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From YouTube: House - Higher Education Subcommittee - March 08, 2022
Description
House Higher Education Subcommittee House Hearing Room 3
A
Thing
rolling:
okay,
good
afternoon,
everybody
welcome
to
this
clairton
infused
committee
meeting
today.
We've
got
a
pretty
good
calendar
going
before
we
get
started.
Let's
see
this
is
tuesday
march
the
8th
and
we'll
go
ahead
and
call
to
order.
Madam
clerk,
let's
take
the
roll.
Please.
A
Thank
you
for
that
all
right
members.
Anybody
have
any
personal
orders
today,
seeing
none
we'll
go
ahead
and
get
started
here.
Item
number
one
on
our
calendar
by
leader,
lamberth
being
presented
by
hicks
representative
hicks.
Are
you
ready
to
roll
with
this
right
now?
A
C
Thank
you,
mr
chairman.
Thank
you
committee.
I
have
a
amendment
here
that
I
think
makes
the
bill
drafting
code
number
zero
one.
Three,
eight
four,
eight.
A
We've
got
a
motion,
and
that
is
the
code
that
I
have
here.
Please
go
ahead
and
give
us
an
explanation.
C
Thank
you,
mr
chairman
house,
bill
2152
is
the
give
hope.
Expansion
act
of
2022.
house
bill
2152
is
about
expanding
new
opportunities
for
students
from
ages
from
16
to
24..
C
C
There
is
an
estimated
30
000
opportunity,
youth
in
memphis
alone,
the
tennessee
board
of
regents
system
of
40
colleges
has
proven
career
and
technical
education
models
which
are
transforming
the
lives
of
our
young
tennesseans,
especially
those
from
economically
distressed
families.
Dual
credit,
dual
enrollment
work
based
learning
and
apprenticeships,
provide
an
industry
certification
for
high
school
students.
C
C
C
The
dual
enrollment
grant
will
be
available
beginning
in
the
students
freshman
year
of
high
school.
This
change
will
provide
enough
time
and
opportunity
for
the
students
who
are
ready
to
earn
a
work-ready
certificate
by
graduation
house.
Bill
2152
also
expands
the
hope,
non-traditional
scholarship,
eligibility
age
from
25
to
24.
C
C
C
C
If
you
learn
a
trade,
you
will
always
have
a
job,
so
I
learned
not
only
one
trade,
but
I
learned
several
traits
an
early
age.
I
was
operating
heavy
equipment,
carpenter
work,
electrician,
pouring
concrete,
laying
block
so
by
the
I
by
the
age
of
27.
I
built
my
own
home
with
my
own
hands.
Now
here's
the
interesting
part
of
this-
and
this
is
why
this
bill
is
so
important.
C
C
I
was
able
to
have
a
trade
to
feel
better
about
myself,
help
me
with
my
self-esteem,
self-esteem
and
help
get
me
back
on
track
and
back
on
my
feet
now.
I
work
with
a
lot
of
folks.
That's
going
through
the
same
struggles,
and
it
seems
like
that
when
they
don't
have
something
to
fall
back
on,
especially
a
trade.
It
is
much
much
much
harder
on
those
folks.
C
C
A
A
We
need
to
go
ahead
and
put
the
amendment
on
the
bill,
all
those
in
favor
of
adding
amendment
code
013848
to
the
bill,
please
signify
by
saying
aye
any
opposed.
No
and
the
eyes
have
it
amendments
on
the
bill,
and
it
is
my
understanding.
As
you
just
mentioned,
you
do
have
some
people
who'd
like
to
speak
on
the
bill.
A
Let's
ask
the
members
members:
do
we
have
any
questions
on
the
bill
for
representation
from
governor's
office.
D
Thank
you,
representative,
hicks,
and
appreciate
the
legislation.
I
think
it's
excellent
that
we're
that
we're
raising
funding
for
the
for
the
hope,
scholarship
and-
and
I
think
that
our
state
has
has
been
very
blessed
recently
had
just
with
a
solid
economy
as
a
result
of
of
conservative
policies
and
so
outside,
and
obviously
we've
seen
those
lottery
dollars
increase.
So
I
think
it's
great
that
we're
getting
getting
that
that
funding
to
them.
D
Two
amendments
that
I
know
you
know
that
we're
not
putting
on
today
and
one
is
where
it's
a
tiered
system,
where
it's,
where
the
freshman
sophomores
everybody
gets,
an
increase,
freshman
sophomore,
get
a
little
bit
less
and
then
juniors
and
seniors,
there's
kind
of
that
additional
incentive.
I
just
want
to
say
I'm
a
big
fan
of
that.
