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From YouTube: New Models for American Higher Education
Description
How can America's public colleges and universities modernize to meet the changing demands of the technologically driven and globalized workforce of the future? This session will explore how systems in higher education might adapt to meet the needs of a diverse population of students, many of whom come in and out of higher education at different points in their lifetime. This session will also include an NCSL update on federal higher education activity.
A
Good
afternoon
and
thank
you
for
being
here
today,
I
am
Senator
David
sekolah
of
the
state
of
Delaware.
It
is
my
pleasure
to
serve
as
this
year's
vice
chair
of
the
NCSL
standing
education
committee.
It
is
also
my
pleasure
to
introduce
our
guest
speaker
on
this
important
and
innovative
topic,
as
all
of
our
state
legislators
wrestle
with
the
issues
of
responsive
post-secondary
education
institutions
prepared
to
meet
21st
century
challenges
across
our
states.
For
just
over
16
years,
Michael
crow
has
served
as
the
16th
president
of
Arizona
State
University.
A
He
is
guiding
the
transformation
of
asu
into
an
institution
that
combines
the
highest
levels
of
academic
excellence,
inclusiveness
to
a
broad
demographic
and
maximum
societal
impact,
a
model
he
terms
the
new
American
University
under
his
direction.
The
university
pursues
teaching
research
and
creative
excellence
focused
on
the
major
challenges
of
our
time,
as
well
as
those
central
to
the
quality
of
life,
sustainable
development
and
economic
competitiveness
of
Arizona
and
the
nation.
He
has
committed
the
university
to
sustainability,
social
embeddedness
and
global
engagement
and
championed
innovative
initiatives
leading
to
record
levels
of
diversity
in
student
body.
A
The
university
has
more
than
quadrupled
research
expenditures,
completed
an
unprecedented
infrastructure
expansion
and
was
named
the
nation's
most
innovative
school
by
the
US
News
and
World
Report
in
2016,
2017
and
2018
crow
was
previously
executive,
vice
provost
of
Columbia
University,
where
he
also
was
professor
of
science
and
technology
policy
in
the
School
of
International
and
public
affairs.
As
chief
strategist
of
Columbia's
research
Enterprise.
He
led
technology
and
innovation,
transfer
operations,
established
Columbia
innovation,
X
enterprises
and
advanced
dis
interdisciplinary
program
development.
A
He
is
a
fellow
of
the
American
Association
for
the
Advancement
of
science
and
the
National
Academy
of
Public
Administration,
and
a
member
of
the
Council
of
Foreign
Relations
and
US
Department
of
Commerce
National,
Advisory
Council
on
innovation
and
entrepreneurship,
the
author
of
books
and
magazine
articles,
analyzing,
Science
and
Technology
Policy,
and
the
design
of
knowledge
enterprises
crow
received
his
PhD
in
public
administration
from
Maxwell
school
of
citizenship
and
public
affairs,
Syracuse
University,
President,
crow,
welcome
to
the
National
Conference
of
State
Legislators.
Thank
you
for
joining
us
today.
B
Thank
you
Thank
You,
senator
and
good
afternoon
to
all
of
the
serving
legislators
that
are
here.
Let
me
let
me
say
thank
you
for
your
service.
You
know
we
live
in
a
time
where
democracy
is
always
challenged
by
all
the
things
that
are
happening
on
happening.
We've
got
325
million
people
living
in
the
United
States.
B
Will
we
be
able
to
modernize
our
educational
enterprises,
be
they
public
universities,
community
colleges
or
the
K
through
12
system?
Will
we
be
able
to
modernize
into
the
21st
century?
Our
educational
enterprises
such
that
we
can
continue
to
be
the
most
competitive,
the
most
creative,
the
most
successful,
the
most
brilliant
light?
In
often
what
appears
to
be
a
sea
of
darkness
in
terms
of
the
success
of
our
democracy
and
so
I
just
want
to
say
thank
you
to
all
of
you
for
what
you
do.
B
B
You
can't
move
to
the
level
of
educational
attainment
necessary
to
be
the
most
competitive
economy
globally,
on
the
model
that
we
presently
have.
It's
not
we've
run
all
the
numbers,
it
doesn't
work,
it
doesn't
work.
So
here's
what
we've
been
able
to
do.
We
have
been
able
to
change
everything.
We
changed
our
culture
from
a
faculty,
centric
culture
to
a
student,
centric
culture.
We
changed
our
clock,
speed
from
the
yet
from
the
slowest
unit
of
time
being
a
semester
to
the
slowest
unit
of
time,
actually
being
a
second.
B
We
actually
went
to
what
we
call
it
natural
time
as
opposed
to
academic
time.
We
decided
that
we
needed
to
learn
from
others
and
innovate
from
others
again
further,
changing
our
culture
by
finding
technological
partners
to
advance
the
institution
in
new
ways.
We
found
200
technological
partners
with
learning
platform
tools,
we've
injected
those
into
the
institution.
We've
changed
our
design,
our
structure,
our
systems,
everything
everything
and
let
me
tell
you
the
net
result
and
then
I'm
going
to
come
back
and
explain
a
little
bit
about
some
of
the
details.
B
By
the
way
we
produce
twenty
four
thousand
graduates
in
the
last
academic
year,
six
hundred
million
dollars
of
funded
research.
That's
the
same
level
of
funded
research
from
stanford,
UCLA
or
USC
here
on
the
west
coast.
If
you
take
out
their
medical
schools,
we
don't
have
one,
it's
an
unbelievable
number.
It's
more
funded
research
than
any
any
University
in
Europe,
for
instance,
including
Cambridge
or
Oxford.
We've
lowered
the
cost
to
the
state
to
produce
a
degree
by
seventy
five
percent,
so
their
investment
on
a
per
degree
basis
is
seventy
five
percent
less
than
it
was.
B
We've
lowered
our
cost
of
all
of
our
operations
in
in
every
possible
way
on
a
per
unit
basis
through
efficiencies
changes,
structural
changes,
redesigns
what-have-you,
we've
improved
the
four-year
graduation
rate
by
95%
driving
students
forward
to
higher
and
higher
levels
of
excellence.
So
remember
three
times
the
graduates
five
times
the
research,
fantastic
changes
in
diversity,
lowering
the
cost
to
produce
a
degree.
Our
faculty
is
the
same
size
just
process
that
for
a
second,
our
faculty
is
the
same
size.
We've
altered
the
design
and
the
technological
framework
and
the
technological
structure
of
the
institution.
B
We've
also
learned
how
to
partner.
We've
got
ten
thousand
Starbucks
employees,
who
are
a
part
of
our
online
programs.
Right
now
produce
several
thousand
of
them
as
graduates
already
they
graduate.
These
are
kids,
mostly
that
went
to
college.
You
will
not
be
happy
to
know
that
in
the
United
States
today,
more
than
half
of
the
people
that
start
college
never
finish,
they
have
no
degree
and
no
certificate.
B
That's
a
huge,
huge,
huge
mistake.
Academia
itself
is
designed
to
fuel
that
mistake.
It's
structured
and
rigid
and
if
you
didn't
get
done
by
the
time,
you're
20.
Well,
it's
hard
to
go
back.
It's
hard
to
do
this,
it's
hard
to
do
that.
If
you
don't
finish
college,
what
do
you
call
dropout?
