
be
so
very
proud
of.
G
D
The
total
degrees
and
credentials
awarded,
as
you
all
know,
we
have
an
outcome:
funding
model
we're
up,
41.3
percent
in
underrepresented
minorities
versus
an
overall
increase
of
17.8
percent.
Now
you
have
to
understand:
we've
had
declining
enrollment,
but
these
are
outputs,
and
sooner
or
later,
this
declining
role
may
catch
up
with
us.
But
in
other
words
I
mean
I
don't
have.
I
I
didn't
bring
the
full
progress
before,
but
our
graduation
rates
are
up
gap.
Closing
our
retention
rates
are
up
almost
every
one
of
our
institutions,
except
for
this
kobe
deer.
D
We
just
get
the
latest
data.
You
all
know
what
happened
last
year,
but
before
that
we
were
up
around
80
retention
rate,
who
would
have
ever
expected
that
in
higher
education
you
know
in
four
years,
but
our
you
have
to
understand.
Our
community
and
technical
colleges
were
up
top
55,
but
we
had
closed
the
gaps
tremendously
in
that
area.
D
We
have
gaps
to
close,
but
you
have
to
understand
how
far
wide
those
gaps
as
dr
olaka
can
tell
you
phenomenal
gaps
that
we
and
I'm
proud
to
say
kentucky
right
now,
if
we're
not
leading
all
the
states.
In
closing
from
where
our
baselines
are,
we
are
clearly
one
of
the
leaders
so.
N
Well,
I'm
going
to
I'm
going
to
straight
a
little
bit
on
that.
To
give
you
an
example
of
some
of
the
zaniness
I
used
to
work
for
the
internet
as
a
monetary
fund,
and
one
of
the
countries
that
I
worked
on
was
new
zealand.
I
was
part
of
the
team
that
brought
you
the
modern
day:
new
zealand.
N
N
When
we
got
through
we,
we
helped
the
new
zealanders
privatize
their
central
bank
and
do
a
host
of
other
things,
but
one
of
the
craziest
things
that
was
going
on
when
I
was
there
was
that
they
had
an
organization
that
was
headed
by
a
woman
who
was
really
articulate
and
very
very
bright,
and
she
represented
her
organization
with
verve
corporations
were
trying
to
get
her
to
join
their
organization.
N
To
be
a
corporate
spokesperson,
you
know
what
that
organization
was.
It
was
called
the
unemployed
workers
union
and,
I
would
say
who
would
they
strike
against
okay,
so
I've
been
in
some
really
crazy
places,
argentina
in
1984,
after
the
military
collapse
and
and
just
before,
hyperinflation
began,
and
so
in.
This
is
not
a
it's
not
gonna,
be
a
cake
war,
and
I
use
those
examples
to
give
you
an
idea
of
what
has
to
happen.
N
You
actually
have
to
have
a
view
of
the
pathway
and
that's
what
I
presented
to
you
today,
clock
atlanta
university.
When
I
got
there
was
nowhere
near
in
the
state
that
this
institution
is
in,
but
nonetheless
it
had
a
lot
of
problems
and
at
some
point
it
would
wind
up
in
this
state.
N
But
when
I
got
through
working
with
our
team,
we
were
able
to
increase
our
our
enrollment
by
600
students
improve
the
first-time
first-year
student
retention,
most
of
the
students
there,
our
first
year
first
time,
grad
first
time
in
college,
moved
that
from
68
to
74.
N
We
even
got
the
six-year
graduation
rate
to
move
from
38
to
44
and
we
were
able
to
increase
our
revenues
where
our
revenues
were
slightly
above
our
expenses
to
where
we
had
revenues
that
exceeded
our
expenses
by
24
million
dollars
on
a
100
million
dollar
budget,
and
we
were
able
to
begin
the
process
of
because
it's
a
private
institution
tackling
deferred
maintenance
and,
as
a
result,
the
cash
position
that
that
was
in
in
place
when
I
got
there,
which
is
14
million
dollars,
was
up
to
27
million
dollars.
N
When
I
left
as
and
we
were
actually
fixing
things,
so
it
can
happen,
it
can
be
done
and
I've
done
it
and
I've
seen
it
or
been
part
of
a
team
globally,
as
well
as
in
the
context
of
higher
education
institutions,
and
I
I
would
like
you
know
again.
Dr
burnett
assured
some
of
his
experiences
and
in
his
case
in
ohio,
for
instance,
every
month
he
had
to
go
and
report.
He
can
talk
about
that.
M
Yes,
I
think
the
most
alarming
metric
that
I've
seen
is
retention.
M
Just
last
thursday,
we
pinned
over
500
incoming
freshmen
as
thoroughbreds
as
therapists
over
500
students,
and
when
you
look
at
over
the
last
two
years
that
incoming
freshman
has
been
around
500
students.
However,
when
you
move
from
their
freshman
year
to
your
sophomore
year,
the
ftds
dropped
down
to
roughly
over
roughly
around
250
or
lower.
So
we
gotta
find
our
we're
losing
about
60
percent
of
our
students.
Basically,
is
what
I'm
trying
to
say.
M
We
got
to
find
a
way
of
how
we
can
keep
our
students
there
until
graduation,
because
at
the
end
of
the
day,
the
students
are
getting
aid
from
various
different
sources,
but
when
they
drop
out,
they
not
only
leave
debt
to
the
federal
government.
They
leave
debt
to
the
institution,
anticipated
revenues
that
we
were
going
to
get
in
order
to
pay
their
payroll
and
all
the
infrastructural
needs
of
the
institution.
M
C
However,
each
each
college
has
its
own
significant
challenge
and
I
have
worked
at
five
different
hbcus
and
three
different
community
colleges
and
there's
a
lot
of
similarities
in
some
of
the
challenges
that
they
have,
but
at
the
same
time,
the
most
critical
one
that
I
found
as
cfo
is
dealing
with
accountability
and
the
accuracy
and
that's
what
I
am
going
to
definitely
get
established
here.
C
D
Thank
you.
You
asked
for
a
positive,
I
will
say
and
I'll
give
dr
johnson
and
his
team
a
lot
of
credit
they've
come
in
working
with
us.
Travis
is
here.
If
you
need
travis
powell,
if
you
need
more
information,
but
we've
had
good
conversations,
no
backing
off
of
what
we
needed
to
have
I
mean
and
hitting
at
heart,
and
that's
what
I
see
as
a
hope.
We
we've
identified
exactly
and
we're
we're
looking
at
this
within
the
bigger
context
of
the
state.
How
do
we
create
a
strong
student
success
infrastructure?
D
So
the
hope
that
I
have
senator
gibbons
and
you-
and
I
have
had
a
lot
of
conversations
around
this-
is
that
we
have
found
the
team
that
are
truly
willing
to
work
with
us
to
surely
celebrate
the
richness
of
what
ksu
has
brought
to
the
table
over
the
last
137
years
and
but
with
the
idea
that
the
road
of
head
is
creating
a
process
where
that's
going
to
be
even
stronger
than
the
last
137
years.
So
I
do
want
to
appreciate
the
camaraderie
that
we've
been
able
to
develop
in
a
fairly
quick
way.
F
Thank
you,
madam
co-chair,
and
thank
you
all
for
your
your
presentation.
I
have
tremendous
love
for
kentucky
state
university.
My
father
was
a
dean
there
for
20
years.
My
sister
was
a
graduate
from
ksu.
I
was
there
today.
