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Description
The first meeting of the Higher Education Virtual Meeting Series: Addressing the COVID-19 Pandemic. Tiffany Jones, Senior Director of Higher Education Policy at Ed Trust, Angie Paccione, Executive Director of the Colorado Department of Higher Education, and Representative Teresa Alonso Leon from Oregon discuss the impact of COVID-19 on vulnerable students and how states are addressing higher education policies to begin to reduce racial equity gaps. June 17, 2020.
A
All
right
welcome
everyone.
We
are
so
happy
to
have.
You
join
us
for
today's
virtual
meeting,
hosted
by
ncsl's
post-secondary
education
program
I
want
to
provide.
We
want
to
provide
all
the
information
we
can
to
assist
you
in
your
state
policy
decisions,
in
particular
those
that
are
right
in
front
of
you.
Given
the
current
situation,
my
name
is
sunny
day.
I
am
the
program
director
for
ncsl's
post-secondary
education
team
out
of
our
denver
office,
I'm
very
glad
to
kick
off
this
first
meeting
of
ncsl's
higher
education
virtual
meeting
series
addressing
the
covid19
pandemic.
A
A
For
today's
meeting
there
is
an
option
for
you
to
virtually
raise
your
hand
or
add
a
reaction
to
what
you're
hearing.
Please
do
not
share
your
screen.
And,
finally,
I
encourage
everyone.
If
you're
able
to
join
by
video,
you
can
see
the
presentation
that
way
as
well
as
the
chat
box
as
well
as
your
colleagues.
A
So
with
that,
let's
get
started.
So,
let's,
let's
all
get
our
typing
fingers
ready,
because
before
we
start,
we
thought
we
would
do
a
quick
round
of
who's
on
the
call
via
the
chat
box.
So
if
you
would,
please
enter
what
state
you're
from
if
you'd
like
we
welcome
you
to
voice
a
concern
about
inequity
in
higher
education,
and
we
also
encourage
you
to
guess
which
state
capital
is
in
this.
A
Picture
so
we
will
revisit
this
just
in
a
few
minutes
here,
great
thanks
everyone.
I
will
mention
that
we
had
almost
60
legislators
and
legislative
staff
register
for
today's
meeting.
So
I
just
want
to
acknowledge
how
much
we
appreciate
you
being
here
and
that
this
really
is
a
critical
issue
today,
and
so
we're
really
excited
to
dig
in.
A
A
So
good
thanks
for
playing
great.
So
with
that,
let's
go
ahead
and
transition
to
today's
conversation,
I'm
so
glad
to
introduce
our
three
speakers
for
this
meeting,
each
of
whom
will
spend
some
time
providing
their
unique
perspective
on
how
states
can
tackle
racial
and
economic
disparities
in
higher
education.
A
Dr
jones
recently
published
a
set
of
recommendations
for
state
policy
makers
related
to
equity
in
the
pandemic,
which
you
can
take
a
closer
look
at
using
the
link.
That's
provided
here
next,
we'll
hear
from
dr
piccione,
who
is
currently
serving
as
the
executive
director
at
the
colorado
department
of
higher
education.
A
Education
committee
in
the
state
of
oregon
of
note,
representative
alonso
leon
is
the
first
in
her
family
to
attend
college
and
now
holds
a
master's
degree
in
public
administration
from
portland
state
university.
Also
of
note,
representative
alonzo
land
previously
served
as
the
high
school
equivalency
and
ged
administrator
for
oregon's
higher
education,
coordinating
commission.
A
B
Okay,
awesome
well,
thank
you.
So
much
for
having
me
just
excited
to
be
a
part
of
the
conversation
today.
I'm
gonna
talk
briefly
just
about
who
today's
students
are,
how
they've
been
uniquely
impacted
by
the
pandemic
and
the
subsequent
economic
crisis.
I'll
talk
a
little
bit
about
what
institutions
and
federal
policy
makers
can
do
in
response,
but,
most
importantly,
what
what
states
can
do
to
help
support
students
at
this
time.
So
I
look
forward
to
the
conversation
and
I
want
to
make
sure
everyone
is
awake
on
this
friday
afternoon.
B
So
there
will
be
just
a
little
bit
of
interaction.
All
you
have
to
do
is
use
the
chat
function.
So
if
you
haven't
yet
figured
out
where
the
chat
function
is
at
the
bottom
of
your
screen,
I
want
to
start
off
by
again
talking
about
who
are
today's
students.
So
if
you
would
give
your
best
guess
of
what
percentage
of
today's
students
are
25
or
older
and
just
take
a
second-
and
please
just
add
your
response
to
the
chat
box.
B
If
there's
anyone
brave
to
to
add
what
they
would
guess,
okay,
I
see
some
responses
coming
in
awesome
awesome,
so
I've
seen
as
low
as
20
and
as
high
as
about
60
percent
about
40
of
today's
students
are
25
or
older.
So
again,
unlike
when,
maybe
perhaps
some
folks
have
were
in
school
or
the
type
of
college
they
went
to.
B
Where
I
went
to
school,
most
students
were
coming
to
college
right
out
of
high
school
when
we
think
about
the
whole
higher
ed
ecosystem,
including
all
colleges
and
universities
two-year
and
four-year
about
40
percent
of
today's
students
are
25
or
older.
What
percentage
would
you
guess
of
today's
students
work
in
addition
to
going
to
school
and
go
ahead
and
add
your
responses
to
the
the
chat
box.
B
Okay,
so
I'm
seeing
as
low
as
about
50
all
the
way
up
to
88.