It's
a
it's
a
pejorative
term.
It's
a
pejorative
term!
It's
a
negative
term!
It's
a
terrible,
terrible,
terrible
thing.
B
So
the
other
thing
that
we
have
done
before
I
walk
you
through
everything
that
we're
working
on
is
we
figured
out
how
to
restructure
the
entire
identity
of
the
institution?
How
do
we
reach
learners?
Yes
at
17,
18,
19
and
20,
who
want
to
come
and
be
fully
immersed
at
the
University
from
every
family
background
imaginable,
where
we
eliminate
all
financial
barriers
to
entry?
B
B
How
do
we
take
people
that
are
coming
to
college
in
different
ways
and
engage
them?
In
the
middle
of
this
research
university,
we
have
75,000
students
on
campus
35,000,
degree-seeking
students,
online
and
600,000
learners,
taking
at
least
one
course
from
us.
So
we
have
a
lot
of
people
that
were
engaged
with
all
with
the
same
faculty,
all
with
the
same
tools
all
with
new
ways
for
us
to
engage,
and
so
how
do
we
make
all
that
happen?
B
Well,
it
means
you've
got
to
change
who
you
are,
and
so
here's
a
slide
that
you
may
want
to
spend
some
time,
I
apologize
for
being
overly
academic,
but
there
are
four
operating
models
for
universities
in
the
United
States.
There's
the
Academy
model,
Harvard
Columbia,
where
I
came
from
Dartmouth
all
the
private
colleges.
What's
the
purpose
enlightenment
of
individual
students,
how
is
it
governed?
It's
governed
by
the
faculty
itself,
who's
accountable,
it's
all
internally
governed
where
their
primary
funding
mechanisms,
enrollment
funding
from
the
state
or
endowments
what-have-you.
B
That's
one
there's
the
state
control
model
which
most
of
you
operate,
your
public
colleges,
public
universities
and
community
colleges,
in
which
I
would
say
by
the
way
of
the
four
models
on
this
little
chart
here,
that
is
by
far
the
worst,
produces
the
weakest
results,
the
highest
failure
rates
it
is.
It
is
fraught
with
everything
that
you
can
possibly
imagine.
B
For
instance,
the
assumption
of
management
in
the
state
control
model
is
that
there
are
traditional
public
managers,
distinct
from
the
faculty,
etc,
etc,
etc.
I'm
not
gonna,
walk
you
through
all
of
this
other
than
to
suggest
that
we
know.
We've
classified
every
college
in
every
university
in
the
country
into
one
of
these
models.
We
know
how
they
operate.
We
know
how
they
move
forward.
There's
the
market
model,
which
are
the
for-profits
a
few
of
them,
have
been
successful.
Many
of
them
have
not
been
successful.
B
Many
of
them
are
trying
to
be
successful
if
they
can
get
their
act
together
and
if
they
can
find
quality
and
enhance
quality,
they
can
be
a
way
to
greatly
enhance
adult
education,
in
particular
outcomes
and
corporate
education
outcomes,
and
then
there's
the
last
model
that
we
are
a
pioneer
of
called
the
enterprise
model.
So,
let's
just
take
a
look
at
that
one,
our
animating
purpose.
Our
reason
for
existence
is
the
social
transformation
of
our
democracy.
B
That
is,
allowing
people
to
be
socially
mobile
as
a
result
of
Education
and
the
economic
success
of
our
state
and
our
country,
the
second
path
to
achieving
public
value.
We
connect
instruction
to
knowledge
at
a
social
impact
scale.
We
want
to
deal
with
everyone.
The
assumption
of
the
faculty
is
that
their
knowledge,
entrepreneurs
they're,
not
technocratic
rats
or
Untouchables
they're
entrepreneurs,
knowledge
entrepreneurs,
the
assumption
of
Management
management's,
drawn
from
the
private
sector
from
the
public
sector,
with
the
faculty
acting
but
acting
entrepreneurial
II.
B
By
the
way
we
say
to
people
relative
to
our
particular
enterprise
model.
This
is
how
we
work.
If
you
want
to
be
at
one
of
these
other
models,
you
should
go
and
be
there.
That's
if
you
want
to
live
in
a
different
kind
of
environment.
You
should
do
that.
How
are
we
accountable
either
we're
making
economic
and
social
progress
or
not
social
progress?
I
mean
is
social
mobility.
B
People
who
are
not
capable
of
being
successful
in
the
present
economy
being
successful
in
the
future
economy
won't
walk
you
through
all
of
this
other
than
to
say
that
middle
that
second
one
state
control
there
on
the
left.
That's
the
worst
one,
the
most
bureaucratic,
the
most
complicated.
So
here's
the
deal
that
we
have
offered
in
our
present
modality
the
enterprise
model
to
the
political
mechanisms
in
the
state,
the
state
legislature
in
Arizona.
We've
now
said
the
following:
we
don't
have
this
resolved,
yet
we
said
we
don't
need
any
money
from
you
for
the
university.
B
B
Now
we
don't
have
an
agreement
on
that
on
that
deal
yet,
but
that's
a
deal
that
we're
willing
to
move
forward
with.
So
we
live
in
a
state
by
the
way,
with
no
state
based
financial
aid.
No
regular
state
based
capital
budgeting,
only
intermittent
capital
budget.
So
all
of
you,
these
are
all
the
states,
educational
attainment
goals,
not
every
state,
but
most
states
have
basically
decided
by
various
mechanisms,
including
the
business
community,
that
we
need
to
greatly
enhance
educational
attainment
to
be
more
competitive.
We're
seeing
some
great
economic
growth
here
in
this
quarter.
B
Four
percent
we're
seeing
great
Drive
moving
forward
coming
out
of
the
recession
continuing
to
come
out
of
the
recession,
but
we
know
that
we're
not
as
competitive
as
we
should
be,
and
we
know
by
watching
South,
Korea
and
Singapore
and
China
and
other
competitive
competitors
that
educational
attainment
is
absolutely
essential
to
economic
competitiveness.
It's
also
absolutely
essential
to
military
readiness.
B
That's
a
scary
thing,
so
to
be
competitive,
economically
and
to
be
competitive,
militarily,
we've
got
to
be
constantly
changing
and
adjusting.
So
we
evolve
this
charter,
a
unique
charter
for
the
universe.
It
says
basically,
three
things:
we
will
measure
our
success
based
on
who
we
include
in
the
university
and
how
they
succeed.
We
will
not
measure
our
success
on,
we
didn't
admit,
95%
of
the
people
that
applied
and
so
therefore
we're
a
great
university
that
is
as
close
to
a
crock
as
you
could
possibly
imagine.
B
I
am
a
great
University
because
I
don't
admit
most
of
the
people
that
apply
if
our
public
universities
and
some
of
them
have
move
in
that
direction,
I
can
guarantee
you
that
we
will
be
underprepared
for
the
economic
challenges
that
lie
ahead
of
us.
That
will
be
underprepared
for
the
military
challenges
that
we
always
have
to
be
prepared
for
the
second
part
of
our
charters.
That
will
do
research
that
in
a
measured
way,
has
public
value,
not
just
academic
value
and,
lastly,
and
I
think
probably
most
importantly,
we
take.
B
So
you
do
all
these
things
and
you
end
up
being
called
by
some,
the
most
innovative,
which
also
means
the
most
hated.