As
a
matter
of
fact,
it's
a
big
welcome
back
event.
Today,
on
campus
I
was
there
visiting
with
my
fraternity
brothers.
I
got
to
set
up
a
booth
with
my
church.
I
have
a
deep
support
and
investment
for
kentucky
state
university.
F
I've
got
three
questions.
If
I
may,
madam
chair
depends
if
they're
good
I'll,
ask
the
first
one
then
she'll
decide
if
I
get
to
carry
on,
but
that
that
focus
on
that
particular
vein
in
terms
of
investment
and
support
for
ksu
long
term.
The
first
question
goes
to
this
organizational
transformation
slide.
F
I
won't
make
you
all
put
it
back
up,
but
it's
this
one
here
that
talks
about
inputs,
strat
activities
and
strategies
and
outputs
and
so
on.
It
says
that
the
sphere
of
control
is
focused
on
activities
and
strategies
and
outputs
for
inputs,
though
there
isn't
anything
listed
in
terms
of
who
who's
responsible.
For
that.
So
that's
my
first
question.
N
I
cannot
answer
for
that.
There's
a
host
of
of
components
to
that
question.
Certainly
we
have
under
at
kentucky
state
university.
We
have
our
board
of
regents,
okay,
it's
not
listed
here,
but
they're
part
of
the
leadership,
but
in
addition,
there
are
adjuncts
to
to
in
support
of
kentucky
state
university.
N
That's
cpe!
That's
under
partnerships
and
resources
come
from
two
principal
sources
or
really
three
sources.
One
source,
of
course,
is
the
commonwealth
of
kentucky.
Another
source
are
local
dollars
and
the
third
source
of
federal
dollars.
Now
we
hopefully
will
be
building
alternative
sources
of
funding,
but
those
are
the
three
principle
sources
of
funding
and
then
the
organizational
structure
that
has
been
inherited
may
not
be,
and
I
really
would
say,
is
not
the
organizational
structure
that's
going
to
get
us
where
we
need
to
go
now.
N
What's
missing
in
all
of
this,
is
that
when
I
talk
about
the
transformation
in
this
context,
this
this
slide
gets
repeated
over
and
over
and
over
again
sliders
in
this.
This
context
is
when
we
talk
about
stabilization,
we're
talking
about
the
slide
under
a
world
where
we
are
moving
to
implement
hb
250
section
one.
N
N
That's
when
we
get
to
sustainability
and
that's
where
the
entire
business
model
of
that
institution
is
now
evaluated
and
either
totally
fixed
or
replaced.
F
Ma'am
follow
up.
Madam
chair
first
question
seemed
okay:
I'm
going
to
wrap
then
my
my
next
two
into
one
regarding
this
phased
plan
that
you've
mentioned
the
three
different
phases
that
this
organizational
transformation
drives.
F
What
is
the
timeline
for
that?
How
long
does
that
take
and
how
does
the
presidential
search
fit
into
that
timeline,
because
this
is
kind
of
the
hard
part
of
this?
F
What
has
to
be
necessary?
Is
that
whomever
comes
in
in
a
permanent
capacity,
whatever
that
team
is
has
to
have
the
capability
to
to
carry
forward
depending
on
how
long
this
phase
goes
or
these
phases
go.
So
that
I'll
repeat
that
question?
What
is
the
timeline
for
these
three
phases
and
how
does
a
presidential
search
fit
into
that
timeline?.
D
F
D
Put
back
part
of
this
I'll,
let
president
johnson
take
the
first
two
parts.
The
back
part
of
it
is
that
this
is
surely
an
elephant.
We
have
to
bite
one
bite
at
a
time
we
have
to.
We,
you
have
to
you,
have
to
situate
in
your
house
and
sometimes
move
some
furniture
to
the
side
to
sweep
it
before
you
put
that
furniture
and
new
furniture
back
in
place
right
I'll.
Let
him
tell
you
what
time
frame
he
has
that's
because
he's
the
day-to-day
operational
stuff.
D
I
don't
think
we
we
will
get
to
a
permanent
president
when
we
feel
like
we
can
hand
that
over
to
her
him
in
a
manner.
In
my
opinion,
I'll
work
with
the
board
will
work
with
board
constantly
in
a
manner
that
truly
creates
the
dynamism
that
we
need
to
carry
forward.
This
was
not
hb.
250
covers
three
years,
no
doubt,
but
you
know
and
believe
me,
we
are
way
on
target.
Travis
can
tell
you
we're
on
target,
but
the
process
of
understanding.
D
From
my
viewpoint,
certain
pieces
of
this
timeline
is
going
to
have
be
a
lot
of
a
lot
of
independent
variables
to
that
dependent
variable
and
and
I'll.
Once
again,
let
president
johnson
and
the
chief
of
staff
answer
that,
but
from
my
viewpoint
at
least,
our
job
is
to
make
sure
that
we
had
to
get
students
in
place
that
wasn't
necessarily
in
hb
250,
but
they
were
coming
to
campus
right.
So
we
had
had
to
get
the
dorms
ready.
We
had
to
get
all
those.
D
D
How
do
we
use
our
towel
three
and
some
of
the
monies
that
the
legislature
gave
us
to
create
a
place
to
make
sure
these
500
students
end
up
having
an
80
retention
rate,
or
we
went
down
two
and
a
half
points,
a
77.7
retention
rate
like
the
rest
of
the
campuses
right.
So
I
I'm
not
trying
to
put
off
that
question.
What
I
am
saying
is
that
it
is
important
in
our
minds
to
really
do
one
thing:
if
you
try
to
do
the
road
ahead
before
you
do
the
other,
some
things
are
in
parallel.
D
N
No,
no!
No!
I
I
I
appreciate
that
because
I
think
it's
very
important.
Billy
joel
has
a
song.
We
didn't
start
the
fire
okay,
so
we
didn't
start
the
fire.
We
came
to
put
it
out,
but
then
we
also
came
to
do
something
else
and
that's
to
lay
a
road
map
to
the
future,
and
so
because
we
didn't
start
the
fire
I
got
here.
I
was
asked
to
come
here
on
on
june
28th
and
I
physically
came
to
town
on
july
5th.
N
N
N
If
this
were
a
different
setting,
without
some
of
the
constraints
that
exist
on
that
institution,
I
could
say
well,
you
know,
maybe,
six
months
to
six
to
nine
months,
we
could
actually
be
past
the
stabilization
point,
but
that's
kind
of
hard
to
do,
because
there's
so
many
areas
on
the
campus
that
need
to
be
fixed
and-
and
so
the
team
is
being
built
to
make
that
happen,
and
so
I
would
just
simply
say
that
what
dr
burnett
pointed
out
in
terms
of
his
experiences
at
in
ohio
and
in
mississippi
the
two
public
institutions.
N
N
Stabilization
is
what
we
have
to
do:
civilization
important
at
this
point,
because
the
institution
sits
on
this
thin
line
between
chapter
11
and
chapter
7..
Chapter
11
is
essentially
reorganization.
Chapter
7
is
dissolution,
and
so,
in
order
for
us
to
get
to
the
point
where
we
actually
are
performing,
we
have
to
actually
get
the
stabilization.
N
If
a
person
is
in
a
car
accident,
they
are
brought
into
the
or
and
first
they
have
to
be
stabilized
before
they
do
an
operation
and
that's
what
we're
doing
and
stabilization
sometimes
can
take
five
minutes,
and
it
can
take
a
lot
longer.