Okay,
so
folks
think
today,
students
are
working,
they
are
more
than
half
in
fact,
so
some
one
statistics
suggest
that
about
62
of
today's
students
work
and
then
the
last
one.
I
will
ask
our:
what
percentage
would
you
guess
of
today's
students,
our
parents.
B
Okay,
again
it
says
35,
let's
see
I'm
seeing
40
35,
okay,
all
right,
so
just
someone
most
of
the
estimates
are
just
slightly
higher
than
that.
The
answer
so
about
28
of
today's
students
are
parents.
It's
also
worth
noting
that
many
students
fall
into
multiple
categories,
so
they're
working
they're
over
25
and
their
parents
as
well
and
again.
I
just
wanted
to
start
here
because
it's
important
just
to
remember
who
these
students
are
and
not
sometimes
the
media.
B
We
pay
too
much
attention
to
in
policy
as
well
that
very
kind
of
what
has
been
described
as
a
traditional
student,
but
understanding
that
those
norms
no
longer
apply.
If
we
talk
about
today's
students,
we're
not
talking
about
students,
necessarily
that
are
going
to
college
right
out
of
high
school,
who
are
18
years
old,
who
go
to
school
full-time
without
a
job.
B
In
fact
again,
we
must
also,
in
these
conversations,
be
inclusive
and
have
a
better
sense
of
who
today's
students
are
when
it
comes
to
equity
as
well
about
you
know,
40
of
students
are
low
income,
and
so
that's
important
to
to
keep
in
mind
as
well
and
approaching
about
half
of
of
students.
Our
students
of
color
are
non-white
again
just
to
get
a
sense
of
the
rich
diversity
of
higher
education
and
who
students
are,
and
so
what's
going
on
today.
B
What
how
are
these
students
being
impacted
by
the
pandemic?
What
are
the
biggest
challenges
they're
facing
students
today
are
facing
emotional,
financial
and
academic
challenges.
In
this
moment
I
say
emotional,
because
this
particular
you
know,
health
crisis
means
that
more
students
are
struggling
with
depression
and
grief.
There's
been
some
early
survey,
suggesting
comparing
to
where
students
reported
this
time
last
year
that
the
students
really
are
struggling
much
more
in
our
need
of
additional
supports
and
resources
and,
unfortunately,
because
of
course,
they're,
hopefully
home
safe,
they
may
not
have
the
same
access.
B
B
People
are
three
times
as
likely
to
become
infected
and
nearly
twice
as
likely
to
die
from
cloven
19,
and
so
that
means
that
black
and
latino
students
in
particular
are
again
having
to
face
the
grief
of
perhaps
having
lost
family
members
to
this
particular
crisis
and
again,
perhaps
without
the
same
level
of
resources,
if
higher
ed
was
able
to
operate
in
its
normal
sense.
But
during
this
pandemic
it's
been
really
challenging
for
these
students
there's
also
the
economic
and
financial
impacts.
B
Of
course,
many
of
you
probably
seen
all
the
stories
about
you
know
over
40
million
people
applying
for
unemployment.
I
think
it's
just
worth
noting,
always,
though,
the
the
racial
disparities
that
often
exist
there
when
we
talk
about
unemployment
rates
being
high,
so
why
the
the
country
as
a
whole
continues
to
struggle
economically
in
this
particular
moment,
just
remembering
that
those
unemployment
rates
are
often
higher
for
especially
black
workers
as
well,
and
despite
the
assumed
you
know,
increased
need
this
means.
B
You
know,
families
have
fewer
resources
to
help
them
pay
for
college.
In
this
moment,
it's
unfortunate,
but
about
two,
it's
been
reported
about,
250
000,
fewer
fafsa
renewals
were
submitted,
and
so
again
that
might
suggest
that
there
have
been
changes
in
plans
related
to
students
and
families
dealing
with
today's
challenges,
not
necessarily
that
they
no
longer
have
financial
need,
and,
of
course
the
big
concern
is
if
those
financial
needs
aren't
met
that
they
may
be
unable
to
continue
their
education.
B
B
So
again,
it's
important
that,
as
colleges
are
figuring
out
what
to
do
to
be
able
to
offer
educational
opportunities
at
this
time.
We
think
about
the
challenges
all
students
are
facing,
but
how
particular
students
groups
might
be
impacted
disproportionately,
we've
met,
we
already
talked
about
you
know.
Almost
a
third
of
of
students
are
parents,
so
if
schools
are
closed
or
there's
limited
child
care
options,
that
also
means
it
impacts
their
ability
to
be
able
to
focus
on
their
studies
as
well
and
again.
B
This
all
of
this
conversation
helps
set
a
context
for
what
it
is.
Students
need
what
institutions
may
need
to
be
able
to
support
and
meet
these
needs.
So
what
I'd
like
to
do
now
is
just
talk
about
kind
of
what
can
be
done
in
this
moment,
where
there's
so
many
challenges
really
quickly.
I
would
just
want
to
highlight
that
into
some
of
the
ways
in
which
I
think
institutions
are
getting
it
right
and
trying
to
be
flexible
at
this
time.
Many
are
rethinking
how
they
approach
admissions.
B
You
know
allowing
classes
to
not
penalize
students
for
past
fail
grades.
They
had
to
take
in
the
spring
when
there's
so
much
disruption,
rethinking
their
use
and
reliance
on
standardized
test
scores.
Also,
you
know
some
colleges
have
waived
application
fees
and
deposits,
and
it's
really
great
to
see
this
because
again,
this
flexibility
is
in
response
to
trying
to
meet
student
needs.
The
only
thing
I
would
would
just
add
here
is
would
be
really
important
for
colleges
to
think
about.