So
so
we
did
beat
these
other
schools
that
you
see
listed
here.
We
like
that
Stanford
and
MIT
we're
second
and
third,
but
you
can
see
who
else
is
on
that
list,
and
these
are
great
schools,
great
universities,
great
things
going
on
at
these
schools,
but
we
get
recognized
as
being
the
most
innovative
because
there
are
no
sacred
cows
for
us.
B
We
have
one
objective:
to
make
Arizona
more
competitive,
to
make
individuals
more
successful,
to
help
people
to
move
forward
through
higher
and
higher
levels
of
personal
attainment
and
social
mobility.
So
these
are
the
three
public
universities
in
Arizona
we're
the
gold
one.
The
blue
one
is
the
University
of
Arizona,
a
classic
historic,
very
successful,
land-grant
University
and
the
green
one
is
a
very
successful
public
college
in
Flagstaff
called
Northern
Arizona
University.
Now,
in
our
new
model,
just
look
at
the
assignment
we
have
been
given,
so
we've
been
told,
greatly.
B
Increased
enrollment
greatly
increase
the
number
of
degrees
that
are
developed
and
produced
greatly
improve
and
enhance
the
share
of
high
demand
degrees
in
nursing
in
science
and
math
and
engineering
and,
at
the
same
time,
become
the
leading
research
university
in
Arizona
all
at
the
same
time,
all
from
the
same
institution
and
oh
by
the
way.
Oh
by
the
way,
there's
no
more
public
investment.
B
So
that's
our
assignment,
we're
well
on
the
path
to
attaining
that
assignment
by
rican
Sep
schewe
lysing,
everything
in
the
enterprise
model.
So
this
is
a
little
bit
on
cost,
and
so
these
are
we're
in
that
thing
called
that
Center
in
California
and
just
a
few
miles
away
or
two
pac-12
competitors
of
ARDS
that
we
hate
to
lose
to
and
they're
hard
to
beat
UCLA
and
USC.
We
also
play
Berkeley
and
Stanford
and
Washington
and
other
schools
for
anemia
that
are
from
pac-12
states.
B
So
this
is
the
total
amount
of
tuition
dollars
and
state
appropriation
dollars
per
degree
awarded
at
every
public,
very
high
research
university
in
the
United
States.
You
can
see
where
we
are
on
the
right
side
of
that
equation.
That
means
lower.
You
can
see
where
the
median
is
at
eighty
one
thousand
dollars
you
can
see
where
the
University
of
Arizona
is
our
sister
school
right
in
the
middle,
and
then
you
can
see
this.
The
local
school
UCLA
and
UC
Berkeley
the
highest
by
the
way
on
the
far
left
is
Rutgers.
B
So
we
have
figured
out
taking
dollars
from
state
appropriation
and
dollars
from
tuition
and
we
work
on
a
cost-effective
basis,
which
is
that
means,
then,
that
the
deal
that
we've
tried
to
propose
to
the
governor
and
the
legislature
of
just
give
us
money
for
the
students
and
half
of
their
cost
of
education.
That's
a
deal.
We
don't
need
money
for
anything
else.
This
is
the
tuition
revenue
from
various
sources
as
we
move
forward,
including
our
online
sources.
B
Once
we
decided
to
open
up
the
university
faculty
to
access
by
citizens
who
hadn't
finished
college
or
somebody
35
years
old,
who
wants
to
pick
up
an
electrical
engineering
degree
which
we
now
have
as
the
first
fully
accredited
online
electrical
engineering
degree
fully
accredited
online
for
undergraduates
in
the
world,
we
got
1,200
students
that
thing
we
have
changed
our
ability
to
generate
revenue
for
the
institution
while
serving
the
state.
Also,
so
you
can
see
the
slopes
of
those
lines
now
in
terms
of
enrollment
at
the
University.
B
What
this
shows
you
in
the
gray
was
that
this
is
by
family
income.
Less
than
$20,000
a
family
income
is
the
far
left.
This
is
our
freshman
class
in
2002,
2009
and
2017.
Basically,
the
gold
will
tell
you
that
we've
now
driven
the
University
in
scale,
we've
increased
the
size
of
the
freshman
class
and
moved
it
more
into
the
family
incomes
that
people
actually
have
so
our
median
income
for
an
incoming
freshman
is
about
the
same
as
the
median
income
for
the
state.
B
That's
highly
highly
highly
unusual.
So
what
this
tells
you
is
that
whatever
we've
been
doing,
this
is
just
looking
only
at
our
freshman
class
12,500
freshmen,
this
August
11,000
transfer
students
coming
in
from
community
colleges.
We
figured
out
how
to
scale
the
university
how
to
scale
the
class
how
to
move
the
class
to
be
more
representative
of
families
from
every
single
income
level.
So
our
student
body
is
for
the
first
time
in
our
history,
completely
representative
of
the
entire
socio-economic
diversity
of
our
state.
B
Now,
how
do
we
do
that?
This
is
the
number
I
want
you
to
see
on
the
far
right,
twenty
three
hundred
and
twenty
eight
dollars.
That's
what
we
call
our
average
net
tuition.
Our
in-state
tuition
is
about
ten
thousand
five
hundred
dollars.
We
apply
this
financial
aid
model
across
these
family
incomes.
Blue
is
the
money
we
contribute
to
this
process
from
net
margins
that
we
achieve
through
our
online
activities
and
other
activities.
Green
is
the
federal
pell
grant.
Aid
Orange
is
state
gift.
Aid
which
is
very
limited
and
gray
is
private.
B
Gift
Aid
I
want
I,
want
to
tell
you
that
number
twenty
three
hundred,
that's
our
average
net
tuition
for
over
forty
thousand
in-state
under
graduates.
After
there's
no
loans,
that's
just
their
cost
after
grants.
So
we've
been
able
to
make
this
work
financially.
Also
first-generation
college
students
when
we
started
we
had
about
7,000
first-generation
college
students
in
the
student
body
in
20
17
last
year
we
had
approaching
25,000
this
year
will
be
over
25,000
call
that
a
four-fold
increase
in
first-generation
college
students
being
able
to
come
to
ASU
I'm,
a
first-generation
college
student.
B
It
means
you've
got
to
be
willing
to
do
this.
You
have
to
be
willing
to
grow.
You
have
to
be
willing
to
expand.
You
have
to
be
willing
to
diversify.
You
have
to
be
willing
to
change
that,
be
willing
to
change
your
structure,
all
these
things,
so
how
many
of
you
think
that
we
need
to
produce
more
engineers,
there's
a
shortage
of
Engineers
in
the
United
States,
there's
a
really
significant
shortage
of
engineers.
So
we
said:
okay,
let's
produce
some
more
engineers,
so
take
a
look
at
2007-2008
on
the
left
side.
B
That's
the
size
of
our
engineering
school
in
2008
8,000.
Our
engineering
school
this
year
will
be
above
22,000
22,000
students,
18
thousand
on
campus
five
thousand
more
women
in
engineering
than
we
had
in
2008
thousands
of
more
kids
from
minority
families,
Native
American
families,
Hispanic
families
african-american
families
than
we
had,
because
we
did
what
we
eliminated
every
engineering
department
we
restructured
the
entire
school.
We
changed
the
entire
leadership.
B
So
we
also
use
technology
to
change
retention
rate.