And
so
I
can
just
answer
your
question
that
way
that
those
are
the
things
that
we're
doing.
N
I
laid
out
what
I
believe
is
a
reasonable
phase
approach,
based
on
experience
and
based
on
my
now
sense
of
what's
going
on
at
kentucky
state
university,
and
but
we
have
come
before
this
committee
and
we
come
to
before
other
committees
and
I
believe
in
transparency,
we'll
share
what
goes
on
and
certainly
in
our
partnership
with
cpe.
We
have
shared
what
goes
on
and
how
we
plan
to
do
things.
M
And
I
will
real
quickly
like
to
echo
what
dr
johnson
said:
central
state,
the
new
president
started
july.
I
started
in
august
in
2012.
2015
the
state
of
ohio
released
the
school
off
of
fiscal
watch
2016.
M
It
was
awarded
the
top
hbcu
in
the
nation.
That's
106
institutions
across
this
across
the
country
in
2017,
the
female
president
was
named.
The
top
leader
of
all
hbcu
cus
in
the
country,
so,
as
you've
heard
around
three
to
four
years,
is
a
timeline
that
it
would
take
no
one
to
stabilize
but
also
begin
to
build
those
infrastructures
that
will
make
sure
that
we're
meeting
the
mission
of
the
institution.
A
J
I
would
like
to
say
first,
dr
lenka
took
my
question,
but
I
do
have.
I
do
have
another
a
question,
but
first
I
do
want
to
say
that
my
I
know
you
guys
have
mentioned
the
military
earlier.
My
father
is
a
twin.
He
since
passed
away
and
he
was
in
vietnam
and
because
he
was
a
twin
one
of
them
were
allowed
to
come
home
and
he
had
no
ged,
but
he
was
allowed
to
come
home
and
his
twin
brothers
stayed,
and
so
he
wrote
all
over
to
go
to
college.
J
He
really
wanted
to
go
to
college
and
ksu
said.
Even
without
your
ged,
we
will
give
you
one
semester
and
see
how
well
you
do
well.
He
went
on
to
graduate
from
kentucky
state
university.
So
thank
you
because
I
went
on
to
graduate
as
well
not
from
ksu
but
from
the
university
of
colorado,
but
my
father
was
one
of
the
first
people
that
I
ever
saw
have
a
college
degree
which
is
still,
although
he's
passed
away
on
his
wall,
and
he
was
so
proud
to
graduate.
So
thank
you
for
giving
him
that
opportunity.
J
I
did
want
to
just
quickly
ask
about
the
retention
rate,
which
seemed
like
it
went
down
to
half
for
the
students
and
what
is
in
place
to
kind
of
keep
the
students
at
the
university.
I
am
a
strong
believer
in
hbcus,
and
I
know
that,
in
order
for
hbcus
to
succeed,
the
state
must
see
the
value
in
historically
black
institutions
and
this
sense
of
belonging
that
black
people
typically
have
to
be
around
people
that
look
like
them.
N
Yeah
well,
one
of
the
things
that's
important
to
understand
is
that
admissions
standards.
Every
institution
has
admission
standards,
even
if
they're
open
to
mission,
but
there's
a
difference
between
admissions
and
admit
admittance
and
that's
something.
That's
really
important.
N
At
clark
atlanta
university,
the
average
high
school
gpa
coming
into
the
school
when
I
got
there
was
three
point:
nine,
nine,
eight
and
but
we
moved
it
up
to
three
point:
two:
seven,
of
course
we
said
emission
standards
was
not
open.
Enrollment.
Three
point:
three
three
point:
three:
seven:
the
average
sat
verbal
and
math.
N
We
raised
it
by
100
points
and
by
doing
that,
we
actually
created
a
wait
list,
grew
the
enrollments
by
600
students
and
improve
the
retention
and
ultimately,
graduation
rates
move
the
institution
from
number
18
among
hbcus
down
to
13.
hard
to
break
the
top
ten,
because
you
got
morehouse
and
spelman
and
howard,
it's
real
tough
to
get
in
there,
but
brought
it
all
the
way
down.
N
Now.
The
issue
then,
is
who
are
you
bringing
in?
Well?
If
you
took
an
x-ray
of
the
students
that
we
brought
in
at
clark
atlanta
university
and
when
I
got
there,
74
of
the
students
were
pell
eligible
when
we
made
the
changes,
72
percent
of
the
students
were
pell
eligible,
so
we
did
not
change
the
the
economic
socio-economic
condition.
We
actually
established
admittance
policies,
and
so
a
word
that's
been
used
in
this
in
this
gathering
today
is
very,
very
important.
N
It's
the
last
word
I'll
mention,
but
the
first
word
the
the
characterization
is
that
we're
looking
for
people
with
intellectual
vitality
and
intellectual
vitality
has
three
components
to
it.
The
first
component
is
curiosity,
curiosity
for
intellectual
knowledge,
curiosity
for
something
of
one
to
know
something
about
the
world,
not
just
in
your
neighborhood.
N
N
So
we're
looking
for
people
who
have
curiosity,
passion
and
grit
grit
means
that
you're
willing
to
go
out
and
do
something
about
it
yourself
and
that's
how
you
actually
begin
the
process
of
fixing.
Now
that
doesn't
mean
that
people
who
come
from
families-
and
this
is
a
first
generation-
I'm
a
first-generation
person-
don't
need
additional
wrap-around
services.
N
But
if
you
don't
have
those
initial
conditions,
it's
very
very
difficult
back
in
2018,
I
gave
a
presentation
to
the
business
community
in
rochester
and
it
was
on
the
relevance
of
hbcus
and
I
ended
with
the
following
and
I'll
end
this
with
this
I
said
every
one
of
you
know
the
person
that
I'm
talking
about
that
person
could
not
see
could
not
hear
and
could
not
speak,
but
somehow
that
person
could
learn
and
in
fact
that
person
learned
and
they
were
able
to
actually
give
speeches
to
write
books.
N
Now
I
said
to
those
people
in
in
rochester
that
she
could
learn,
but
I'm
not
a
miracle
worker.
I
can't
work
with
that
person.
I
couldn't
help
helen
keller,
so
I
have
to
know
who
I
can
help
and
I
just
described
to
you
that's
who
ksu
can
help.
And,
interestingly,
even
in
the
case
of
your
father,
your
father
had
those
characteristics.
N
E
Thank
you,
chairman
I'll,
keep
it
brief.
It
touches
upon
and
really
piggybacks
on
what
miss
drake's
question
was,
and
it
was
raised
by
the
sort
of
alarming
statistic
that
you,
dr
burnett,
mentioned
about
the
retention
rate
between
the
first
and
second
year.
E
Yes,
I
and
given
the
newness
of
everyone
presenting
thank
you
first
of
all
for
being
here,
you
may
not
have
these
answers,
but
if
you
could,
you
know
at
any
later
point
provide
them
to
the
committee
or
to
me,
I'm
curious
to
know
if
there
is
a
percentage
breakdown
or
any
way,
we
can
find
out
the
reasons
for
people
not
being
able
to
make
it
through
to
the
second
year
whether
it's
financial
is
it.
I
know
you
mentioned.
There
was
a
lot
of
different
types
of
aid.
E
Is
it
financial
to
some
degree?
Is
it
you
know
dr
johnson
mentioned
and
and
hearkening
back
to
miss
drake's
father
first
generation?
It's
tough
going
to
college
right.
