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From YouTube: Trends and Challenges in State K-12 Education Funding
Description
This session focused on trends in K-12 education budgets and how state and school districts are adjusting to declining state revenues and spending pressures related to COVID-19.
A
Asian
budgets,
we
know
it's
a
really
busy
time.
We
really
appreciate
you
taking
the
time
to
participate
today,
I'm
erica
mckeller
and
I'm
with
the
fiscal
affairs
program
here
at
ncsl,
and
I'm
also
the
liaison
to
the
national
association
of
legislative
fiscal
offices
or
in
naufo,
which
is
one
of
mcsl's
professional
staff
associations
and
the
group
sponsoring
this
webinar.
Today.
A
A
After
the
presentation
myself
and
my
colleague,
emily
mayer
will
be
monitoring
the
chat
box
today
for
our
speaker,
so
please
feel
free
to
put
any
questions
you
might
have
in
there
or
feel
free
to
unmute
yourselves
and
ask
questions
we'd
love
for
this
to
be
interactive.
So
please
don't
be
shy
and
please
also
feel
free
to
just
share
information
about
what's
happening
in
your
state.
That's
always
good
for
us
to
hear
as
well.
A
So,
as
we
all
know,
k-12
education
is
one
of
the
largest
and
most
important
part
of
state
budgets,
and
the
kobe
19
pandemic
is
creating
challenges
for
those
budgets
in
new
and
different
ways,
from
remote
learning
and
classroom
safety
to
student
accounts
and
funding
formulas.
So
today
our
speaker
is
dan
thatcher.
Ncsl
senior
fellow
in
our
education
program
dan,
has
tracked
education,
finance
policy
for
over
13
years
and
has
co-founded
ncsl's
education,
finance
fellowship
in
partnership
with
the
learning
policy
institute
to
support
the
expertise
of
state
legislators
and
legislative
staff
in
this
critical
policy
area.
B
Thank
you
very
much
erica
and
thank
you
so
much
for
inviting
me
to
share
what
a
little
bit
of
the
information
and
trends
that
we've
been
following
since
the
pandemic
started
raging
our
country.
So
I
come
to
you
from
about
eight
thousand
seven
hundred
feet
in
winter
park.
Colorado.
It's
a
chilly,
probably
about
10
degrees
out
right
now
it
was
2
degrees,
but
I
woke
up,
but
the
internet
still
works
at
that
temperature
and
at
this
elevation,
fortunately,
I'm
going
to
go
ahead
and
open
up.
My
share
my
presentation
as
I
do.
B
B
Let
me
try
this
and
then,
let's
see
sorry
about
this,
it's
always
always
a
challenge.
Here
we
go
okay.
I
think
we're
good
now
so
when
talking
about
education
finance,
either
as
I'm
traveling
around
the
country
and
speaking
with
other
organizations
that
don't
really
understand
the
state
legislative
role
in
education,
finance,
I've
come
up
with
a
kind
of
a
framework
for
talking
about
it.
So
I'm
going
to
introduce
this
now
and
and
use
this
framework
to
discuss
kind
of
some
of
the
different
entree
points
for
policy
in
this
issue
area.
B
B
B
B
Among
many
of
the
people
I
go
out
and
speak
with,
then
I'm
going
to
talk
a
little
bit
about
what
we've
seen
from
the
great
recession
and
what
impacts
and
stories
that
might
have
for
what's
happening
right
now,
then
we're
going
to
go
into
what's
happening
right
now,
what's
going
on?
What
are
the
pressure
points?
B
What's
who's
suffering
and
then
talk
a
little
bit
about
what
we
can
do
and
what
we
can
expect
is
it's
a
certainty
that
we're
going
to
repeat
the
same
choices
that
we
made
during
the
great
recession
and
for
any
david
lynch
fans,
twin
peaks
fans
out
there
we
can
disrupt
the
narrative.
We
can
create
different
coopers.
This
is
in
your
power.
B
You
know
throughout
this
presentation
and
hereafter
please
reach
out
to
me.
I
I
would
love
to
hear
from
you
hear
what
you're
going
through
or
if
you
want
to
be
connected
to
research
researchers.
I
I
consider
that
I
can
consider
that
a
critical
role
that
I
play
in
this
process
so
a
little
bit
about
this.