B
It's
really
important
context,
because
now
I
want
to
just
talk
in
detail
about
what
it
is.
States
can
do
to
make
clear
that
there's
a
lot
of
groups
of
students
that
have
kind
of
been
left
out
of
some
of
the
federal
efforts
to
provide
emergency
aid,
and
so
there's
still
a
lot
more
that
that
needs
to
be
done.
First,
what
recommendation
is
states
should
coordinate
with
other
state
aid?
B
Would
help
should
help
higher
ed
institutions,
coordinate
with
other
state
agencies
to
streamline
access
to
any
existing
emergency
aid
and
economic
security
programs
such
as
snap
benefits
or
other
affordable
housing
programs?
Also
states
should
immediately
suspend
any
student
loan
payments
owed
to
the
state.
This
is
something
that
the
federal
government
got
right.
Republicans
and
democrats
came
together
and
decided
in
this
moment
of
crisis.
It's
too
much,
and
students
and
families
shouldn't
be
penalized
for
being
expected
to
pay
their
student
loans.
This
is
something
that
states
should
follow
suit
and
do
as
well.
B
Perhaps
students
with
some
that
no
degree-
and
this
is
important
because,
given
the
kind
of
the
economic
effects
of
what's
happening
right
now,
it
can
be
very
challenging
to
require
payment
from
borrowers
and
families
who
already
will
be
unable
to
make
payments
to
many
cases.
The
only
thing
states
will
be
doing
honestly
is
implementing
punishments
and
might
be
created
in
some
cases
creating
barriers
to
their
the
economic
recovery
of
some
of
the
the
students
and
the
families
in
the
state.
B
This
is
a
conversation,
that's
happening
at
the
the
federal
level
as
well,
in
terms
of,
if
there's
any
sort
of
debt
cancellation.
What
makes
sense
and
again
I
just
want
to
acknowledge
the
reality
of
the
economic
crisis
and
that
in
most
cases,
states
are
figuring
out
how
to
keep
the
ship
moving
with
fewer
dollars.
B
Also
again,
our
our
recommendation
is
that
states
are
responding
to
any
reduced
budgets
with
equity
in
mind,
and
especially
thinking
about
some
of
those
groups
who
are
not
eligible
for
some
of
the
support
that's
been
made
available
at
the
federal
level,
such
as,
like
I've
mentioned
undocumented
students
as
well.
It's
one
other
recommendation.
You
know
states
should
also
prioritize
the
needs
of
low-income
students,
and
this
means
prioritizing
need-based
aid
over
other
types
of
student
financial
aid.
B
We
rely
on
standardized
test
scores
to
determine
who
gets
what
and
too
often
that
just
results
in
students
whose
families
can
already
afford
college
getting
additional
money
to
pay
for
college,
and
at
this
time
it
would
be
important
to
make
sure
that
need-based
aid
is
prioritized,
as
those
tough
decisions
have
to
be
made.
Also
states
should
allocate
funds
to
kind
of
facilitate
campus
partnerships
and
shared
resources
where
they
can.
B
Too
often
the
college
is
serving
the
most
low-income
students
or
students
of
color
have
the
fewest
resources,
and
so
that
means,
if
there's
professional
development
provided
to
help
faculty,
be
more
effective
at
teaching
online.
For
example,
what
you
don't
want
is
the
haves
and
have-nots
that
the
campuses
that
are
wealthy,
serving
both
your
students
being
able
to
afford
such
development.
B
It's
important
that
states
and
state
agencies
play
a
role
in
making
some
of
these
resources
available
to
all
of
the
professionals
in
the
system,
so
that
all
students
are
served
well
at
this
time
and
wherever
possible
course,
states
should
streamline
any
state
aid,
application
forms
and
processes
and
again
encourage
financial
aid
administrators
to
consider
large
and
sudden
changes
and
earnings.
That
might
happen
during
this
time
of
economic
crisis.
So
I
kind
of
went
through
those
quickly
because
I
wanted
to
stay
within
time.
B
I'm
happy
to
answer
any
questions
and
again
just
want
to
acknowledge
that
it's
a
very
tough
time
across
the
nation
and
know
that
states
are
facing
a
lot
of
challenges
having
to
do
as
much
or
more
with
few
with
less
and
if
anything,
I
hope.
Any
recommendations
you
made
today
provide
some
guidance
on
how
to
prioritize
equity
when
making
those
tough
decisions.
So
thank
you
for
your
time.
A
A
C
Great
thank
you
and
thank
you,
dr
jones,
that
was
wonderful
and
and
gives
us
the
really
the
landscape
of
of
who
are
we
working
with
and
what
are
the
things
that
we
can
do
and
what
are
the
needs
that
are
out
there
and
so
in
colorado.
Of
course,
we
we
have
the
new
administration
as
of
january
of
19
governor
jared
polis,
and
he
had
some
very
bold
goals
for
the
state
of
colorado
and
he's
been
delivering
on
that.
C
We
in
colorado
and
back
in
2014,
passed
some
legislation
that
says
for
every
five
years,
we
will
revisit
our
funding
allocation
formula
and
make
the
adjustments
necessary
to
make
sure
that
we
can
keep
our
doors
open,
but
also
that
we
can
look
at
cost
containment
and
efficiencies.
And
and
how
do
we
make
college
more
affordable?
So
we
just
passed
last
legislative
session,
our
new
our
fifth
year,
your
five-year
review,
so
our
new
funding
allocation
model-
and
this
one
is
a
very
student-centered.
C
So
the
the
funding
allocation
formula
will
provide
some
incentives
for
colleges
that
are
are
both
admitting
and
graduating
those
students
in
particular.