So
retention
is
a
really
important
thing.
It
has
been
in
the
past
that
family
income
and
coming
in
with
a
B
average
from
one
way
for
universities
to
get
great,
really
right
away.
I'm
gonna
just
add
this
story,
so
so
people
would
say
to
me
when
I
took
this
job.
B
B
Well,
that's
that's
how
you
get
great?
Well,
that's
not
going
to
be
our
path
to
great,
which
means
then,
those
schools
that
have
students
coming
in
with
only
a
averages
like
UCLA
down
the
street
here,
which
has
only
students
with
a
plus
averages.
In
fact,
they
have
very
high
retention
rates
and
unbelievable
graduation
rates.
I'm
surprised
they
lose
anybody.
I'm
surprised
those
kids
even
need
to
go
to
college,
just
give
them
a
degree
and
move
them
on
some
of
the
rest
of
us
actually
need
to
go
to
college.
We
actually
have
to
learn
that
stuff.
B
B
This
is
our
four-year
graduation
rate
change,
the
other
settees
on
the
right,
Oregon
State,
Georgia,
state,
Kansas
Purdue.
All
those
universities
are
a
part
of
a
thing
called
the
university
innovation
alliance
that
I'm
the
chairman
of
11
universities,
five
hundred
thousand
students,
we're
proving
out
the
point
of
how
to
produce
more
graduates,
we're
innovating
together,
but
those
are
the
graduation
rates,
those
X's
on
the
right
of
that
chart,
so
we're
now
the
we
have
the
highest
four-year
graduation
rate
of
any
University
that
admits
a
and
B
students.
B
Research,
you
can
see
where
we
started
out
in
Oh
two
we
had
around
100
million.
We
just
got
our
count:
six
hundred
million
looking
at
FY
eighteen
the
year
that
just
ended
I
can't
begin
to
tell
you
the
changes
that
this
results
in
changes
in
the
students
and
the
way
that
they
learn
changes
in
their
engagement.
Changes
in
spin-out
companies
changes
in
economic
partnerships,
ain't
changes
in
alliances,
changes
in
economic
outcomes,
so
this
has
been
a
tremendously
positive
thing
for
us.
B
It's
also
considered
impossible
to
do
this,
while
you're
admitting
an
egalitarian
based,
broadly
scope,
large
scale,
highly
diverse,
including
B
student
and
largely-
are
not
largely
but
many
poor
students
also
and
do
this
at
the
same
time.
So
anytime,
you
hear
someone
say
that
you
can't
do
these
two
things
together.
They
don't
know
what
they're
talking
about
you
can
do
them
together.
You
just
have
to
to
do
them
together,
so
these
are
some
of
the
outcomes.
B
B
People
are
very,
very
skeptical.
You
can't
be
big
and
be
very
good,
which
means
back
to
you
all
as
legislators,
then
you
better
be
able
to
pony
up
to
build
another
thousand
universities,
you're,
not
gonna,
pony
up
to
build
any
more
universities,
and
so
you
got
to
find
new
ways
to
do
these
things,
and
so,
when
we
say
you
can
be
big,
you
can
be
good.
You
can
be
scaled,
you
can
be
diverse.
You
can
do
research,
you
can
do
all
these
things.
You
can
make
these
things
work.
B
You
can
take
advantage
of
all
the
technologies
that
you
have
available,
Starbucks
partnership,
that
we
have
called
the
college
achievement
program.
They
have
70,000
employees
that
didn't
finish
college
that
have
debt
in
the
present
system.
You
will
98%
of
those
people
will
languish,
never
finish
college
and
struggle
to
pay
off
debt.
So
what
we
hear
about
is
the
college
debt
crisis.
There
isn't
a
college
debt
crisis,
there's
a
college
completion
crisis.
Your
debt
becomes
a
totally
different
thing.
B
If
you
finish,
if
you
do
not
finish,
your
debt
is
like
an
anchor
and
so
it's
college
completion
who
do
you
want
to
hold
accountable
for
college
completion?
You
better
start
holding
people
like
me,
accountable
for
college
completion,
so
we
went
into
Starbucks.
We
got
10,000
of
their
employees
now,
as
our
students,
7,000
on
degree
tracks
and
3,000
earning
their
way
into
the
university
through
a
special
program
that
we
have
now
when
we
do
these
things.
B
All
these
other
schools
that
you
see
on
this
little
chart
here,
they're
say
well
that
ASU
they
they're
just
too
big.
They
can't
be
any
good,
they
don't
graduate
everybody.
They
can't
be
very
good,
in
fact
I'm
in
a
few
battles
here
in
California,
right
now,
with
a
bunch
of
Nimrods
that
that
that
just
keep
coming
at
us
and
coming
at
us
and
coming
at
us
to
tell
us
it's
somehow.
This
model
doesn't
work,
and
so
we're
gonna
show
you
how
the
model
works.
We're
gonna
beat
you
in
everything.
B
Heavyweight
wrestlers
are
grizzly,
bears
with
the
hair
shaved
off
them
and
so
at
least
a
lot
of
them
that
I
wrestle
them.
So
what
that
means
is
that
that
the
team
that
we
put
together
at
ASU
is
a
team.
That's
highly
focused
on
winning,
not
winning
for
the
sake
of
winning,
but
winning
for
the
sake
of
actually
demonstrating
that
the
public
university
system
in
the
United
States
can
innovate.
Can
change
can
drive
different
outcomes
and
can
help
our
country
to
be
more
successful.
B
So
what
is
the
four-year
graduation
rate
four-year
graduation
rate
at
most
public
universities
in
the
United
States?
What's
a
four-year
graduation
rate
of
the
California
State
University
system,
anybody
here
from
California
a
couple
of
people
it's
under
20%,
20%,
okay,
we
got
to
fix
that.
So
that's
the
story,
that's
what
we
do
and
happy
to
answer
any
of
your
questions.
Thank
you.
A
B
C
D
B
Senator
it's
that's
a
piece
of
it,
so
so
at
the
core,
what
we've
done?
We
now
operate
in
four
realms,
what
we
call
realm:
one
full
immersion
on
campus
technology-enhanced,
so
everything
that
we've
learned
we've
empowered
our
faculty.
The
secret
is
the
empowerment
of
our
faculty
with
technology
so
that
they
can
reach
more
people,
so
that
can
be
more
impactful
so
that
they
can
so
that
their
their
desires
and
their
needs
can
be
met.
That
then
allows
you
to
do
online
because
your
faculty
are
empowered
on
campus.
B
The
thing
that
we've
been
able
to
do
online
online
is
too
simple
of
a
term.
What
we
found
is
ways
to
take
tools
that
were
out
there
and
create
personalized
learning
pathways
for
students,
particularly
on
subjects
related
to
math
and
science.
So
math
and
science
are
the
Bugaboos.
We
built
intelligent,
tutor
based
unbelievable,
open
scale.
Adaptive
learning
systems
where
you
are
I
could
take
this
course
right
now,
today,
College
Algebra,
and
we
would
be
able
to
refresh
our
thinking
or
renew
our
thinking.
B
B
B
B
D
D
B
D
B
I
mean
we
have
a
partnership
with
them,
but
we
also
have
200
technology
partners
that
are
working
on
learning
technology
platforms
with
us.