This
framework
and
the
principles
that
have
undergirded
education,
finance
systems
for
for
many
years
now
and
csl
published
this
publication,
the
principles
of
a
sound
state
school
finance
system.
B
B
It
can
create
some
great
inequities
from
district
to
district
depending
on
their
per-pupil
revenue
wealth.
And
this
happened,
and
it
was
litigated
and
a
lot
of
the
plaintiffs
wanted
this
litigation
and
it
required
the
states
to
play
a
larger
role
in
funding
k-12
education,
and
they
did
so
by
increasing
the
reliance
on
income,
personal
and
corporate
income
and
sales
tax
revenue
from
the
general
fund
to
to
mitigate
the
inequities
that
evolve
out
of
the
property
tax
system.
B
B
I'm
going
to
have
some
some
charts
here
in
a
second
to
show
just
how
volatile
somebody's
different
resources
are
and
then
there's
the
question
of
just
sufficient
resources.
This
is
what
was
referred
to,
or
we
referred
to
as
adequacy,
but
we
think
sufficient
is
a
better
word
in
this
context
that
that
every
student
has
official
sufficient
resources
to
get
the
education
they
he
or
she
needs
to
be
a
productive
citizen.
Our
democratic
society
essentially
and
then
equity,
we're
trading
out
for
the
term
fairness,
and
this
is
cuts
many
ways.
B
It's
fairness
for
students.
We
all
arrive
at
the
school
system
with
different
needs
and
different
experiences
and
backgrounds,
but
also
fairness
for
the
taxpayers
who
fund
the
system
and
for
all
the
other
stakeholders
in
the
education
system,
for
teachers,
administrators
and
then
it's
trans
transparency
and
this
kind
of
goes
along
with
accountability.
B
The
those
activities
that
really
improve
student
learning
and
and
provide
a
robust
education
experience,
but
also
for
researchers,
researchers
are
very
helpful
for
informing
us
state
for
state
policy
on
what's
working,
what's
not
working
and
then
finally,
flexibility
and
the
resources
so
that
california
was
this
great
case
from
history.
Five
years
ago,
they
had
over
100
categorical
programs
that
had
to
be
spent
on
certain
things.
B
So
that's
the
framework
and
so
for
out
of
all
of
this,
we
could
kind
of
go
back
to
that
framework
and
see
where
things
fall.
So
what
happened
during
the
great
recession?
I
think
it's
important
to
talk
about,
to
talk
to
consider
what
we
can
do
now
and
where
we're
going-
and
this
is
I'm
drawing
now
from
research
from
from
the
education.
B
The
education
and
finance
and
policy
journal-
that's
that's
sponsored
by
the
american
association
association
for
education,
finance
policy
and
by
the
way
they
have
their
annual
conference
coming
up
and
they
have
stipends
for
legislators
and
policy
makers
to
attend,
and
it's
virtual.
So
I
would
encourage
anyone
who
really
wants
to
get
wonky
and
get
into
the
academics
of
this
to
participate.
B
But
the
research
has
shown
that
the
great
recession
was
an
unprecedented
impact
aside
from
the
great
depression
and
that
districts
that
relied
most
on
the
state
for
revenue
suffered
the
most.
There
was
also
a
a
kind
of
unintended
consequence
of
these
federal
era:
funds,
the
state
fiscal
stabilization
funds
that
were
part
of
the
era,
the
error
law
that
lasted
for
three
fiscal
years,
and
once
that
final
fiscal
yield
year
was
up
when
states
and
districts
had
to
expend
those
funds.
B
There
was
what
we
referred
to
back
then,
as
the
funding
cliff-
and
some
of
you
may
remember
this,
and
what
the
research
has
shown
is
that
those
who
were
impacted
most
by
the
funding
cliff
were
districts
that
had
a
smaller
per
pupil
tax
revenue
base
and
we're
going
to
get
into
this
a
little
bit
more.
This
is
a
screenshot
of
a
data
visualization
that
you
can
access
at
any
time
where
you
can
dig
through
the
different
revenues.
So
I
put
all
this
together
through
through
census,
bureau
data.
B
B
B
This
is
just
another
way
to
look
at
the
same
situation
on
the
left
side.
You'll
see.
This
is
information
that
I
put
together
that
balance
between
state
and
local
revenue
that
goes
into
the
k-12
finance
system.
I
took
federal
revenue
out
since
that's
not
really
a
policy
level
for
states,
but
it
has
been
pretty
consistent
over
the
last
10
plus
years,
marguerite
rose
at
the
genomics
lab
in
georgetown.