D
I,
like
that
a
lot
and
then
there's
also
the
amendment
where
you
know,
if
you
finish
that
degree
early
in
three
years
and
you
still
have
one
year
left
of
hope
funding,
you
could
use
that
to
one
year
of
grad
school.
So
you
know
four
years
so
I
just
wanted
to
say
I
really
like
those
amendments
again.
I
know
we're
not
looking
at
adding
those
today,
but
just
wanted
to
to
let
the
committee
know
that's
something
that
I
would
very
seriously
look
at
adding
in
full.
I
just
think
that
makes
it
a
little.
D
I
think
it
adds
some
some
incentive
right,
some
incentive
for
success
if
you
make
it
to
that
junior
and
senior
year,
if
you,
if
you
keep
working,
you
keep
being
successful,
you
get
more
your
g
and
we're
kind
of
rewarding
success
and
I,
like
any
type
of
conservative
policy.
I
think
it
kind
of
focuses
on
that
success
and
doing
better,
rather
than
just
the
flat
amount
across
the
board.
So
I
would
like
to
look
at
that
in
full.
D
D
So
so,
thank
you
very
much
for
bringing
the
bill
I'm
in
support,
but
again
just
wanted
to
let
the
committee
know
I'm
going
to
look
very
strongly
about
maybe
bringing
those
amendments
in
the
full
committee,
because
I
think
it
I
think
it
it's
kind
of
congruent
with
with
the
way
we
usually
do
things
around
here
with
rewarding
success.
Thank
you.
E
Thank
you.
Thank
you,
chairman.
Just
a
comment.
One
aspect
I
really
like
about
this
bill
is
the
increased
dual
enrollments
down
to
ninth
grade.
We
lose
so
many
of
our
students
from
ninth
to
twelfth
grade
and
and
by
captivating
them
on
on
subjects
such
as
you
said,
construction
is
going
to
go
a
long
ways.
E
C
Thank
you,
mr
chairman.
I've
been
a
part
of
that
sort
of
in
a
small
way.
They
do
an
excellent
job
and
they
really
do.
E
Had
like
a
40
acres
donated
to
the
high
school
and
they
build
really
nice
houses,
the
high
school
students,
and
then
they
sell
them,
and
then
they
reap
the
rewards.
I
think
the
school
does
on
that,
but
excellent
program
and
we
we
can't
have
enough
construction
people
right
now
with
everything
growing.
Thank
you.
C
C
A
Thank
you,
and
just
I
think,
everybody's
in
agreement
up
here
that
this
is
something
that's
overdue
and
needed.
The
I
know
one
of
the
things
that
got
me
motivated.
One
of
the
things
that
I
ran
on
was
we
need
to
expand
these
opportunities
for
these
kids,
and
I
appreciate
you
bringing
this
bill
today.
A
With
that,
do
I
have
any
other?
Oh
we've
got
a
question
on
the
bill.
Without
objection,
we'll
be
voting
on
the
bill,
all
those
in
favor
of
passing
house
bill
2152
as
amended
on
to
education.
Full,
please
indicate
saying
aye
aye
any
opposed
and
the
eyes
have
it.
Thank
you
for
your
time
today.
Thank.
A
And
next
up
we
have
item
number
two
house
bill.
2157
looks
like
leader:
gant
is
ready
to
present.
Can
I
get
a
motion
on
the
bill
and
motion
and
second
properly
recognized?
Mr
legend
you're
recognized.
F
F
The
institute
may
enroll
students
into
a
degree
granting
program
provide
general
education
courses
to
other
students
at
the
university
of
tennessee
hire
faculty
and
staff
host
events,
provide
internships,
ships
and
other
relevant
experiences
to
students
and
the
general
public.
The
institute
will
foster
deeper
understanding
of
the
structures
and
institutions
of
federal
state
and
local
government.
F
Fundamental
demographic
democrat,
I'm
sorry
fundamental
democratic
principles
and
how
those
principles
are
expressed
in
our
federal
state
and
local
institutions
also
provide
non-partisan
resources
to
students,
faculty
state
government
agencies
and
the
general
public
regarding
civic
affairs,
foster
civic
engagement
through
full
and
fair
discussion.
That
is
intentional
in
promoting
civil
dialogue
among
those
holding
conflicting
points
of
view,
assist
in
ensuring
that
the
university
of
tennessee
serves
as
a
robust
marketplace
of
ideas
for
all
students
and
faculty.
F
This
bill
requires
the
ut
president,
with
the
approval
from
the
governor
and
speakers
to
appoint
13
member
board
of
fellows
for
the
institute
by
september
of
2022,
of
which
none
must
be
professors
or
administrators
at
u.s,
higher
education
institutions,
two
must
be
former
appointed
or
elected
officials
from
different
political
parties,
and
two
must
be
members
of
the
board
of
the
baker
center.