These
are
young
folks
that
maybe,
for
the
first
time
in
their
lives,
are
on
their
own.
Maybe
in
a
new
place,
have
you
know
kind
of
control
over
their
time
and
their
destiny
within
the
parameters
of
college?
E
In
terms
of
support,
some
of
them
may
have
support
family
friends.
Some
of
them
may
not
have
any,
and
so
the
first
question
was:
what
is
the
reason
like?
Can
we
get
some
data
on
why
people
get
there
the
500
that
get
there,
but
then
cannot
make
it
through
their
second
year
and
then
what
kinds
of
mentorships
or
externship
programs
do
you
all
have
for
those
folks
that
don't
have
that
family
or
friend,
structure
for
support
that
you
all
can
provide
and
also
connecting
them?
D
Well,
let
me
answer
a
part
of
that,
but
part
of
the
data
you
can't
find,
because
people
leave
and
don't
tell
you
why
now
some
you
can
find
out,
but
let
me
give
you
a
general
element.
I
was
the
interim
president
ksu
in
16
and
17,
and
I
did
exactly
what
you
asked
a
couple
of
things.
D
One
is
that
if
a
student
happens
to
leave
the
first
year,
20
percent
of
it
is
due
to
academic
reasoning,
reasons
like
they
didn't
make
it
much
of
it
is
due
to
a
social,
emotional
and
cultural
misfit.
We
told
him
we
could
do
one
thing
and
then
couldn't
provide
it
for
him.
Okay,
so
that's
when
you
see
the
biggest
drop-off,
if
people
normally
don't
make
it
in
the
sophomore
and
junior
year,
they
no
longer
see
the
value
of
college
or
number
two.
D
They
have
financial
difficulties
right
if
they
leave
in
the
senior
year
once
again,
they
normally
huge
amount,
don't
see
the
need
for
it.
That's
why
we
have
to
have
more
internships,
externships
co-ops,
apprenticeships,
all
those
other
elements.
The
item
that
we
know
for
sure
and
I'll
give
you
a
quick
example
of
what
happened
when
I
took
over
higher
ed
first
thing
I
did
was
get
rid
of
all
developmentally
ed
courses.
You
know,
and
people
wrote
up
bad
things
about
me
because
we
were
given
these.
We
were
promising
something
we
couldn't
deliver
on.
D
We
were
putting
them
in
these
non-credit
bearing
courses
and
about
and
guess
who
ended
up
in
those
non-credit
bearing
courses
a
lot
low
income,
people,
first
generation
people,
people
of
color,
just
like
me,
and
we
were
having
about
a
35
success
rate,
and
so
we
told
the
colleges,
universities,
you
can
accept
those
kids,
but
you
have
to
give
them
the
right.
You
have
to
give
them
tutoring,
mentoring,
study
tables.
D
You
have
to
give
them
an
opportunity
to
have
skin
in
the
game
to
have
grit
and
that
so
we
jumped
from
that
to
about
a
75
success
rate
of
those
same
people.
They
were
not
only
successful
in
the
course
they
were
taking
that
they
were
30
successful
in
by
the
way
they
got
grades
and
credits
for
those
courses.
But
the
next
course
is
above
and
then
those
kids
out
did
those
that
didn't
have
the
developmental
need
before
so
bottom
line.
D
It
is
about
admittance,
true
enough,
but
it
is
also
about
providing
the
kids
there's
two
things
we
know
in
student
success.
Research.
One
is
that
for
a
kid
to
have
grit
an
opportunity
to
succeed,
they
need
to
identify,
be
able
to
self-actualize
and
identify
what
they
don't
have
to
be
successful
and
number
two
how
to
go
about
finding
what
they
need
to
be
successful.
D
That
would
allow
them
to
have
that,
and
let
me
tell
you,
the
mental
health
needs
are
increasing
more
every
day.
59
of
the
kids
are
coming
out
of
k-12.
Now
that's
been
diagnosed
with
the
mental
health
issue
are
getting
no
assistance,
so
I
mean
we've
got
a
lot
of
inputs
that
are
happening
and
by
the
way,
if
you
tend
to
fail
out
academically,
it's
not
normally,
because
I
mean
it
could
be
that
you're
not
prepared,
but
normally
there's
some
other
items
that
are
influencing,
that
they
decide
not
to
go
back
to
class
again
or
whatever.
D
M
Yes,
dr
thompson
just
stole
my
thunder,
that's
exactly
the
infrastructure
is
there
we
just
make.
We
have
to
make
sure
that
it's
effective.
This
cohort
of
517
new
incoming
freshmen
gives
us
the
opportunity
to
understand
what
those
challenges
are
that
he's
mentioned,
and
then
we
can
be
able
to
put
those
resources
in
place
to
ensure
that
they're
successful
as
they
migrate
or
gravitate
towards
graduation.
N
I've
just
had
one
last
piece
of
that,
and
that
is
that
it's
important
to
note
that
not
all
the
people
that
leave
leave
the
the
university
leave
in
a
bad
in
bad
shape,
the
you
know
the
conditions
of
the
university
itself.
The
physical
plant
also
plays
a
role.
If
I
high
school
and
my
high
school
laboratory
is
in
better
shape
than
the
laboratory
at
the
university,
then
I'm
going
to
look
to
transfer
out.
So
it's
a
it's
a
double-edged
sword.
That's
why
it's
hard
to
give
you
a
precise.
N
You
know
day
that
we're
going
to
be
able
to
deliver.
We
have
to
actually
get
these
pieces
all
put
together
online
so
that
we
can
actually
then
say
that
we
actually
have
in
place
what's
needed,
and
so
I
just
would
say
to
you
that
it
is
important
that
we
we
look
at
this
from
the
standpoint
of
acquiring
students
and
then
the
lifetime
value
of
those
students
and
the
lifetime
value
of
those
students
for
kentucky
state
university
is
bringing
someone
in
and
getting
a
place
and
an
opportunity.
N
Clearly,
if
we
are
able
to
do
that,
then
down
the
road,
you
can
extend
the
lifetime
value
where
that
person,
then
winds
up
coming
back
and
giving
back
to
the
institution
as
a
from
a
charitable
perspective.
But
the
first
thing
is
we
get
the
first
path
fixed.
I
know
that
we've
extended
our
time,
and
so
I
appreciate
again
the
opportunity
today.
A
A
If
you
can
go
ahead
and
make
your
way
up
here
and
introduce
yourself
for
the
record,
I
do
want
to
remind
commission
members
that
a
link
to
dr
polio's
presentation
to
the
interim
joint
committee
on
education
was
emailed
to
members
last
week,
so
dr
paglio
will
not
be
presenting
anything
we'll
go
into
go
straight
into
question
and
answer
so
once
you
introduce
yourself,
I'm
going
to
turn
it
over
to
co-chair
givens
and
he's
going
to
kick
us
off
sure.
K
K
Most
of
the
things
that
happened
in
the
district
were
happening
the
same
as
40
years
before.
That's
not
good
for
any
organization,
and
it's
clearly
not
good
for
a
school
district
who
has
significant
outcomes
that
need
to
be
improved
and
achievement
gaps
that
exist.
We
started
what
we
called
our
future
state
in
2019,
which
is
six
major
areas
to
change
in
order
to
change
outcomes
for
jcps
and
significantly
eliminate
the
achievement
gap.
We
began
that
work.