B
Put
this
other
graph
together,
showing
the
changes
in
reliance
on
on
local
versus
state,
and
the
point
is
the
as
we
were
states
rely
more
on
state
revenue.
We
have
to
be
cognizant
that
there's
more
vulnerability
and
volatility
in
our
revenues
during
economic
fluctuations
and
downturns,
so
what's
happening
now
with,
as
we
see
state
revenues
going
down
and
also
local
pressures
on
on
schools
who
have
to
respond
to
the
kobe
crisis
that
increase
putting
upper
pressure
on
their
expenditures.
B
We
are
remote,
learning
he's
a
seven-year-old
in
second
grade,
along
with
his
twin
brother
and
he's
not
happy
about
remote
learning,
and
I
I
just
took
this
picture
about
24
hours
ago,
and
you
can
see
in
his
eyes
that
he's
not
very
happy
that
he's
having
to
do
this
at
home
and
he
he
loves
his
friends,
and
you
know
this
is.
This
is
probably
a
scene
that
many
of
us
are
familiar
with
and
lament
that
it's.
This
is
the
case,
but
you
know
moving
forward.
B
B
2021
looks
like
on
average,
if
you
look
at
all
the
projected
revenue
declines
across
the
states,
we're
about
a
10.9
11
somewhere
between
10
and
11
four
states
and
looking
back
at
the
great
recession,
there
was
something
in
the
revenue
that
was
a
little
bit
similar
and
other
research
for
k-12
has
suggested
that
about
10
in
state
revenue
decline
means
about
six
percent
in
state
funding
for
schools
just
kind
of
on
average.
It's
kind
of
a
rule
of
thumb.
B
I
point
to
some
research
by
bruce
baker
to
come
up
with
that
number
and
some
of
the
research
that
I've
did
through
those
prior
data
visualizations.
So
what
we're
it's?
It's
kind
of
really
difficult
to
track.
What's
happening
right
now
in
real
time
at
genomics
lab
again
is
trying
to
do
this
and
surveying
news
stories
anything
they
can
to
get
an
idea
of
what's
happening
in
school
districts
to
address
declines
in
revenue
for
them.
B
So
this
is
updated
as
of
a
few
days
ago,
from
a
genomics
lab
and
out
of
385
districts
out
of
there's
about
13
to
14
000
school
districts
in
the
country
by
the
way.
So
this
is
a
very
small
subset,
very
small
sample,
but
what
they're
finding
is
that
about
half
of
those
are
are
definitely
trimming
their
budgets
and
a
good
chunk
of
those
are
doing
so
through
layoffs,
and
this
is
an
important
thing
to
consider
for
for
state
policy
makers,
because
the
layouts
can
look
differently
who's
being
laid
off
oftentimes.
B
B
Many
of
you
may
have
heard
of
the
maps
test.
Maybe
if
you
have
kids
in
school,
they
take
the
maps
test
which,
which
is
a
math
assessment,
formative
assessment
and
also
thank
you
to
nwa.
They
are
a
foundation
sponsor
of
ncso,
but
they
they
provide.
I
think,
there's
more
students
in
the
country
that
take
the
maps,
formative,
assessment
and
math
and
any
other
formative
math
assessment
enough.
B
Out
of
I've
been
able
to
come
up
with
some
information
on
on
what
the
results,
what
how
students
are
learning-
and
this
is
looking
at
particularly
at
math
math
scores,
and
what
we
see
is
that
students
are
falling
behind
in
math
they're,
not
they're,
still,
they're,
still
learning,
but
they're
falling
behind
and
reading
turns
out
to
be
a
little
bit
better
they're
doing
better
in
reading.
But
math
is
where
the
problem
is.
B
So
learning
loss
is
happening
and
it's
disproportionate.
Just
like
we
saw
in
the
great
recession.
I
think
this
is
good
evidence
to
suggest
that
there
should
be
some
other
options.
We
can
consider
to
mitigate
the
impacts
on
the
most
vulnerable
students.
So
again,
going
back
to.
I
appreciate
margarite
for
her
analysis.
Here.
Who's
really
done
the
most
at
this
kind
of
local
level
to
get
a
sense
of
what's
happening
in
our
in
our
actual
schools.