So
we
also
have
partnerships
public-private
partnerships
for
investment.
We
have
partnerships
with
companies
relative
to
recruitment.
We
have
partnerships
with
companies
relative
to
technology,
so
you
have
to
be
able
to
manage
the
university
in
a
realm
slightly
different
than
a
state
agency
can.
B
Know
so
we
have
a
unit
called
IDI,
plus
at
ASU,
based
in
Scottsdale,
that
has
200
technology
partners
built
into
that
unit.
The
staff
is
about
200
people.
Those
200
people
with
those
200
technology
partners
then
are
able
to
leverage
the
other
3600
faculty
members
that
we
have
and
the
other
25,000
staff
that
we
have
in
ways
that
our
productivity,
as
I
indicated,
have
gone
on,
has
gone
through
the
roof,
I
mean,
and
so
there's
200
companies
in
that
unit.
That
work
is
our
partner.
E
F
Coleman
Utah,
so
even
before
that,
though,
how
how
do
you,
why
did
you
go
there?
So
I
think
we
have
this
system
that
perpetuates
the
same
traditional
historical
model
and
as
legislators
we
want
to
make
you
do
something.
I
mean
we
want
to
create
laws
to
kind
of
nudge.
You
force
you
make
you,
but
but
I'm
also
hearing
that
you
want
that
it
has
to
happen
sort
of
it
has
to
happen
at
that
ground
level.
F
B
It's
a
complicated
process:
yeah
I,
don't
take
anything
against
lawmaking.
Lawmaking
is
not
a
way
to
help
a
university
to
be
more
effective.
I
will
say
that,
and
so
it
turns
out
that
that,
in
the
mode
that
we're
in
which
is,
we
don't
operate
as
a
public
agency,
we
operate
as
a
public
enterprise,
so
we're
we
operate
under
the
authority
of
the
constitution
of
Arizona.
We
are
invested
in
by
the
by
the
legislature
of
Arizona.
The
people
of
Arizona
were
governed
by
representatives
of
the
people
of
Arizona,
so
I
report
to
a
board
of
citizens.
B
So
if
you
go
back
to
my
very
first
slide
and
look
at
that
thing,
state
control
I
can
tell
you
what
the
performance
is
and
the
outcome.
So
those
then
every
year
are
just
negotiations
about
investment.
Now
yeah.
We
need
an
investment
also,
but
that's
not
the
only
thing
that
we
that
we
have
negotiated
from
the
legislature.
We've
negotiated
all
kinds
of
things
from
the
legislature
they've,
given
us
more
freedom,
more
freedom
of
movement
ability
to
this
ability
to
that.
That
has
then
freed
up
the
entire
mentality
of
the
organization.
B
This
one,
so
these
are
these-
are
these
are
the
stated
metrics
so
I've
been
asked
by
the
duly
appointed
by
the
governor,
confirmed
by
the
state
Senate
regents,
to
figure
out
how
to
move
enrollment
to
one
hundred
and
forty
thousand
hundred
three
hundred
and
forty
thousand.
We
will
exceed
that
to
produce
sixteen
thousand
high-demand
degrees
per
year
when
we
were
only
producing
five
thousand
per
year
in
2008.
I
can
guarantee
you
no
one
in
the
country.
No
other
university
will
do
that,
because
no
one,
no
other
university
is
being
asked
to
do
that.
B
We're
being
asked
to
do
that,
Sheriff
total
degrees,
while
expanding
research
at
the
same
time.
So
this
is
our
driver.
Then,
when
I
go
back
to
my
board
and
I
say
well,
you
know:
here's
the
project
that
we
have
with
a
private
sector
partner
to
build
a
research
building
in
downtown
Phoenix
and
I
need
board
approval
to
be
able
to
move
forward
with
this
deal.
Well,
we
get
that
deal
and
so
and
so
for
us,
it
has
been
the
changing
of
the
way
that
we
operate.
B
So
if
you
go
back
to
this
slide,
so
the
animating
purpose
of
all
bureaucracies
is
stated
in
the
phrase.
Organizational
preservation,
the
animating
purpose
for
us
is
not
preservation
of
the
organization,
and
so
so
state
control,
in
my
view,
is
an
antiquated
older-style
model
not
in
tune
with
so
it's
kind
of
a
perhaps
a
slippery
answer
to
your
question.
But
but
it's
it's
a
completely
different
approach.
B
A
G
Been
to
your
campus
many
times
and
I'm,
so
inspired
by
what
you're
doing
Clayton
Christensen
the
most
respected
business
advisor
in
the
world
from
Harvard
says
that
within
10
to
15
years,
half
of
all
American
colleges
and
universities
will
be
bankrupt.
That's
a
pretty
bold
statement
prediction
for
somebody
say,
but
he
says
you're,
not
one
of
them
and
what
I
have
found
is
I
visited
you
you'd,
you
don't
keep
a
secret
sauce.
You
are
totally
transparent.
B
The
key
to
everything
is:
is
finding
academic
leaders
who
are
committed
to
the
outcome,
like
this
charter
that
I
put
up
here.
That's
what
they're
committed
to
that's
what
they're?
That's
what
they're
focused
on
who
are
willing
to
take
on
these
massive
changes,
so
in
California
in
a
in
a
game
of
chicken
the
last
few
years
the
legislature
said.
I'll
only
give
you
this
much.
The
governor
has
said
this.
B
B
Don't
let
them
do
that,
drive
them
and
force
them
to
network
and
to
link
and
to
and
and
so
what
will
happen
is
that
Clayton
Christensen's
outcome
may
occur
in
a
different
way.
The
colleges
and
universities
will
all
become
tied
in
together,
working
together,
innovating
together
achieving
things
together.
So
look
up
university
innovation
alliance,
UI
a.org,
I'm
the
chairman
of
that
11
universities,
Purdue
Ohio,
State,
Michigan,
State,
Central,
Florida,
Georgia,
State,
Texas,
Kansas,
UC,
Riverside,
Iowa,
State
ASU
are
a
part
of
all
that
and
and
what
we're
learning
to
do
there
is
to
innovate
together.
B
C
Yeah
David
Blount
States
Senate
Mississippi.
Could
you
please
give
us
two
or
three
examples
of
the
first
institutional
changes
you
had
to
make
internally
when
you
begin
to
implement
your
vision
at
Arizona,
State
and
then
two
or
three
things
that
you
had
to
go.
Ask
your
state
legislature
to
let
you
do
so
that
you
could
do
what
you've
done
at
Arizona
State.
So.
B
First,
two
or
three
things
that
we
had
to
do
internally
was
I
had
to
capture
the
the
the
institutional
culture
which
was
on
a
track
and
normal
track
of
faculty
centrism
and
moved
to
an
institution
based
on
student
centrism.
We
had
to
change
the
clock
speed
of
the
university
if
any
conversation
was
going
to
take
longer
than
a
semester,
I
considered
it
to
be
worthless.
You
know
we're
doing
important
stuff.
B
We
don't
have
four
years
to
determine
whether
or
not
we're
going
to
advance
some
new
kind
of
major
to
serve
some
company,
or
something
like
that.
So
we
changed
clock,
speed,
I
think
the
other
thing
that
we
did
was
we
found
a
common
purpose
by
who
are
through
our
charter.
Many
universities
have
generic
charters
or
ancient
charters,
the
things
that
they've
never
looked
at.