K
Unfortunately,
the
following
spring,
we
went
into
covid,
which
has
been
the
better
part
of
two
or
three
years,
but
very
proud
of
the
steps
we
are
taking,
including
student
assignment,
which
I
believe
the
student
assignment
plan
in
jefferson
county
public
schools
was
the
most
in
racially
inequitable
system,
quite
possibly
in
any
school
district
in
america,
and
so
it
was
incumbent
on
us
to
make
that
change.
We've
made
that
change.
It
will
begin
next
fall.
I'm
excited
to
answer
your
questions.
K
I
think
it
is
one
of
the
most
important
and
substantial
changes
that
have
made
in
our
district
in
the
past
50
years.
Look
forward
to
the
changes
that
will
be
brought.
That
is
one
piece
of
the
future
state.
We
have
five
other
parts
as
well
legs,
so
to
speak,
that
we're
changing
in
jcps
so
happy
to
answer
any
questions.
A
K
A
K
G
Passed
out
to
members
and-
and
you
can
sense
from
the
tone
and
the
tenor
of
our
conversation,
the
committee
today,
we
delve
into
things
at
a
deeper
level
than
a
lot
of
the
committees.
Will.
This
is
more
of
a
commission
than
a
committee.
We
have
latitude
to
to
go
places
and
and
linger
longer
than
sometimes
others
do,
and
you
can
sense
from
from
being
in
the
room
and
listening
to
conversation,
we
have
some
exciting
topics.
We're
working
through
and
on,
and
this
focus
on
education
brings.
K
Sure
and
I'll
start
by
saying,
first
of
all
across
america,
the
correlation
between
academic
success
on
our
state
assessments,
not
just
in
jefferson
county,
not
just
in
this
commonwealth
of
kentucky,
but
all
over
america
correlates
very
closely
with
free
and
reduced
lunch.
There
is
no
doubt
about
that
and
really
significant
poverty,
so
free
and
reduced
lunch
is
probably
not
a
great
measure.
K
However,
as
you
said,
we
do
have
assessment
scores
that
are
taken
each
year.
The
past
two
or
three
years
have
been.
I
don't
know
what
the
right
word
is
difficult
to
assess
because
of
the
pandemic.
So,
as
you
have
passed
out,
1819
is
probably
the
most
valid
data
at
that
time,
but
essentially
students,
third
through
eighth
grade
and
then
mostly
10th
and
11th
grade
in
high
school,
take
reading,
math
science,
social
studies
and
or
writing
depend
upon
their
grade.
K
G
G
K
Sure
so,
if
you
just
look
at
the
proficient
slash,
you
can
see
all
four
categories
there,
novice
apprentice,
proficient
distinguished,
you
can
see
the
number
of
students
tested
in
each
area,
but,
as
you
can
see,
the
non-economically
disadvantaged
disadvantage,
which
are
the
non-free
and
reduced
lunch
proficiency
or
distinguishes
of
reading,
is
53.8
percent
of
the
students
and
then
economically
disadvantaged
is
about
one
out
of
four
25.2
are
proficient,
and
so
you
know
I'll
reiterate,
senator.
I
think
that
you
know
this.
K
These
gaps
between
advantaged
and
disadvantaged
and
black
and
white
students
are
unacceptable
and
we
have
to
say
that,
and
that
was
the
purpose
of
our
future
state.
But
there
is
no
doubt
that
correlation
exists
in
really
every
county
across
this
commonwealth,
but
there
is
a
stark
gap
in
jefferson,
county.
G
G
K
Well,
I
would,
I
would
say
this
that
you
know
portland
has
been
a
very
successful
school.
They've
done
amazing
work,
so
I
would
say
nothing
to
disparage
the
work
of
portland
elementary.
It's
been
a
fantastic
school
for
many
years,
but
I
still
will
say
the
trauma,
the
poverty,
the
absolute
challenges
that
a
staff
at
wheatley
may
face
in
order
to
meet
the
needs
of
the
kids
is
it
is
very
high,
and
so
you
know
once
again
I'll
say
this
senator
11.9
percent.
You
know
proficient.
K
We
can't
say
that
that
that's
okay-
and
that
is
the
point
of
us
changing
the
biggest
part
of
our
change
along
with
student
assignment-
is
resourcing
these
schools
better,
and
so
what
we
have
not
done
in
the
past
is
resource.
Our
high
poverty
schools,
so
wheatley
may
be
funded
very
similar
to
a
school
like
norton
commons,
which
is
one
of
the
top
performing
schools
in
the
state,
and
that
can't
be
the
case.
So
what
we
added
to
this
school
choice
plan
was
also
to
pay
teachers
anywhere
between
eight
to
fourteen
thousand
dollars.
K
More
to
teach
at
wheatley
principal
would
be
paid
ten
thousand
dollars
more
to
be
a
principal
at
wheatley,
elementary,
an
additional
seven
hundred
and
fifty
thousand
dollars
to
support
wraparound
needs
for
a
school
like
wheatley,
which
the
wrap
around
needs
is
is
immense,
as
you
heard,
I
think,
from
the
presentation
from
kentucky
state
as
well
and
so
meeting
those
needs
is
critical,
so
student
assignment
plan
for
us
was
not
just
about
you
know
what
kids
are
in
what
buildings
it
is
about
resourcing
our
high
poverty
schools-
and
I
can
say
this
without
a
doubt
that
I
believe
where
children
have
the
least
amount
in
their
homes.
K
G
So
I'm
excited
to
hear
about
your
effort
to
staff
those
schools,
because
talent
in
the
classroom
makes
all
the
difference
we've
known
as
education,
policymakers
as
an
education
leader.
You
know
it
already
the
best
facility
with
the
worst
teacher
little
movement,
the
worst
facility.
With
the
best
teacher,
we
can
move
children
correct.
K
G
About
the
talent
in
the
classroom,
we
were
excited
to
give
you
the
latitude
some
years
ago
in
policy
that
started
on
the
senate
side
to
be
able
to
do
some
differentiated
pay
for
those
high
need
areas
like
you're
like
you're.
Now
doing.
Are
you
starting
to
see
the
dollars
attract
talent?
Are
you
starting
to
see
people
say
I'll?
Take
the
challenge,
because
I'm
I'm
dedicated,
I'm
talented
and
I
want
the
money.
Are
you
seeing
a
move
there.
K
Well,
I
want
to
be
clear
here
that
I
don't
want
it
to
be
necessarily
just
about
money.
You
know,
as
a
former
principal
of
what
was
considered
at
that
time,
a
priority
school,
a
csi
school
one
of
the
lower
performing
schools
in
the
state
dos
high
school.
What
I
wanted
more
than
anything
were
teachers
who
had
a
hunger
to
do
the
work
and
a
will
to
to
meet
the
needs
of
kids
with
challenges.
K
K
That
is
not
a
strong
position
to
be
in
as
a
school
leader
where
you're
trying
to
turn
around
the
ship.
Meanwhile,
you
only
have
one
applicant
for
your
math
teacher
opening
and
so
more
than
anything,
the
desire
is
to
get
more
choice
and
selection
for
the
principal
to
be
able
to
judge
a
teacher's
ability,
but
also
their
will
to
do
the
work.
What
we've
implemented
the
past
three
years
was
about
a
fifteen
hundred
dollar
stipend.