B
B
The
other
expenses,
of
course,
are
the
costs
of
reopening
schools
and
there's
been
a
great
deal
of
analysis,
trying
to
figure
that
out.
I've
been
working
with
mike
griffith
at
the
learning
policy
institute
to
put
a
number
on
that,
and
we
projected
what
the
cost
would
be
per
school
to
improve
the
evacuation
systems
and
we're
looking
at
some
astronomical
figures
with
with
that
that's
forthcoming.
B
B
This
is
a
is
a
graph
that
I
I've
stolen
from
from
west
ed
and
particularly
sean
tanner
who's,
a
wonderful
education
economist
at
west,
ed,
very
thoughtful,
and
what
I'm
not
going
to
really
explain
this
very
well,
but
those
who
are
familiar
with
with
economics-
as
I
assume
most
of
you-
are
it's
really
showing
the
the
law
of
diminishing
returns
on
the
x-axis.
It's
level
of
resources
that
a
student
comes
with
when
they
show
up
he
or
she
shows
up
to
school.
B
Additional
adults
in
the
house
that
can
help
with
education
at
home,
any
anything
that
comes
into
the
basket
of
goods
that
helps
students,
thrive
and
learn,
and
then
on.
The
y-axis
is
our
our
kind
of
limited
way
of
of
measuring
student
learning
and
growth
test
scores,
and
if
you
are
a
student
who
is,
is
farther
down
on
the
x-axis,
with
with
levels
of
resources
to
to
improve
student
learning.
The
the
loss
from
just
even
10
of
those
resources
is
much
greater
in
in
the
economy.
B
B
So
it
kind
of
being
cognizant
of
the
fact
that
yes,
districts
come
to
the
table
with
different
abilities
to
raise
revenue
locally,
but
also
considering
the
length
of
how
long
this
reception
will
be.
Recession
will
be
and
the
ability
to
consider
the
whole
revenue
pie,
including
state
revenue,
sales,
income
and
and
kind
of
that
that
the
other
piece,
which
is
local
revenue,
which
was
we
as
we
know,
it's
more
stable.
B
But
then
the
other
thing
that
may
be
more
immediate
right.
Now,
too,
is
lifting
restrictions
on
these
categorical
programs,
which
I
mentioned
earlier,
and
this
is
where
about
giving
school
districts
the
latitude
to
to
direct
resources
where
they
need
them
now
and
not
not
spending
them
on
the
greenhouse,
when
no
students
are
in
school,
they're,
remote
learning.
So
these
kinds
of
considerations
giving
flexibility
are,
are
things
that
that
each
state
can
do.
B
The
last
one-
I
guess
one
of
the
last
things
I
have
here
is
one
of
the
last
things.
The
penultimate
thing-
I
guess
maybe
something
I
stole
from
my
wife,
she's,
an
infectious
diseases,
public
health
doctor,
denver
health
and
she
and
our
a
friend
of
ours
who's.
A
professor
of
urban
planning
at
uc
denver
published
this
article
about
where
you
live,
may
increase
your
risk
for
for
for
contracting
cobin
19.,
and
the
thing
that
I
really
found
fascinating
about.
This
is
the
granularity
with
which
they
looked
at
denver.
B
Neighborhood
to
neighborhood
and
and
my
wife
has
been
using
this
map
to
direct
free
testing
for
kobit
among
her
staff.
So
they'll
look
at
this
and
see
where
the
risk
is
highest
in
the
city
and
then
that's
where
they
plan
to
have
a
free
testing
event
on
a
saturday
or
a
wednesday,
or
something
like
that,
and
this
kind
of
granularity
happens
at
district
levels.
But
I
think
it's
in
denver.
Actually.
B
Public
schools
is
a
pretty
good
example
of
this,
but
in
thinking
more
more
granularly
about
identifying
the
most
vulnerable
students
and
making
sure
we
somehow
can
get
the
resources
where
they
are
right
now
for
what
they
need
to
make
sure
that
they
they
learn.
One
of
the
kind
of
the
stories
of
all
this,
too
is
research
from
eric
kanushek
at
the
hoover
institute
at
stanford
university,
who
recently
measured
the
economic
loss
from
from
from
learning
loss
and
I'll
refer
to
that
paper
in
the
resources
that
I'll
provide
in
the
powerpoint.