The
second
group
are
low-income
students,
so
pell
eligibility
is
one
of
the
factors
that
we're
looking
at,
and
so
how
well
are
our
colleges,
enrolling
and
completing
low-income
students
and,
and
the
third
group
are
first
generation
students,
and
so
our
first
gen
students.
C
Of
course,
like
many
states
we
have
a
large
number
of
students
who
are
first-gen
which
to
me
is
you
know:
we've
been
we've
been
working
on
this
for
so
long.
I'm
still
surprised
at
how,
at
the
number
of
first-gen
students
that
we
still
have
considering
I
mean
I
was
first-gen
as
well,
and
so,
but
you
would
think
in
the
100
years
it's
been
since
I
went
to
college
that
we
will
have
made.
C
We
would
have
made
even
more
progress,
and
so
first-gen
students
also
colleges
that
enroll
and
complete
so
there's
a
metric
for
enrolling
these
students,
but
there's
also
a
metric
for
completing
them,
because
it's
one
thing
to
just
bring
that
diversity
on
your
campus.
But
it's
the
second
thing
to
really
make
sure
that
those
students
are
successful
and
they
earned
that
paper.
They
earned
that
credential,
and
so
that's
part
of
that
funding
formula.
C
The
formula
really
we
try
to
make
it
so
that
it's
it's
not
a
competition
between
colleges
to
see
who
can
enroll
and
complete
the
most,
but
it's
within
yourself,
and
so
how
many
are
you
enrolling
and
completing
as
opposed
to
last
year?
So
we
want
to
make
sure
that
that
the
institutions
are
growing
and
competing
against
themselves
in
their
metrics
from
the
year
before.
C
So
we
want
to
preserve
that
as
well,
so
we're
doing
a
good
job.
I
think
on
those
areas
when
it
comes
to
that
formula,
the
formula
will
go
into
effect
in
the
2122,
and
so
this
year
we're
going
to
be
really
looking
at
all
of
those
metrics
and
getting
a
good
baseline,
and
so
that
we
can
see
what
the
impact
will
be.
But
that
will
be
a
funding
formula
that
will
sit
for
the
next
five
years,
perhaps
making
a
few
tweaks
to
that.
C
If
it's
a
one-year
program
or
the
associate,
if
it's
associate's
degree,
if
it's
two-year
or
a
bachelor's
degree,
it's
the
completion
of
those
pathways
that
allow
students
to
be
successful
so
choose
whatever
you
want.
If
you
want
to
go
into
the
military,
choose
that
as
well.
If
you
want
to
take
a
a
year
of
public
service
or
humanitarian
service,
choose
it
but
complete
so
that
you
build
and
develop
the
habits
and
disciplines
of
completing
what
you
start
so
for
those
students
who
want
to
start
at
the
community
college
level.
C
We
we
are
excited
about
that.
We
have
many
programs,
and
what
we
have
worked
on
in
colorado
is
the
transferability
of
those
credits
that
are
earned
so
that
students
can
have
a
line
of
sight
to
continue
to
a
bachelor's
degree.
In
colorado.
This
year
the
community
college
system
just
released
a
new
program,
that's
called
bridge
to
the
bachelor's
degree,
and
so
in
this
case,
if
a
student
wants
to
enroll
in
this
particular
program,
then
with
the
academic
counseling
that
they
will
receive
on
both
ends
both
the
four-year
institution
and
the
two-year.
C
They
will
be
able
to
have
a
seamless
transition
from
the
two-year
institution
to
the
four-year
institution,
and
that
was
inspired
by
the
work
of
ames
community
college
and
the
university
of
northern
colorado.
They
were
the
first
to
do
that
in
the
state
of
colorado
and
it's
called
aims
to
unc
very
creative,
but
but
now
all
of
the
community
colleges
are
partnering
with
their
local,
four-year
institution
so
that
students
can
have
that
seamless
transition.
C
Of
course,
as
we
know,
community
colleges
are
less
expensive
than
a
four-year
residential
institution,
and
so
students
can
make
it
more
affordable,
especially
if
they're
pell
eligible
they
could
actually,
the
the
pel's
6200
roughly
will
cover
the
tuition
for
your
your
community
college.
So
this
is
a
way
to
increase
affordability
and
access
both
so
we're
excited
about
about
that
program
to
get
underway.
C
I
don't
know
if
we
lead
the
nation,
but
we
certainly
have
a
very
long-standing
commitment
to
our
our
undocumented
students,
and
we
were
some
one
among
the
first
states
to
ensure
that
daca
students
would
have
access
to
institutions
of
higher
education
at
the
in-state
tuition
level
and
then
recently
last
last
legislative
session.
We
also
enabled
those
students
to
have
access
to
in-state
financial
aid.
C
So
it's
one
thing
to
have
the
in-state
pricing
of
tuition,
but
you
still
can't
really
afford
that
if
you're
not
eligible
for
some
financial
aid,
and
so
now
those
students
are
eligible
for
in-state
financial
aid
as
well.
So
we're
excited
about
that
and
with
all
of
the
what
was
happening
in
in
dc
and
talking
about
for
the
cares
act
and
who
was
eligible.
C
So
we
have
been
and-
and
this
governor
governor
polis,
is
very
strong
in
his
work
in
supporting
our
daca
students
so
and
we
also
support
our
international
students.
So
when,
when
there
was
this
movement
to
say
that
international
students,
if
colleges
went
all
remote
that
they
would
have
to
be
deported,
we
also
stood
up
to
that.