They
don't
even
know
why
they're
there,
and
so
the
thing
that
I
said
is
I,
don't
care
what's
going
on
at
any
other
place,
I,
don't
care.
B
What's
going
on
at
Mississippi,
State
or
Ole,
Miss
or
Southern
Mississippi,
or
any
of
the
great
schools
in
the
in
the
state
of
Mississippi
I?
Don't
care
they
need
to
do
what
they
need
to
do
and
we
need
to
know
do
what
we
need
to
do.
So.
We
separated
ourselves
from
the
standard
issue
of
replication
to
the
legislature.
B
We
went
to
them
and
said
things
like
we'd
like
to
pay
for
our
athletic
facilities
by
taking
some
of
our
land
and
using
it
in
a
real
estate
development
allowing
us
to
get
revenue
from
that
to
pay
for
all
of
our
athletic
facilities.
They
said.
Yes,
the
legislature
went
to
the
legislature
with
a
new
technology
that
we
developed
to
convert
sunlight
water
and
carbon
dioxide
into
a
liquid
fuel
methanol
and
they
said
we're
not
going
to
give
you
any
money.
B
So
those
are
two
things
that
the
legislature
did,
the
other
the
legislature
also
I,
think
has
been
progressive
using
that
word
in
its
true
definition,
has
been
creative
and
progressive
in
basically
not
meddling
in
the
universities,
basically
focusing
on
outcomes.
Yeah,
we're
gonna
cut
you
by
this
and
cut
you
by
that
we
had
a
61%
cut
per
student
from
the
state
legislature.
That's
not
been
restored
in
two
thousand,
eight
nine
and
ten,
and
so
those
are
significant
cuts.
B
But
under
a
you
know,
certainly
auditable
outcomes
and
so
forth,
and
so
on,
but
with
substantial,
more
degrees
of
freedom.
Those
have
been
powerful
things
that
the
legislature
has
been
able
to
give
us.
In
fact,
anybody
from
Wisconsin,
so
Governor
Walker
a
few
years
ago,
tried
to
do
a
deal
in
Wisconsin
with
the
University
of
Wisconsin,
in
which
he
said.
I'll
give
you
all
these
freedoms
and
I'll
give
you
a
little
bit
less
money,
and
then
you
go
out
and
find
more
money
with
the
freedoms
that
I've.
B
A
As
a
member
of
the
international
study
group,
one
of
the
things
that
we've
identified
is
is
high
quality
teaching
and
being
able
to
and
some
of
the
countries
that
we
studied,
made
big
transitions
and
how
they
develop
their
teachers.
And
you
kind
of
touched
on
that.
A
little
bit
in
your
in
your
remarks,
I'm
wondering
if
you
could
tell
us
a
little
bit
more,
especially
for
K
or
pre-k,
to
12
education,
so
that
people
are
ready
before
your
institution.
B
So
when
I,
when
I
took
office,
we
had
an
education
college
that
had
become
mired
in
fighting
largely
with
political
forces
in
a
charter
school
versus
public
school
charter,
school
versus
parochial
school,
no
choice
versus
choice,
kind
of
political
argument:
I
said:
that's
not
really
our
job.
Our
job
is
to
produce
the
best
teachers
and
the
best
principals
and
the
best
superintendents
that
we
can
possibly
produce,
and
so
we
fought
for
a
while
and
then
I
said
this
isn't
going
to
work.
There's
no
fighting
here.
B
We're
gonna
have
to
change
this,
so
we
basically
restructured
the
entire
College.
We
exited
45
faculty
members
into
either
retirement
or
other
colleges.
We
then
raised
150
million
dollars
to
ricans
sexualize
how
we
produce
teachers.
We
found
two
new
Dean's
that
could
help
us,
through
their
leadership
and
their
genius,
to
create
a
whole
new
way
to
produce
new
teachers.
We
built
a
teacher
tracking
tool
which
allows
us
to
see
the
performance
of
all
of
our
graduate
teachers
out
in
the
workforce.
How
did
their
4th
grade
math
students
do?
B
How
does
that
correlate
back
to
how
what
we
do
so
we
built
a
loop
of
data
and
a
loop
of
interaction.
We
then
built
we
did
a
study
on
what
schools
are
successful.
We
then
launched
and
built
what
are
now
five
charter
schools
that
we
operate
as
public
schools
in
various
charter
configurations.
Another
thing
the
legislature
gave
us
the
authority
to
do.
We
then
use
those
schools
to
demonstrate
that
every
kid
can
graduate.
We
have
a
hundred
percent
high
school
graduation.
Every
kid
can
go
to
post-secondary.
B
These
schools
are
85%
hundred
percent
minority
100
percent
title
one,
and
these
are
these-
are
schools
in
very
challenging
communities,
and
so
we
did
that
and
that
then
informed
us
again.
We
started
private
schools
that
then
informed
us
again
relative
to
how
to
produce
a
teacher,
and
then
lately,
we've
been
working.
B
A
lot
with
the
Curan
in
Waukesha
went
Wisconsin
on
how
to
create
a
value,
oriented
new
kind
of
innovative
way
to
produce
teachers,
and
so
we've
gotten
a
lot
of
philanthropy
and
a
lot
of
outcomes,
and
so
and
then
we
changed
the
admission
standards
to
our
Teachers
College.
It
was
no
longer
going
to
be
just
the
students
who
were
against
math
for
their
entire
life,
who
never
wanted
to
study
math,
no
matter
what
so,
we've
been
able
to
work
on
that
also.
H
Well,
good
afternoon,
everyone
I'm
Joan,
with
Disqus
senior
federal
affairs
counsel
at
the
National
Conference
of
State
Legislators
I'm,
based
in
Washington
DC
myself
and
Ben
Boggs
who's
gonna
speak
after
me.
We
are
your
team
on
higher
education.
I
handle
this
federal
facing
issues,
Ben
handles
those
that
are
state
facing
and
together
where
we
really
enjoy
working
with.
All
of
you,
so
I've
been
asked
to
briefly
frame.
What's
going
on
in
Washington
DC,
you
heard
from
dr.
crow.
He
is
a
obviously
a
disrupter
and
innovator.
H
He
is
a
leader
in
higher
education
today,
you
as
state
leaders,
you're
stuck
in
the
middle.
What
I'm
just
about
to
talk
about
is
the
Glacial
speed
of
what
is
occurring
in
Washington
DC,
and
you
stand
at
the
middle
between
the
innovation
that
is
required
to
keep
competitive
with
business
to
the
very
slow
and
deliberative
process.
We
have
in
Washington
DC
the
last
time
that
Congress
reauthorized,
the
Higher
Education
Act,
was
2008.
H
Think
back
to
what
was
going
on
in
our
economy
in
2008.
We
were
coming
out
of
the
second
worst
economic
crisis
in
the
history
of
our
country.
All
new
jobs
that
have
been
created
since
20,
2008
2/3
of
all
new
jobs,
require
medium
or
advanced
technological
skills.
Here
in
the
United
States,
the
economy
upon
which
the
2008
reauthorization
was
built,
is
totally
different
today,
because
of
globalization
and
technology,
and
you
embody
precisely
what
Justice
Brandeis
spoke
of,
which
you,
the
states
are
the
laboratories
of
democracy.