K
It
just
wasn't
enough
to
attract
teachers
to
go
there
and
stay
there,
so
it
was
a
first
step,
but
now,
with
our
new
contract
that
will
be
in
august,
teachers
in
these
schools
that
you
have
listed
here
will
be
getting
eight
eight
thousand
to
fourteen
thousand
dollars
additional
funding
based
upon
how
long
they
choose
to
stay
in
that
choice-owned
school,
and
I
will
say
this,
the
hardest
part
of
being
a
principal
in
one
of
these
schools
is
staff
turnover.
K
You
know
having
stability
of
staff
that
stays.
There
is
critical
for
success
and
I
believe
that's
what
will
happen.
I
mean
we're.
Gonna
have
to
evaluate
it
and
see.
Is
this
the
right
money?
Does
it
hit
it?
You
know
the
bull's-eye,
but
having
selection
for
the
principal
and
then
also
saying
all
right,
we're
going
to
have
stability
so
year
after
year.
A
principal
is
not
trying
to
train
a
new
faculty
and
staff.
G
K
Correct-
and
you
know
some
people
say
it's
just
veteran
teachers.
Yes,
any
quality
school
teachers
know
this
is
a
mix
between
veteran
teachers
who
have
the
experience,
and
maybe
young
teachers.
You
know
who
are
just
coming
in
and
they
need
those
people
to
mentor
them.
You
can't
have
just
all
brand
new
teachers
in
a
school
building,
but
what
I
want
is
to
hire
our
best
leaders
in
these
schools
and
give
them
the
flexibility
and
the
pool
to
say
what's
the
best
fit
for
this
particular
opening,
and
we
have
multiple
opportunities
to
choose.
K
So
let
me
give
an
example.
First
and
foremost
we
have,
if
you
have
not
heard
of
the
academies
of
louisville,
we
have
the
academies
of
louisville
in
our
high
school,
which
has
about
150
business
partners
that
go
into
our
schools,
they're
lined
in
career
academies.
It
is
essentially
new
21st
century
vocational
education,
career
and
tech,
ed
for
every
student,
in
the
building
being
in
a
career
academy.
K
So
that's
a
huge
jump
for
us,
but
there
is
no
doubt
it
takes
time
to
see
this
covid
is
kind
of
reset
where
we
have
to
be
now
to
to
you
know,
I
I'm
fairly
certain
and
confident
to
say
that
kovid
has
impacted
low-income
students
at
a
greater
rate
than
high-income
students.
G
A
J
To
see
you,
I
wanted
to
ask
you,
and
especially
looking
at
the
numbers.
Of
course
we
know
each
other.
You
know
I
am
a
lifelong
reader
and
writer.
I
think
an
excellent
writer
is
a
phenomenal
reader
and
looking
at
the
schools-
and,
of
course
we
know
all
of
this
conversation
that
we
are
having
around
crt
and
what
is
taught
in
schools
and
kids
learning
about
themselves.
J
One
and
I,
when
I
graduated
even
through
college,
I
never
read
a
book
by
a
black
author
until
I
was
out
of
college,
and
so
I
know
that
you
understand
sense
of
belonging
and
how
that
impacts,
even
kids,
wanting
to
be
in
school,
let
alone
read
some
of
the
books
and
so
is
jcps
committed
to,
or
will
they
commit
to
students
having
a
diverse
education
so
that
they
can
see
themselves
in
the
books
that
they
read
and
the
teachers
that
they
have
and
the
artwork
that's
on
the
wall,
because
that
would
make
me
want
to
read
a
book
if.
K
K
So
I
mean,
first
and
foremost
when
you
stand
up
and
read
a
poem
for
the
students
at
grace
james.
I
think
that
means
a
lot
to
them.
Without
a
doubt.
I
mean
they
see
themselves
at
grace,
james
academy,
which
I
think
was
seems
like
a
year
ago,
but
was
just
two
or
three
weeks
ago.
So
thank
you
for
that,
first
and
foremost.
But
yes,
without
a
doubt,
we
are
making
we've
made
that
commitment.
K
We
have
a
racial
equity
policy
that
we
implemented
in
2018
sense
of
belonging
to
me
is,
and
research
shows
this
some
debate
this,
I
think,
there's
very
little
debate
that
when
a
feeling,
a
sense
of
belonging
in
a
school
does
not
guarantee
success,
but
having
no
sense
of
belonging
in
a
school,
almost
guarantees
failure,
and
so
what
we
have
had
in
jcps-
and
this
is
where
so,
yes,
without
a
doubt,
students
seeing
themselves
in
the
curriculum
in
books
that
they
read
is
critical
as
well
as
in
our
student
assignment
plan
and
it's
important
to
note.
K
95
percent
of
the
students
that
were
bussed
out
of
their
community
to
achieve
diversity
in
jcps
schools
were
black
students
from
west
louisville,
95
percent,
so
from
76
to
84.
Students
were
bus,
both
ways
east
to
west
west,
to
east
south
west
west
south
same
in
1984,
the
district
pivoted
and
said
we
can't
do
that
politically
anymore.
F
Good
to
see
you
as
well,
dr
polio,
I've
got
two
questions
and
I
always
want
to
preface
this
first
question
with
the
fact
that
I
understand
that
teaching
is
hard.
Education
is
difficult.
I
was
a
teacher,
my
first
job
out
of
college
top
middle
school
math
in
a
low
income
middle
school
in
north
city,
st
louis,
would
you
like
a
job?
Yes,
I
was
going
to
say
you
all
are
certainly
have
a
shortage
right
now,
so
this
this
question
may
may
come
as
an
awkward
one.
F
You
mentioned
the
the
positive
things
that
you're
looking
to
do
for
to
incentivize
good
leaders
to
incentivize
good
principles.
You
mentioned
some
about
performance,
pay
and
monies,
and
that
kind
of
thing
my
question
is:
on
the
opposite
side.
F
Who
is
not
willing
to
do
the
work,
somebody
who
does
not
care
about
the
kids
that
they
teach
somebody
who
does
not
have
a
vested
interest
in
the
curriculum
and
getting
better
at
their
craft?
Again,
it's
a
it
becomes
a
controversial
thing
to
say
that
somebody
who's
in
a
very
service-oriented
job
is
not
good
at
it.
F
But
we
both
know
there
is
such
a
thing
as
a
bad
teacher,
again,
very
specifically
defined
as
somebody
who
does
not
care
about
doing
the
difficult
work
of
teaching
somebody
who
does
not
care
and
is
not
invested
in
love
on
the
kids
that
they
teach
and
somebody
who
is
not
invested
in
the
curriculum
and
the
craft,
the
pedagogy
in
which
they
are
supposed
to
be
teaching
kids
in
the
classroom.
What
are
you
doing
to
hold
them
accountable
to
either
get
better
or
to
help
them
find
something
else
to
do.
K
Yeah
well,
first
and
foremost,
I
have
to
preface
this
by
saying:
there's
there's
not
many
people
who
have
been
in
every
jcps
school.
I
don't
know
many
other
than
it
took
me
two
years
to
get
in
all
155
schools
in
jcps
and
when
I
say
in
that
doesn't
mean
just
walking
in
the
lobby.
That
means
spending
two
or
three
hours,
two
full
years
to
do
that.
So
I
have
been
blown
away.
I
have
to
say
this
by
how
impressive
the
teachers
and
the
staff
in
jcps
have
been.
They
work
extremely
hard.
K
You
know
when
having
to
face
difficult
challenges.
Our
free
and
reduced
lunch
in
jcps
has
gone
up
16
in
the
last
decade
and
a
half.
So
first
of
all,
that
should
be
a
call
to
action
for
the
city
of
louisville
that
we
have
gone
from
54
to
70
percent,
free
and
reduced
lunch
in
our
city.