We
have
roughly
12
000
international
students
who
attend
our
colleges
and
universities,
and
so
we
we
do
the
best
that
we
can
to
fight
to
protect
the
students
that
we
have.
C
We
want
all
students
to
be
welcome
to
colorado
and
to
higher
ed
in
colorado.
Lastly,
let's
talk
a
little
bit
about
tackling
the
racial
and
economic
disparities
we,
as
dr
jones
mentioned.
There
are
so
many
ways
that
that,
when
this
coveted
crisis
hit
that
the
inequities
were
exacerbated,
one
of
those
had
to
do
with
access
to
hardware,
if
you
will
to
laptops
to
the
equipment
that
was
necessary.
C
So
I'm
proud
of
my
department,
we
stood
up
right
away.
We
stood
up
a
campaign
called
no
lapse
in
learning,
and
that
was
an
opportunity
to
solicit
donations
and
to
get
laptops
that
we
could
refurbish
that
we
would
be
able
to
give
to
those
students
in
need
of
of
laptops
and
hot
spots,
and-
and
we
had
many
of
our
colleges
like
most
of
the
states
we
had.
C
You
know
some
of
the
parking
lots
in
some
of
the
colleges
became
hot
spots,
where
students
could
access
wi-fi
in
the
parking
lot
of
the
the
institution,
and
so
we
did
the
best
that
we
could
to
try
to
make
to
level
the
playing
field
a
little
bit.
We
still
had
some
serious
issues
around
broadband
in
our
rural
communities
and,
of
course,
colorado
has
very
large
rural
communities.
C
So
we
have
been
trying
to
make
the
some
systemic
changes
in
higher
ed
to
make
sure
that
all
students,
especially
low-income
students,
have
access
and
that
they
see
our
state
as
a
leading
state
to
really
care
for
our
our
students,
both
students
of
color,
low-income
students,
first-gen
students
that
we
prioritize
making
sure
that
they
have
equal
access.
If
you
will
to
to
institutions
of
higher
ed,
we
are
trying
to
tackle
a
very
severe
equity
gap
in
colorado.
C
We,
we
are
one
of
the
leading
states
in
terms
of
total
adult
population
with
credentials
we're
at
58
and
we're
second
to
massachusetts.
We're
not
considering
washington
dc
because
they're
not
really
a
state,
but
washington
dc,
of
course,
has
the
most
credentials,
but
it's
mostly
imported
and
many
of
ours
are
imported
as
well.
So
when
we
have
that
number
at
58,
we
know
that
break
down
that
number.
C
64
percent
of
white
students,
white
adults
aged
25
to
34
have
a
credential,
but
only
30
percent
of
hispanic
or
latinx
students
advocate
adults
have
a
credential,
that's
a
huge
gap
and
even
bigger
gap.
When
you
consider
what
the
market
is
demanding
in
colorado,
our
industries
say
that
75
percent
of
adults
need
to
have
a
credential,
so
they're
asking
for
75
we're
at
about
58
59.
C
Whites
white
of
those
25
to
34
are
at
64
percent.
Hispanic
are
at
about
30
percent
native
american
is
about
30
percent
and
african-american
is
about
40,
so
this
huge
huge,
huge
gap
in
terms
of
our
attainment.
So
we
are
really
focused
on
that.
We
have
just
launched
our
second
cohort
of
equity
champions
coalition
to
to
help
elevate
and
raise
up.
What
is
it
that
we're
going
to
do?
We
have
the
numbers
we
know.
What's
necessary,
we've
been
on
kind
of
listening
tours.
C
To
me,
that's
not
enough.
We
have
to
have
really
an
inflection
point,
and
so
we
are
looking
at
all
of
the
ways
that
we
can
address
this,
and
one
of
the
key
ways
is
making
sure
that
we
keep
our
colleges
affordable.
Even
during
this
time,
our
most
of
our
institutions
have
frozen
their
tuition
for
this
year,
but
still
it's
it's,
it's
still
not
enough.
C
So
we
are
we're
looking
at
all
of
the
ways
and
the
creative
ways
and
innovative
ways
that
other
states
have
have
addressed
this
issue
and
then
we
we
will
be
happy
to
to
copy
all
of
the
best
practices
so
that
we
can
make
that
that
those
changes
that
are
necessary
want
to
make
sure
I
didn't
miss
anything.
I
think
that's
I'm
a
little
bit
early,
but
I
hope
that's,
okay,
we,
I
will
say
one
thing:
we
have
a
special
program,
that's
called
cosi,
which
is
the
colorado
opportunity,
scholarship
initiative.
C
This
is
a
very
dedicated
focus
on
the
students
of
color,
low-income
students
and
first-gen
students,
and
it's
really
a
combination
of
private
and
public
partnership.
So
the
state
has
allocated
about
seven
million
dollars
to
cozy
to
distribute
but
distributes
in
two
ways:
scholarships
direct
scholarships
to
students,
those
students
in
those
categories,
but
also
allocation
to
community
partnerships
that
provide
the
wrap
around
services.
C
So
our
cosy
scholars-
if
you
will
these
students
who
are
receiving
scholarships,
they
have
shown
a
89
retention
rate
from
first
year
to
second
year,
which
is
huge
89
is
is
amazing,
when
you
add
not
only
the
scholarship
but
the
wraparound
services
from
our
community
partners.
That
number
goes
up
to
94
percent,
so
94
percent
of
students
of
color,
low-income
students,
first-gen
students
who
are
receiving
both
the
scholarship
from
cozy
and
the
wrap
around
services
from
the
community
partners.