H
You
allow
our
nation
to
experiment
without
risk
to
our
nation,
and
so
that's
the
juxtaposition
that
you
find
yourself
in.
What's
going
on
in
Washington,
DC
how
they
discuss
higher
education
and
the
higher
education
reauthorization,
we
want
to
frame
for
you
what
that
debate
sounds
like
so
you
under.
So
you
understand
the
kind
of
the
stakes
that
we
have
and
the
importance
of
state
leadership.
At
this
time.
H
The
question
of
affordability
frequently
comes
up
in
Washington
DC,
and
there
are
many
that
believe
that
states
are
to
blame
for
college
debt
and
the
cost
of
college
in
the
United
States,
and
they
will
say
the
states
which
ultimately
is
the
state
legislature
with
your
power
of
the
purse,
has
not
done
enough
for
college
students
in
the
United
States.
It's
simply
not
true,
simply
not
true.
The
number
one
component
of
state
spending
year
over
year
is
k-12
education.
The
second
largest
component
is
healthcare.
H
What's
interesting
about
that
number
is
that
actually,
that
states
provide
billions
of
additional
dollars
in
aid
to
families
and
students
to
afford
college
based
on
your
tax
code,
and
that's
never
part
of
this
conversation.
You
don't
get
credit
for
that
and
for
many
states
your
tax
code
provides
a
benefit
of
25
percent
greater
than
direct
aid
to
students.
H
Another
interesting
part
of
the
conversation
in
Washington
DC
around
affordability.
Are
these
pesky
things
called
maintenance
of
efforts,
so
I
want
to
go
back
a
little
bit
maintenance
of
effort.
Direct
is
a
nice
way
to
say
it
dictate
is
probably
the
more
appropriate
way
to
say
it.
How
much
a
state
will
spend
on
a
particular
program,
the
federal
state
partnership?
H
We,
the
federal
government,
will
help
you
the
states
only
if
you
do
the
following.
That
is
not
an
equal
relationship
anymore
and
we,
the
states,
formed
the
federal
government,
it's
a
very
different
situation,
so
that
you
know
there
are
more
than
29
maintenance
of
effort
requirements
just
on
education
alone.
In
fact,
education
is
tied
with
the
United
States
Department
of
Agriculture
for
the
largest
number
of
maintenance
of
effort
requirements,
and
that
ties
your
hands
as
state
lawmakers.
H
So
those
what
we
have
heard
from
states
was
we're
meeting
with
federal
lawmakers.
We've
said
on
your
behalf
that
a
conversation
about
affordability
must
be
balanced,
with
the
conversation
about
productivity
and
as
dr.
crow
said,
completion.
Our
goal
is
to
ensure
that
our
citizens
don't
just
go
to
college,
but
they
complete
college
and
that's
why
we're
making
the
investments.
H
So
what
is
going
on
in
Washington,
DC?
Well,
I'm
gonna.
Give
you
a
really
quick
overview
of
what's
going
on
with
the
legislative
branch
there's
more
going
on
with
the
executive
branch,
and
then
I
want
to
highlight,
for
you
just
very
briefly,
two
quick
things
that
I
want
to
make
sure
that
are
on
your
radar.
So
in
the
United
States
legislative
branch
of
government,
there
are
in
the
house
right
now,
two
really
amazing
bills
in
the
United
States
House.
They
both
have
awesome
names,
one
is
prosper,
the
other
is
the
aim.
H
A
H
The
actions
down
at
400,
Maryland
Avenue,
the
executive
branch
of
government,
manages
about
1.4
trillion
dollars
in
federal
student
aid.
It's
a
very
large
number
I
throw
that
out
for
you.
So
you
know
what
the
stakes
are.
The
administration
has
really
enunciated
four
key
priorities
in
the
last
18
months
of
their
work.
The
first
has
been
regulatory
relief.
They
have
looked
to
roll
back
guidance
that
was
issued
by
the
prior
administration
that
didn't
go
through
the
traditional
regulatory
process.
H
The
second
thing
is,
the
Trump
administration
is
looking
to
as
they
frame
it
right
sizes,
the
federal
role
in
higher
education
to
further
spur
innovation.
Thirdly,
the
Department.
The
administration
is
looking
to
smooth
the
transition
to
enable
more
lifelong
learning,
more
ongoing,
Lorent
learning,
which
has
become
fundamental
to
our
economy.
And
lastly-
and
this
is
a
bipartisan
priority
shared
amongst
lawmakers
in
Washington
DC
without
question,
all
federal
policymakers
are
working
to
reset
and
change
the
narrative
about
a
four-year
degree.
H
A
mistake
was
made
in
our
country,
the
Career
and
Technical
Education
lesser
than
or
second-class
system
Career
and
Technical
Education
is
we
are
learning
through.
Our
economy
is
equally
important
to
our
economic
security,
as
well
as
the
preservation
of
our
democracy,
and
so
those
are
the
priorities
that
the
administration
has
enunciated
and
they
have
been
busy
number,
first
and
foremost
as
you've,
probably
caught
on
the
national
news.
H
The
president
has
proposed
the
consolidation
of
parts
of
the
Department
of
Education,
with
parts
of
the
Department
of
Labor,
to
eliminate
duplication,
to
streamline
training,
the
thought
being
that.
Why
is
adult
education
at
the
Department
of
Education?
And
why
is
adult
education
at
the
Department
of
Labor
and
those
programs?
Don't
speak
to
one
another?
You
and
your
states
have
been
doing
very
similar
things.
H
The
administration
also
just
last
week
little
light
reading
for
those
of
you
that
are
interested
issued,
their
borrower
defense
publication.
It's
only
436
pages
long.
So
if
you're
going
back
to
the
west
coast
that
might
or
East
Coast,
it
might
be
a
good
thing
to
pick
up.
But
the
borrower
defense
rule
talks
about
what
are
the
federal
rules
around
loan
forgiveness
for
students
who
have
been
cheated
or
defrauded
through
their
loan
product
through
the
schools
that
they
went
to
under
the
old
standard.
H
It
was
believed
that
it
was
too
easy
for
students
to
claim
that
they
had
been
defrauded
by
their
institution
of
higher
education,
so
the
Trump
administration
is
seeking
to
upgrade
the
standard
by
which
one
can
get
loan
forgiveness
and
have
a
tighter
process.
It's
estimated
that
this
would
save
taxpayers
about
seven
hundred
million
dollars
a
year
or
twelve
billion
dollars
over
the
next
decade.
H
Certainly,
this
move
has
been
met
with
strong
opposition
from
Democratic
members,
as
well
as
advocacy
groups
who
believe
that
these
institutions
are
actually
taking
advantage
of
students
on
November
1
we're
expecting
the
gainful
employment
regulations
to
be
issued.
This
department
is
also
looking
at
accreditation,
something
very
important
to
the
institutions
that
you
help
oversee
the
department,
also
rolled
back
an
affirmative
action
guidance
that
was
issued
by
the
prior
administration.
They
withdrew
this
as
part
of
a
larger
effort
to
remove
anything
that
was
issued
for
guidance
that
didn't
go
through
the
regulatory
process.
H
H
You
can't
do
that
anymore.
The
same
way
that
you
did
before
about
a
year
and
a
half
ago,
the
National
Council
of
higher
education
resources,
a
trade
group
that
represents
student
loan
companies
urged
the
Department
to
preempt
state
authority
and
no
longer
allow
you
to
establish
regulations
on
federal
student
debt
collection.