That's
a
problem,
but
just
like
any
profession
there
are.
K
You
know
it's
similar
to
that
bell,
curve
where
there
are
great
ones
and
most
are
in
the
middle
and
then
yes,
there
are
some
that
need
to
look
to
other
careers,
and
I
think
that's
pretty
clear.
I
will
say
this
my
message
to
most
of
our
prints
to
our
principals.
K
Our
principals
are
the
ones
that
are
on
the
ground
working
with
teachers,
and
it
has
changed
because
we
have
such
a
lack
of
a
pool
right
now
that
a
principal
has
to
say
if
I
move
this
person
out,
who
is
going
to
be
there
to
replace
them,
but
my
message
to
them
and
we
work
with
them
on
it's.
A
will
and
skill
thing
at
this
point
in
the
battle
will
to
me
is
much
greater
at
this
time
than
skill,
and
so
yes
will
and
skill
makes
the
perfect
one.
K
But
if
someone
has
the
will
to
work
with
kids
the
passion
the
relationships
willing
to
get
better,
then
we
will
work
with
them
and
I
think
we've
shown
that.
But
there
are
times
yes
where,
especially
when
there
might
be
that
lack
of
will,
which
I
think
you're
talking
about
more
than
the
skill
point
where
principals
do
say,
move
them
on.
I'm
sorry,
you
know
this
is
not
either
not
the
district
for
you
or
the
profession
for
you,
yeah.
F
Second,
quick
follow-up,
if
I
may,
because
it
my
second
question-
builds
off
of
the
one.
I
just
asked
a
lot
of
the
challenges
that
exist
in
in
jcps.
As
you
mentioned,
a
lot
of
teachers
can
put
in
a
lot
of
effort,
but
if
you
have
70
percent
of
your
students
come
from
a
low
income
background,
as
defined
by
free
and
reduced
lunch.
There
are
additional
challenges
that
that
teachers
and
principals
need
to
work
with
again.
F
If
you
come
from
a
family
or
community,
where
you
have
to
try
to
figure
out
where
your
next
meal
is,
there
could
be
trauma
that
impacts
you
in
the
classroom,
as
in
potentially,
you
aren't
able
to
focus
as
much.
If
you
come
from
a
neighborhood
where
there
is
violence
at
night,
you
come
to
school
sleepy
any
of
us
who
are
adults
who
have
been
in
meetings
where
we
get
sleepy.
F
We
don't
get
the
information
well,
if
you're
12,
that
means
you
don't
get
the
content
in
terms
of
how
to
learn
how
to
comprehend
reading
or
how
to
comprehend
stories.
Based
on
reading,
you
don't
have
a
deepened
understanding
in
terms
of
your
mathematical
concepts:
science,
social
studies
whatever
it
is.
This
isn't
because
that
you
are
a
bad
student.
F
This
isn't,
because
you
don't
want
to
learn
it's
because
there
are
different
things
impacting
you
that
make
it
difficult
for
you
to
concentrate
if
you're
in
a
school
that
has
a
majority
of
students
who
come
from
that
same
challenging
background
again,
because
the
trauma
associated
with
poverty,
it's
not
the
student's
fault.
It
then
becomes
a
more
difficult
proposition
for
a
teacher
to
try
to
engage
a
classroom
full
of
30
kids,
where
15
of
them
are
either
hungry
or
tired
or
dealing
with
some
other
trauma
associated
with
whatever
baggage
they
came
into
the
school
with.
F
How
does
it
try
to
look
at
that
particular
issue
of
a
concentration
of
high
poverty
schools
that,
just
by
their
very
nature
of
what
we,
what
I
just
laid
out,
are
more
challenging
for
teachers,
because
you've
talked
about
how
to
how
to
make
it
better
for
teachers?
But
what
about
on
the
student
side
to
shift
that
burden
so
that
students
are
able
to
be
in
different
environments
across
the
board?.
K
Well,
I
completely
agree
with
you
completely
value
diversity,
and
there
is
no
doubt:
research
shows
that
concentration
of
poverties
concentration
of
poverty
in
a
school
negatively
impacts
that
school,
especially
when
you
are
an
environment
of
got
these
people
working
hard
and
we're
labeling
that
a
failing
school
you
know
and
we're
doing
at
I
mean
I
was
at
dos
high
school
90
of
the
students
were
free
and
reduced,
and
it
was
deep
poverty
too.
A
third
of
the
students
were
either
special
education
or
english
language
learners,
so
additional
challenges.
K
On
top
of
that,
you
know
we
had
over
100
students
who
were
homeless
out
of
the
1100,
I
mean
homeless.
We
have
over
6
000
in
jcps
that
are
homeless
and
they
would
walk
in
the
front
door
and
not
many
have
been
standing
at
the
front
door
when
they
walked
through.
You
know,
and
you
could
tell
something,
was
wrong
on
their
face
and
you
would
say
all
right:
let's
get
into
chemistry
class,
to
learn
the
periodic
table
and
they
would
look
at
you
like.
Have
you
lost
your
mind?
K
Like
I
don't
know
where
I'm
sleeping
tonight,
and
so
the
the
challenge
is
great
on
school
and
school
personnel
to
meet
those
needs,
but
here
is
a
challenge.
We
live
in
one
of
the
most
segregated
large
cities
in
the
united
states,
and
so
we
have
very
segregated
housing
patterns
by
both
race
and
socioeconomics.
K
We
provide
those,
though
we
can
intensify
the
wrap
around
services
for
the
families
that
choose
to
stay
close
to
home.
We
put
more
funding
into
it
and,
like
I
said
before,
hopefully
our
better
teachers
and
principals
in
these
schools
to
meet
the
needs
of
our
kids.
You
know
I
saw
it
done
at
dos.
I
saw
it
done.
It
was
the
two
years
I
was
there.
The
staff
I
felt
like
there
was
miracle
workers
there.
Every
day
really
did
I
felt
like
that.
K
We
went
from
the
second
lowest
performing
school
in
the
state
to
the
12th
lowest
performing
school
in
the
state.
We
would
celebrate
that.
However,
it
was
still
called
a
failing
school
and
I
would
put
that
staff
up
against
anybody.
Any
staff
anywhere
in
this
commonwealth
and
say
match
what
they
do,
but
unfortunately
we
don't
do
that
as
an
industry.
So
to
speak,
where
we
say
in
education,
we
don't
do
that
in
the
medical
profession.
Only
do
it
in
education
and
I
think
that's
a
part
of
it.
A
L
Afternoon,
dr
polio,
I
want
to
commend
you
for
taking
on
these
heart
issues.
As
you've
noted,
this
has
been
pushed
aside
or
down
the
road
or
whatever
for
many
years,
and
so
I
think
it's
great
that
you
were
willing
to
take
these
issues
on
and
in
this
in
this
time.
I
also
want
to
thank
you
for
coming
here
and
being
here
in
person.
I
mean,
I
honestly,
I
know
how
busy
you
are.
I
thought
you'd
be
on
zoom,
so
thank
you
for
taking.
L
L
They're
doing
well
so
you
know,
but
this
is
also
obviously
very
important
work
that
I
hope,
will
it's
gonna
take
a
long
time
to
get
where
we're
wanting
to
go
with
this,
but
I
I
think
we
got
to
start
somewhere.
So
this
is
a
great
start.
My
question
comes
from
where
I
am
professionally.