B
B
I
don't
think
any
consensus
yet
on
what
the
what
the
best
approach
may
be
to
dealing
with
these
these
fluctuations
in
enrollment
from
school
school
district
to
district,
but
for
those
who
come
from
states
with
different
funding
mechanisms,
I
just
want
to
give
an
overview
of
what
they
look
like
from
state
to
state.
There's
different
ways
that
states
count
pupils
for
purposes
of
the
funding
formula.
There's
a
single
count
day
in
and
colorado
is
a
good
example
of
this.
Where
october
first
was,
I
can
remember
the
exact
date.
B
That's
the
account
that
that
the
state
uses
for
funding
for
the
current
year.
Some
states
use
multiple
camp
days
throughout
the
year.
Every
quarter,
for
example,
others
use
an
average
daily
attendance
versus
average
daily
membership.
So
this
is
enrollment
versus
attendance,
so,
for
example,
states
or
districts
that
are
more
urban
that
have
experienced
more
truancy
like
the
the
membership
metric
better
than
the
average
daily
attendance
measure.
B
B
Looking
at
the
changes
in
enrollment
in
your
state
is
there
a
way
that
you
can
kind
of
follow
the
students
where
they
are
to
to
make
sure
that
funding
for
what
student
who
was
enrolled
in
brickmore
school
last
year
gets
the
sufficient
resources
they
need,
if
they're
in
a
virtual
school
setting
right
now,
or
something
like
that.
So
again,
it's
kind
of
unsettled
we're
not
entirely
clear
on
the
best
way
forward
on.
B
What's
the
best
practice
in
this
environment,
there's
many
different
options:
I'm
closely
getting
done
with
tracking
the
legislation
on
this,
I've
been
tracking
the
pupil
count,
changes
and
I've
got
a
halfway
to
go
and
so
stay
tuned
at
the
end
of
the
year.
I'll
have
a
better
picture
of
what
what
you've
been
doing
in
all
your
states.
In
regard.
A
B
Changes
to
enrollment
counts.
I
I've
been
talking
a
lot.
I
don't
know
if
there's
been
anyone,
that's
wanted
to
interject
or
or
but
that
is
kind
of
the
the
the
roundup
of
everything
I
wanted
to
share,
but
again
I'll
share
the
slides
that
and
at
the
end
I
have
a
long
list
of
a
lot
of
resources,
academic
news
etc
that
that,
hopefully,
you
can
use
to
inform
your
work
on
this
topic
and
again.
A
A
B
There
are
school
districts
that
are
planning
on
another
round
of
stimulus
coming
and,
and
I
I
think,
there's
been
some
states
that
may
have
asked
when
we
budgeted,
with
the
assumption
that
maybe
there's
some
more
federal
federal
federal
funds
coming
yeah
as
everyone
well
knows,
states
don't
borrow
money.
The
way
the
federal
government
does-
and
you
know.
B
A
B
With
just
relying
on
on
state
and
local
revenue,
I
think
a
lot
of
districts
are
going
to
be
very
vulnerable.
If
that's
that's
all,
there
is
for
them
to
to
access
in
the
coming
school
year,
not
in
the
current
school
year
and
the
next
school
year
and
the
next
school
year.
After
that,
the
way
a
lot
of
us
are
thinking
about
this
is
this
is
not
a
one-off
disruption
in
school
revenue.
A
Great
thanks,
we
have
another
question
here
but
before
I
ask
it,
do
you
mind
if
I
stop
sharing
your
screen,
so
we
can
oh,
please
we
can
see
you
actually
yeah
great
thanks.
All
right.
First
question
is
an
enrollment
question.
Are
other
states
seen
large
decreases
in
enrollment
of
students
and,
if
so,
wouldn't
that
help
save
state
funds.
B
Yeah,
no,
it's
it's
a
it's
a
great
question!
So
yeah
we
don't
have
a
good
good
estimate
again.
It's
about.
You
know
somewhere
between
two
to
four
percent,
but
the
I
think
the
there
is
a
there's,
a
potential
saving,
because
these
pupils
aren't
counted
in
the
funding
formula
and
the
pupil
counts.
But
these
pupils
are
they're
going
somewhere
and
the
declines
in
enrollment
may
actually
be
more
of
from
out
of
exodus
out
of
one
district
to
to
another.
That's
not
correctly
being
accounted
for
it.