H
26
of
your
attorneys
generals,
wrote
to
the
department
and
opposed
this
action,
and
numerous
lawsuits
have
been
filed
most
notably
lawsuits
in
Massachusetts,
Illinois
and
Washington.
Now.
State
views
on
this
matter
absolutely
vary,
but
as
anticipated,
the
US
Department
of
Education
issued
a
rule
that
said
that
states
may
not
regulate
student
loan
companies
that
service
and
collect
federal
student
debt
and
the
house
is
looking
to
codify
this
through
legislative
activity.
H
Now,
there's
been
a
lot
of
conversation
about
this
in
Washington
DC
under
the
Higher
Education
Act,
the
Secretary
of
Education
has
the
authority
to
issue
this
rule.
However,
does
she
have
the
ability
to
regulate
the
financial
services
sector
and
the
conference
of
state
bankers
doesn't
think
that
she
does
so
more
on
that
later?
H
A
H
Reagan
I'm,
a
parent
myself,
Ronald
Reagan
former
governor
of
the
our
host
state
here
in
California,
said
that
the
nine
most
terrifying
words
in
the
English
language
are
I
am
here
from
the
government.
I'm
from
the
government
and
I
am
here
to
help
I,
don't
know
if
he
ever
had
to
fill
out
a
FAFSA,
but
as
a
parent,
the
nine
most
terrifying
words
to
me
are
I,
am
fed
from
the
federal
student
aid
complete
your
FAFSA.
H
It's
about
a
hundred
and
thirty
questions,
long,
it's
more
complicated
than
completing
taxes
and
Senator
Alexander,
who
leads
the
Senate
Education
Committee,
he's
termed
it.
The
dreaded
FAFSA
form.
In
fact,
we
know
from
research
that
about
1.2
million
students,
don't
that
are
eligible
for
Pell,
don't
even
get
their
Pell
award,
because
the
FAFSA
is
so
complicated
and
so
difficult
to
complete.
So
while
there
may
be
not
a
lot
of
consensus
in
Washington
DC
with
how
to
proceed
with
the
Higher
Education
Act,
they
have
at
least
found
a
common
enemy,
and
that
is
in
faster.
H
Just
last
week
the
US
Department
of
Education
released
for
the
first
time
ever
a
mobile-friendly
FAFSA,
so
that
students
can
use
their
mobile
devices
to
start
completing
their
paperwork
but
further
to
be
real
and
lasting
reform.
It
will
require
legislative
action
I'm
also
going
to
skip
ahead
just
a
little
bit
earlier
this
year
in
the
new
tax
law
and
changed
requirements
around
the
529
programs.
Almost
all
of
your
states
have
a
five
sponsored
529
program.
Five
to
nine
traditionally
has
been
a
great
way
for
families
to
save
money
for
college.
H
Under
the
new
tax
law,
families
may
also
be
able
to
utilize
a
five
to
nine
account
to
pay
for
k-12
expenses.
We
raise
this
for
you
to
be
aware
of
because
it's
an
opportunity
to
not
only
look
at
how
you're
executing
on
the
new
tax
law
and
complying
with
that
for
the
purposes
for
families
to
be
able
to
invest
money
for
k-12,
but
this
gives
you
an
opportunity
to
review
your
five
to
nine
and
its
entirety.
H
I'm
briefed
on
time
so
I'm
going
to
skip
ahead
to
one
thing,
I
want
to
also
make
sure
that
you
have
on
your
radar
and
that's
the
the
education
and
training
vouchers
from
ETV
this
year.
In
particular,
we've
received
a
number
of
requests
from
state
legislators
hoping
to
help
foster
youth
in
the
United
States
access
higher
education.
One
of
the
things
we
wanted
to
make
sure
that
you
were
aware
of
is
through
the
Chafee
foster
youth
program.
H
The
ETV
grants
foster
youth
are
eligible
for
up
to
five
thousand
dollars
per
year
to
attend
college
adjoining
really
important,
that
foster
youth
apply
for
FAFSA
and
because,
if
they
do,
they
may
not
only
be
Pell
eligible,
but
they
may
also
be
eligible
to
receive
one
of
these
grants.
Your
state,
each
of
your
states,
receives
a
direct
formula
amount
from
the
federal
government
for
this
purpose.
So
I
don't
want
to
go
on
any
longer,
because
Ben
is
going
to
talk
to
you
about
what's
going
on
with
innovation
in
the
States.
H
E
E
This
has
been
a
great
session.
The
the
one
thing
that,
if
I
may
draw
from
dr.
crow
speaking
of
I,
was
on
a
conversation
with
a
university
administrator,
a
new
strategic
plan
to
go
after
non-traditional
adult
students
who
had
dropped
out
to
use
the
term
to
come
back
and
invite
them
to
come
on
back
in
and
the
theme,
the
traditional
theme
has
been
come
on
back,
we'll
give
you
a
second
chance,
and
he
said
that
his
university
I
think
this
draws
from
the
new
model
for
American
higher
education.
E
E
Let's
see
if
we
pick
a
state
year,
so
I
picked
Arkansas,
the
blue
and
here
else
that
lights
up
are
those
who
are
have
similar
policies
for
that
particular
component.
What
this
allows
you
and
your
staff
to
do
is
take
a
look
at
different
issues
related
to
governance,
budgeting
models
and
affordability
issues.
Who
else
is
working
on
the
same
issues
you
are?
What's
the
approach
is
they're
doing
what
are
some
ways
they're
tweaking
to
meet
their
communities?
How
might
you
learn
from
them
and
we're
happy
to
facilitate
this
with
you
just
to
just
contact
us?
E
This
is
on
our
website,
but
for
the
sake
of
time,
I
won't
go
through
a
lot
of
details
here,
but
I'd
like
for
you
to
know
that
that's
there
well.
Assuming
of
that
out
also
I'd,
like
you
know,
we've
secured
funding
for
an
eight
part
series
of
briefs
that
will
focus
on
specific
issues
that
universities
are
dealing
with.
Much
like
what
dr.
E
Crowe
spoke
of
today
and
some
of
the
challenges
that
institutions
are
having
this
new
economic
global
economy,
demographic
changes,
population
shifts
in
the
states,
I
know
a
lot
of
states
now
talking
about
mergers
and
acquisitions
and
all
kinds
of
things.
So
what
we've
done
is
secured
funding
for
an
eight
part
series,
the
first
of
which
has
been
finished
and
published,
and
we've
got
a
stack
here.
I'll
put
them
on
the
table
down
here,
there's
also
a
stack
down
in
room
153,
which
is
where
the
education
tract
is
for
the
for
this
convention.
E
But
this
one
is
the
first
one
is
an
overview
and
it's
meant
to
be
readable
and
practical
and
give
you
the
opportunity
to
see
what
are
some
things
that
universities
are
wrestling
with.
What
are
some
ways
as
a
state
legislature,
you
can
help
assist
them
or
help
guide
them
in
some
new
ways
of
thinking.
So
I
take
that
very
quickly,
and
we
will
have
this
available
for
you
and
our
information
will
be
on
our
website
and
if
we
can
be
of
any
service
to
you.
That
is
what
we
do
so.