I
work
as
a
as
a
prosecutor,
I'm
a
sister
commentary
in
jefferson
county
and
you
know
we
see
a
lot
of
juveniles.
L
Jcps
students
who
are
who
are
engaged
in
you
know
very
dangerous
activity.
Sometimes
those
activities
come
to
the
school
in
the
form
of
guns.
N
L
Far
as
metal
detectors
and
I'll
tell
you
why
I
asked
recently,
I
was
in
a
fayette
county
school
for
a
sports
event
and
I
walked
into
the
school
and
there
were
all
these
things
lined
up
against
the
wall
and
I
was
like
well
are
those
magnetic,
and
so
I
asked
one
of
the
schools
yeah,
those
are
our
magnetometers.
I
thought
wow,
that's
yeah.
What
what
do
we
have,
those
in
in
jefferson
county
and
so
that
is
there
any
plans
or
discussions
or
about
about
having
those
to
keep
guns
from
coming
into
the
school.
K
So
there's
been
a
lot
of
discussion
about
that
for
years
I
mean,
I
think,
it's
important
to
look
at
the
research
on
that
and
see
the
success
rate.
There's
a
couple
of
challenges,
major
major
challenges.
First
of
all,
this
success
rate
of
those-
and
I
you
know
I
don't
want
to
comment
negatively
on
any
other
school
district
or,
but
I
think
you
could
see
some
real
mixed
research
on
the
success
of
that.
K
Those
would
at
this
point
you
know
almost
be
unattainable
to
get
the
staff
that's
needed
and
then,
finally,
I
think
the
major
challenge
is
the
amount
of
high
school
campuses
that
have
multiple
buildings
in
them,
and
so
that
is,
you
know
if
a
student
goes
from
one
building
to
another
or
enters
another
building.
You
know
that
becomes
a
major
challenge.
I
was
a
principal
of
a
school
who
had
three
different
buildings
with
you
know:
57
doors
total,
so
it's
not
impossible,
sir,
and
it's
the
conversation
continues
on
how
we
can
do
that.
K
I
believe
we
will
see
better
technology
in
the
future
and
I
believe
it's
on
the
horizon
right
now
to
assist
with
that
without
having
to
have
students
lined
up
in
long
lines
outside
the
door
which
presents
significant
danger
as
well.
So
it's
a
it's
a
major
challenge.
There
is
no
doubt
I
will
say
this.
K
K
It
is
startling,
it
is,
you
know
something
we
have
to
address
and
and
usually
illegal
guns
in
our
community.
We
have
to
address
that
we
have
to
address
access
to
firearms
and
especially
for
children,
so
it
is
something
we
continue
to
work
on.
We've
invested
six
and
a
half
million
dollars
in
personnel
for
safety
this
year,
but
it's
going
to
be
ongoing
with
us
as
well.
A
C
Good
evening
sharon,
thank
you
for
being
here.
You
know
this
is
broaching
on
a
subject,
that's
extremely
near
and
dear
to
my
heart
because
of
you
know
my
my
life
experience,
which
is
you
know,
unfortunately
receiving
these
gunshot
wound.
You
know
both
perpetrators
and
victims
over
and
over
and
over
again
and
the
age
is,
you
know,
rapidly
declining,
so
it
is
not
at
all
unusual
for
me
to
get.
You
know
people
down
at
university
now
who
are
13
14,
15
years
old,
and
we
do
have
some
programs
in
the
city.
C
You
know
future
healers
is
one
that
comes
to
my
mind
because
it
comes
out
of
healthcare,
and
do
you
see
anything
in
your
opinion
that
can
impact?
C
K
Two
things
I
would
say,
unfortunately,
these
are
very
difficult
tasks,
but
without
a
doubt
it's
childhood
poverty.
I
can't
say
enough
about
how
all
of
this
impacts
students,
but
the
childhood
poverty
that
our
students
are
facing,
like
I
said
15
in
a
decade
and
a
half,
that's
15,
000,
more
students
that
are
living
in
poverty
in
jefferson,
county
that
were
living
in
poverty
15
years
ago
in
2007.,
and
so
we
have
to
ask.
Why
is
that?
K
K
The
mobility
in
jcps
is
somewhere
between
250
to
300
students
a
day
change,
schools
that
has
a
huge
negative
impact
on
kids,
changing
schools
because
they
don't
have
that
secured
housing,
and
so
I
you
know
these
are
the
things
that
I
think
are
critical.
K
You
know
I
don't
mean
to
push
that
off,
but
I
think,
as
a
community
we've
got
to
work
together
and
then
as
schools.
I
think
we
have
to
do
once
again
sense
of
belonging,
wrap
around
services
for
kids,
intense
academic
supports
for
kids,
so
we
have
an
attendance
crisis
in
this
country
right
now,
an
attendance
crisis,
a
third
of
our
kids,
miss
18
or
more
school
days
a
year.
These
are
the
kids
on
this
paper
that
we're
trying
to
catch
up
and
if
they
are
missing
18
more
days
than
their
peers.
K
How
would
we
possibly
do
that
and
so
finding
out?
What
are
the
reasons
why
that
happens?
I've
listed
some
of
them,
but
we
also
have
to
do
things
like
we
did
on
our
future
state,
which
is
we
can't
send
kids
away
for
the
summer
anymore
and
say
see
you.
In
august
we
had
10
000
kids
in
summer
four-week
summer.
Learning
programs
this
year
cost
us
about
8
million
dollars,
and
that
really
was
from
the
esser
funds
from
the
federal
government.
K
But
we've
got
to
continue
that
10
15
20
000
kids
in
summer
programming
to
keep
them
engaged
in
school
because,
if
they're
not
belonging
in
school
they're,
most
likely
going
to
find
something
else
to
be.
You
know
feel
a
sense
of
belonging
with,
and
so
you
know
I
think
I
still
say
childhood
poverty
is
the
thing
that
negatively
impacts
kids
more
than
anything
else,.
A
A
I
really
I
want
to
end
with
something
that
you
said.
You
said
that
we've
got
to
stop
failing
stu.
We
got
to
stop
saying
that
we
were
failing
students.
I
think
that
really
resonates.
I
always
say
that,
as
I
was
raised
by
a
single
mom-
and
I
remember
when
I
first
got
elected,
I
sat
down
with
someone
and
they
were
talking
about
two-parent
households
and
they
said
that
you
know
they're,
like
you
know,
people
that
come
from
single-parent
households
just
aren't
going
to
be
successful.
A
M
A
That's
what
it
sounds
like,
and
so
I
think
thank
you
for
that.
The
comment,
because
I
think
it
makes
me
rethink
of
of
saying
jcpcs
is
failing
students
or
you
know
we're
failing
we're
failing.
I
think
that
we
can
do
better,
and
so
how
do
we
empower
that?
And
so.
E
A
You
for
that
change
of
that
change
of
rhetoric
in
my
mind,
and
hopefully
other
members
of
the
committee
as
well.
I
think
we
have
a
bigger
underlying
issue
with
just
jcps,
and
that
is
also
the
city
of
louisville,
but
you're,
not
the
mayor
of
louisville.
So
we
can't
talk
about
those
questions,
but
thank
you
very
much.
Thank
you
all
committee
members.
The
next
meeting
on
the
commission
will
be
wednesday
september
28th
at
three
o'clock
p.m,
and
our
topic
will
be
the
discussion
of
justice.
I
can
have
a
motion
to
adjourn.