C
Those
students,
94
of
them,
persist
from
from
first
year
to
second
year,
so
those
numbers
are
off
the
chart
and
we
love
that
program
and
we're
trying
our
best
to
protect
and
preserve
that
program.
In
the
midst
of
all
these
budget
cuts,
and
so
far
the
legislature
has
done
so,
I
think
we
only
lost
a
million
dollars,
but
still
we
still
are
able
to
to
provide
those
supports
for
our
students.
C
A
Super
thank
you
so
much
dr
petroni,
you
know
as
someone
who
lives
here
in
colorado
and
has
a
couple
of
people
coming
up
through
the
system.
I'm
tremendously
grateful
for
your
leadership
and
all
of
these
things
that
are
visual
and
we
here
in
the
state
really
feel
the
commitment
so
and
and
just
all
of
the
things
that
you
mentioned.
You
know
I
see
direct
evidence
of
here
in
colorado.
So
again,
thank
you
so
much
great
great.
D
Thank
you,
sonny.
I
appreciate
the
introduction
and
thank
you,
dr
petroni
and
dr
jones,
for
your
great
presentations
and
really
setting
the
stage
and
the
things
that
we
need
to
hear
to
really
better
prepare
students
and
help
ensure
our
institutions
are
doing
everything
they
can
to
help
our
students.
Thank
you
good
afternoon.
Everyone
and
thank
you
all
for
tuning
in
in
today's
conversation,
on
how
the
covet
19
pandemic
has
elevated
and
shed
more
light
on
the
inequities
in
post-secondary
education.
D
D
As
someone
who
has
who
has
valued,
prioritized
and
worked
in
education
for
the
majority
of
my
life,
I
feel
strongly
for
today's
conversation
and
appreciate
the
energy
and
the
efforts
behind
trying
to
work
together
to
help
our
students
nationwide,
while
covet
19
has
exasperated,
as
many
have
mentioned,
and
shed
light
on
the
inequities
among
students
of
color.
These
inequities
were
already
existing
and
negatively,
impacting
our
students
abilities
to
achieve
success
in
post-secondary
education
in
2017.
D
So
this
december
2020
coming
up,
which
has
led
them
to
do
a
self-analysis
of
the
work
in
this
area.
The
journey
to
this
point
has
been
very
long
and
very
personal
to
me
to
provide
a
brief
history
of
this
bill.
It
should
be
known
that
house
bill
2864
was
started.
Many
years
ago
before
I
became
a
legislator,
it
started
in
2012
by
a
small
committee
consisting
of
school
staff,
faculty
administrators
and
students
who
had
observed
numerous
long-standing
incompetencies
at
oregon.
D
Universities
regarding
cultural
differences
in
the
needs
of
minority
students
in
post-secondary
institutions
of
education
house
bill
2864
was
a
legacy
bill
that
former
state
representative
gallegos
started.
I
was
honored
to
have
gotten
to
continue
this
work.
I
am
certain
that
former
representative
joe
gallegos
and
everyone
who
worked
on
this
project
is
elated
to
see
how
far
this
bill
has
come
and
to
know
that
it
has
gained
national
attention.
D
They
are
still
falling
short
of
their
white
peers,
though
this
may
not
be
the
sole
cause
of
low
completion
rates
for
minority
students.
We
have
heard
so
many
stories
from
students
of
color
over
the
years,
who
have
mentioned
an
unwelcoming
environment
or
lack
of
cultural
competence,
support
from
professors
or
advisors
that
are
just
upset
me
when
I
heard
them.
D
D
D
As
I
briefly
stated
earlier
house,
bill
2864
requires
our
public
universities
and
community
colleges
by
the
end
of
2020,
to
create
a
cultural
competency
standards
for
the
institution
and
their
employees.
These
standards
must
include
continuing
training,
opportunities
for
faculty
staff
and
administrators,
as
well
as
institution-wide
goals
on
creating
an
inclusive
environment
house.
D
D
Our
goal
with
this
legislation
was
not
to
create
specific
standards
or
practices
for
our
institutions
of
higher
education,
but
to
create
a
framework
to
follow
so
that
each
of
our
individuals
institutions
can
create
a
set
of
standards
tailored
to
the
needs
of
their
students.
Faculty
staff,
eminence
and
administrators
we've
come
to
find
appropriate
language
to
allow
flexibility
in
the
process
for
creating
standards,
while
addressing
the
concerns
of
students
that
feel
that
current
standards,
trainings
and
inclusion
efforts
do
not
go
far
enough
to
create
a
healthy
learning
environment.
D
D
Even
though
we've
had
a
large
coalition
of
allies,
both
in
the
legislature
and
outside
of
and
outside
the
process
passing
house
bill,
2064
was
unfortunately
not
as
easy
as
we
wanted
it
to
be
to
ensure
we
had
buy-in
from
all
partners.
I
met
individually
with
college
presidents,
students
and
partners
and
and
our
oregon
student
association
our
conversations
focus
on
setting
up
the
correct
structure
for
this
process
that
would
work
for
all
universities
and
community
colleges.
D
This
included
conversations
around
how
this
fit
in
with
what
institutions
were
already
doing,
to
make
sure
that
it
was
not
too
burdensome
but
pushed
them
to
move
forward.
Understanding
differences
in
institutions
and
levels
of
equity
work
house
bill
2864
allow
out,
allows
each
institution
to
build
an
individual
process
for
compliance.
It
is
not
a
one-size-fits-all
model.
It
has
been
crafted
to
be
flexible
for
each
institution
to
build
something
that
fits
within
their
campus
culture.
The
universities
and
community
colleges
will
report
on
progress
to
their
governing
boards,
not
the
state
legislature.