B
So
it's
not
clear
that
it's
that
it
is
in
aggregate
at
the
state
level
they're
just
looking
at
drops
in
revenue
from
or
attendance
from
from
district
district,
but
the
the
I
think,
the
the
the
qualm
that
some
of
some
people
have
with
this
is
that
these
students
are
are
leaving
the
system
to
private
schools
for
this
current
current
school
year.
But
then
they'll
go
back
into
the
school
system
in
the
next
school
year.
B
So
it
may
be
a
savings,
perhaps
depending
on
how
you
count
enrollment,
whether
it's
for
this
year
or
if
you
do
a
blended
between
this
school
year
or
the
next
or
if
it's
for
the
next
school
year.
So
it's
something
to
be
cognizant
of,
but
also
to
be
cognizant,
that
there
may
be
a
sudden
in
intake
of
of
pupils
in
the
school
system
in
in
school
years
to
come.
So
it's
yeah,
it's
maybe
kind
of
just
fungible.
A
B
So
the
the
statute,
the
the
bill
language,
I
guess
said
that
it's
all
any
district
that
is
under
the
statewide
average
in
per
pupil
local
revenue.
So,
however,
georgia
defines
that
that's
how
they
identify
the
districts
how
they
distributed
it.
I'm
I
can't
remember
from
the
building
which,
but
I'm
guessing,
it's
probably
on
a
per
people
basis,
so
they
would.
They
would
divide
the
750
million
across
these.
The
districts
that
are
below
the
statewide
mean
average.
B
I
think
average
was
the
language
that
they,
the
word
they
used
in
the
bill
and
and
then
distributed
based
upon
the
people
counts
again.
The
people
counts,
which
I
think
this
is
a
really
important
issue
that
we
just
still
don't
have
a
good
good
handle
on
if
anybody
has
any
experiences
or
how
they
dealt
with
it
from
their
state.
I
would
really
welcome
hearing
your
experiences
on
it.
A
Okay,
another
question
here:
are
any
states
considering
funding
options
to
hold
divisions,
harmless
for
enrollment
loss
this
year,
strategies
on
how
to
hold
strategies
on
how
to
do
a
hold
harmless
if
the
full
amount
is
not
available
here
here
in
virginia
fall,
enrollment
decreased
three
percent
compared
to
last
fall.
Thirty
percent
of
the
loss
is
attributed
to
kindergarten
students.
This
means
the
adm
count
in
the
spring
will
be
lower
and
you
I
don't
know
if
you
want
to
go
ahead
and
read
that
in
the
chat
box
dan,
if
I
did
that
question.
B
Oh
no,
I
I'm
looking
at
it
right
now,
yeah
yeah,
so
some
of
the
the
experiences
that
we've
seen
from
from
states
is
that
I
the
way
that
a
lot
of
the
whole
harmless
provisions
work
in
education
finance
is
that
they'll
take
the
average
of
five
years
of
the
people
count
or
three
years
and
then
fund
that
that
level
and
there's
different
opinions
about
harmless.
Some
opinions
say
that
you're
just
delaying
inevitable
difficult
decisions
at
the
local
level.
B
B
One
thing
to
keep
in
mind
is
that
they're,
expensive
and
colorado.
I
keep
pointing
out
to
combat
it's
where
we're
at,
but
they
have
what
they
call
phantom
students
that
the
state
spends
millions
of
dollars
on
on
what
we
call
phantom
students,
and
these
are
the
students
who,
if
enrollment
drops
from
one
year
to
the
next.
A
B
B
But
thank
you
for
listening
to
me
and
for
tuning
in
and
and
and
please
reach
out.
I
can
connect
you
with
good
research
or
researchers.
Again,
I
feel
like
that's.
My
role
is
to
to
work
with
and
know
the
researchers
in
the
field
so
that
you
have
access
to
them
and
you
can
ask
them
some
of
these
more
technical
questions
that
require
a
lot
of
training
and
background
and
oftentimes
a
phd
to
answer
so
we're
here
to
connect
you
to
that
that
expertise.
A
A
As
a
reminder,
this
session
was
recorded
and
the
slides
and
recording
will
be
available
on
our
website
and
if
you
have
time,
please
tune
in
to
our
next
program
in
the
navajo
fall
series
which
will
take
place
on
monday
and
is
on
how
legislatures
are
getting
back
to
work.
Thank
you
guys
so
much
for
your
time
today
and
thank
you
dan
for
all.
Your
expert
information.