D
The
governing
boards
of
each
institution
is
under
no
obligation
to
adopt
the
recommendation
that
comes
out
of
the
each
institution's
individual
process,
meaning
that
they
maintain
their
independence.
Autonomy
house
bill
2864
simply
provides
a
framework
and
directs
universities
and
community
colleges
to
spend
time
considering
an
important
issue
on
their
campuses.
D
While
the
bill
passed
out
of
committee
with
unanimous
support,
the
house
floor
debate
was
not
with
house
bill,
2864
being
passed
during
my
first
year.
This
bill
was
one
of
the
first
bills.
I
worked
on
with
a
multiple
hour
debate,
among
the
concerns
from
my
colleagues
on
the
other
side
of
the
aisle
centered
around
fear
of
that
this
bill
would
infringe
on
freedom
of
speech,
diversity
of
thoughts
and
an
overall
punishment
on
higher
education
institutions,
weren't
meeting
equity
goals.
D
At
the
end
of
the
two
and
a
half
hour
debate,
the
final
vote
in
the
house
representatives
was
45
in
favor
and
15
against
and
28.
In
favor
and
one
against
on
the
senate
side,
my
goal
with
this
legislation
is
to
have
this
be
a
starting
point.
Creating
a
space
for
conversations
can
be,
can
be
had
in
our
institutions
to
create
inclusive
spaces
for
all,
when
institutions
present
this
plan
on
december
2020,
this
will
allow
legislators
and
partners
and
insight
on
what
needs
to
be
accomplished
to
address
these
inequities.
D
While
covet
19
has
exasperated
issues
for
students
and
faculty
alike.
We
are
in
a
unique
situation
where
we
can
transform
our
higher
education
institutions
to
a
student-centered
student-ready
model
that
fits
the
needs
of
oregon's,
unique
and
diverse
student
population,
while
the
process
of
passing
this
bill
was
difficult,
this
bill
is
simple:
it
requires
our
institutions
to
reflect
on
their
current
campus
climate
and
create
goals
for
themselves
to
improve.
I
believe
that
we
should
be
promoting
a
learning
environment
where
every
student
feels
valued
and
respected
regardless
of
their
background,
and
that
is
what
this
bill
does.
D
D
A
Thank
you
so
much
representative
alonzo
leon,
it's
really
a
privilege
to
be
able
to
have
these
conversations
with
you
all
and
learn
about
how
you're
tackling
these
issues
in
your
states.
So
again,
thank
you.
Thank
you.
Something
that
was
asked
early
on
and-
and
a
couple
of
you
have
addressed
is
a
specific
concern
related
to
technology,
for
students
should-
and
I
guess
I'm
thinking
now
sort
of
forward
thinking.
Should
this
continue
into
the
future.
A
A
C
So
thank
you
for
that
question
and-
and
it's
really
important,
it's
a
really
important
question,
because
without
access
to
the
kind
of
technology
that's
necessary,
if
and
when
we
have
to
go
back
to
remote,
we
then
put
those
students
back
into
a
position
where
they
are
not
able
to
fully
engage
with
the
learning
process.
And
so
we
have
a
greater
need
at
our
k-12
institutions
and
and
our
k-12
student
population.
Then
we
do
it
at
the
college
level.
C
Many
of
our
colleges
already
had
had
distributed
the
the
resources
that
they
had
and
then
we
came
along
with
our
no
lapse
in
learning
to
supplement
what
was
necessary
to
to
make
sure
that
students
have.
We
recognize
that
we
may
have
to
re
revive
that
that
campaign,
if
we
go
back
to
remote,
because
I'm
sure
that
we
did
not
hit
every
single
student
that
had
need,
but
we
certainly
tried
to
we're
able
to
give
away
about
700
laptops,
which
was
a
great,
a
great
way
to
address
it.
C
But
there
is
still
still
great
need,
especially
in
families
where
there
are
multiple
students.
And
so
you
have.
You
know
multiple
access
points.
We
are
working
our
on
other
parts
of
the
of
the
state
are
working
to
expand
broadband
access,
and
so
we
can't
stop
those
efforts
just
because
we
think
we're
bringing
everyone
back
to
a
campus.
So
we've
got
to
continue
the
push
to
make
sure
that
there's
access
for
everyone.
D
I'll
just
add
a
little
bit
to
what
dr
petroni
said
this.
This
is
a
serious
issue.
We
have
you
know
we
we
understand
that
in
areas
where
we
do
have
broadband,
our
young
people
may
still
not
be
able
to
afford
it.
We
have
families
who
are
low
income,
who
you
know
even
if
there
are
internet
access,
they
still
can't
afford
it.
So
that's
an
issue
that
we
are
looking
at
to
help
solve
everybody's
right.
D
Not
everybody
has
technology
the
tools
to
be
able
to
go
online
and
do
the
work,
and
then
I
worry
a
lot
about
our
rural
students
in
the
places
where
we
don't
have.
Broadband
oregon
is
definitely
looking
into
increasing
broadband
around
the
state,
but
we
know
that
that's
an
that's
a
structural
issue
that
we're
working
on
long
term,
but
in
the
short
term
we
know
that.
That's
that's
something
that
we
need
to
try
to
figure
out
with
our
students.
D
Some
of
our
k-12
students
are
providing
hard
copy
packets
for
students
to
do
work,
but
you
know,
but
that's
not
necessarily
enough,
the
other.
The
other
issue
around
technology
that
I
think
is
important
to
note,
is
if
we're
asking
parents
to
help
their
children
do
work.
You
know
in
some
in
cases.
That's
that's
a
far-fetched
request
when
parents
who
are
essential
workers
are,
you
know,
not
available
at
home
to
help
their
children
they're
out
doing
that
work
to
feed
their
children
and
or
don't
know
how
to
navigate
technology.
D
C
A
quick
shout
out
to
our
providers,
because
in
colorado,
all
our
technology
providers
in
terms
of
internet
providers,
they
did
do
night.
They
did
90
days
of
free
access
to
families
and
students,
and
so
that
was
remarkable,
and
so
even
for
those
students
who
who
they
didn't
have
the
the
ability
to
pay
for
those
they
at
least
had
some
free
access
for
those
three
months
so
shout
out
to
them.
That
was
a
good
help
to
come
alongside.
B
I'll
just
add
this
conversation
and
as
an
example
of
something
we're
going
to
be
paying
attention
to,
which
is:
what's
the
impact
of
all
of
this
going
to
be
on
the
colleges
that
were
already
under
resource
who
are
more
likely
to
have
the
students
that
have
already
been
discussed?
Who
might
have
limited
access
to
this
particular
technology
and
just
for
example,
last
the
last
reception
we
saw
in
too
many
cases
where
sometimes
states
wanted
to
be
fair
and
equal.
B
We're
paying
a
lot
of
attention
to
how
additional
you
know,
stimulus
money
will
be
dispersed
and
will
it
be
targeted
to
those
institutions
that
need
it
the
most
and,
most
importantly,
will
there
be
a
fix
for
this
national
problem
around
broadband
access?
That
impacts
like
they
said,
p20
education
opportunities
at
this
time,
and
so
we
think
it
there's
a
role
for
congress
to
play
there
as
well.
A
I
see
another
question
here
and
happy
to
pose
that
question.
Also.
I
want
to
acknowledge
that
we
are
one
minute
to
two
and
I
think
there
are
a
couple
of
folks
who
need
to
hop
off.
So
I
don't
know
will
just
continue
very
briefly
and
just
ask
dr
patoni:
what
does
the
enrollment
look
like
for
fall?
Are
there
many?
I
need
to
take
a
gap
year.
Do
we
know
affecting
students
of
color
more
than
others,.
C
Yeah,
I
was
just
about
to
to
type
in
one,
so
thank
you
for
giving
me
an
opportunity
to
speak
to
it.
Yes,
the
we
are
seeing
that
at
our
community
colleges,
it's
maybe
25
to
30,
to
drop
off
in
enrollment
and
our
four-year
institutions.
Now
remember
community
colleges.
You
can
show
up
on
day
one
so
we're
hoping
that
students
will,
but
our
four-year
institutions.
A
A
A
We
have
quite
a
bit
of
information
about
that
particular
issue,
but
we're
also
going
to
make
sure
I
just
want
to
assure
everyone
on
the
phone
that
we
collect
all
the
information
that
was
gathered
today
and
we
did
provide
links
to
some
of
the
legislation
and
you
should
be
able
to
just
you
know:
google,
the
you
know
some
of
the
programs
that
we
were
talking
about.
There's
robust
information
out
there,
but
please
then
also
look
to
our
meetings
resource
page,
because
we
will
actually
provide
links
to
this
information.
A
We
will
keep
you
updated
on
the
other
upcoming
meetings
that
we
have,
which
we're
really
excited
about.
So
please
to
all
of
you
who
joined
us
today
commit
to
coming
to
these
other
meetings
and
we'll
just
have
a
really
interesting
and
important
conversation
for
the
rest
of
this
year.
As
the
situation
changes,
it
could
not
be
more
dynamic
right
now,
so
I
also
wanted
to
just
before
I
let
you
go
remind
you
that
we
have
a
post-secondary
legislation
database
at
ncsl,
that's
new
to
us
this
year,
where
we
are
tracking.
A
Quite
literally,
every
single
piece
of
state
legislation
in
every
state
that
is
being
introduced
considered
pending
failed
in
40
different
categories,
and
so
I
welcome
you
all
to
peruse
that
tool.
It's
really
telling
and
interesting.
You
can
tackle
it
from
a
variety
of
ways.
You
can
look
at
what's
happening
around
equity
and
cultural
competency
or
you
can
look
at
what's
happening
in
arizona
or
oregon.
So
that's
a
really
neat
tool
and
then,
in
terms
of
the
meetings
that
are
here
in
front
of
you,
I
just
want
to
remind
everyone.
A
This
is
the
first
of
six
we
have
planned
for
the
rest
of
this
year
and
again
the
information
will
all
be
available
on
that
that
meeting
link
at
the
bottom.
So
we
will
post
archived
video
of
this
meeting
links
to
the
powerpoints
any
additional
information
we
can
put
together
about
what
our
wonderful
speakers
shared
today
and
so
coming
up
next
month
on
august
21st.
A
At
the
same
time,
we
will
be
taking
a
look
at
the
role
of
community
colleges
during
this
pandemic
and
how
they
can
be
positioned
to
help
state
and
local
economies
bounce
back.
So
please
share
these
invites
widely
all
legislators,
staff,
ncsl
foundation,
members
and
partners
are
welcome
to
participate.
A
If
you
have
any
questions
just
reach
out
to
us,
we
will
make
sure
to
follow
up
on
all
of
the
good
action.
That's
happening
in
the
chat
box
and
follow
up
with
folks,
and
I
just
want
to
say
again
thank
you
to
my
power
panel.
This
was
just
really
fantastic,
just
so
much
good
information
today.
Thank
you.
So
much
we'll
see
you
next
month
and
have
a
great
rest
of
your
day.
Everyone.