The
ut
president
will
choose
a
director
from
recommendations
by
the
board
of
fellows
by
march
of
2023,
and
the
degrees
that
could
come
from.
F
This
are
obviously
flexible,
but
you
can
expect
a
ba
to
start,
but
potentially
this
could
move
into
a
doctorate
doctorate
program
as
well.
So,
mr
chairman,
I
submit
this
back
to
you
for
any
questions
and
we
also
have
governor's
staff
here
today.
If
there's
a
question,
I
can't
answer
that.
I'm
sorry,
I
lost
my
train
of
thought
on
that
one,
but
anyway,
I've
got
the
governor's
staff
here
that
can
answer
questions.
If
I
can't
so.
A
Thank
you
for
that
thorough
investigation
and,
if
you
give
me
just
a
second
representative
hakeem,
please,
this
is
the
amendment
that
you
just
explained:
zero
one.
Four,
seven
five
five
makes.
A
Right,
let's
add
that
to
the
bill,
all
those
in
favor.
Oh
I'm,
sorry,
I
need
a
motion
on
the
bill
and
second
all
right
with
motion.
Second,
let's
go
ahead
and
take
the
vote
on
that
all
those
in
favor
of
adding
fourteen
seven,
five,
five
to
the
bill
and
k
by
saying
aye
aye
any
opposed
and
the
eyes
have
it.
So
the
amendment
is
now
on
the
bill
and
representative
hakeem.
I
believe
you
had
a
question
all
right.
Thank
you.
G
Let
me
first
say
leader
gant,
that
we
thank
you
for
bringing
this
bill
on
behalf
of
the
governor
and
the
leaders
of
the
legislature,
and
you
know
in
my
mind,
I
want
to
see
if
we
can
start
this
next
week.
It's
something
needed.
It's
needed
that
bad.
G
F
It's
a
it's
a
governing
board
that
works
with
the
president,
there's
a
name
for
it
and
I'm
missing
it
here
for
some
reason.
But
now
is
this:.
F
Yeah,
it's
up
to
I'll,
tell
you
what,
before
we
get
too
much
in
the
weeds.
Why
don't
we
just
have
general
counsel
come
up
and
ask
some
answer
some
of
these
questions,
because
I
don't
want
to
overspeak
and
it
not
be
exactly
the
right
answer
that
needs
to
be
so.
We
could
go
out
of
session
and
call
jonathan
scramedy
with
the
governor's
general
counsel.
A
I
think
you've
been
through
this
routine
before,
but
if
you
could,
please
identify
yourself
and
who
you're
with
for
the
record.
Thank
you.
Jonathan
scramedy,
general.
H
Counsel
for
the
governor
representative
hakeem,
I
think
the
goal
is
to
get
a
nationwide
sampling
of
professors,
so
I
would
hope
there'd
be
plenty
of
representation
from
tennessee,
but
it's
not
limited
to
that
and
the
goal
is
to
just
get
outstanding
and
distinguished
scholars
who
can
bring
different
perspectives
and
ensure
that
there's
a
lot
of
input
into
who's
out
there
in
terms
of
academics
and
and
what
ideas
are
important
to
focus
on
to
ensure
people
are
getting
a
good
civics
education.
A
G
Recognized
well
again,
I'd
like
to
thank
all
of
you
in
this
process.
I
think
it's
something
that's
needed
now
and
as
soon
as
we
can
get
this
started,
I
look
forward
to
it.
Thank
you
very
much.
Thank
you.
A
I
Thank
you,
mr
chair,
and,
and
thank
you,
mr
sponsor,
for
bringing
bill.
I
just
just
a
quick
note.
I
remember
you
know
a
few
years
ago
12
to
be
exact
when
I
first
got
here
my
first
bill
that
I
tried
to
run.
You
know,
of
course
I
was
going
to
change
the
world
right
and
I'm
still
in
that
process.
I
It
hadn't
happened
yet,
but,
but
you
know,
my
first
bill
was
to
put
civics
local
civics
in
sixth
grade
state
civics
in
the
seventh
grade
and
federal
civics
in
the
in
the
eighth
grade.
Right
and
and
the
department
ran
me
off
with
rakes
and
pitchforks
and
told
me,
don't
you
ever
try
to
touch
the
curriculum
as
a
legislator?
I
You
know
so
I'm
glad
to
see
that
you're
you're
doing
what
you're
doing
and
you
know.
Hopefully
we
can.
We
can
get
it.
You
know
you
know,
find
a
way
to
ensure
that
that
these
things
are
implemented
in
the
earlier
grades,
because
I
think
that
we,
you
know
if
I
don't
know
how
we
expect
our
next
generations
of
leadership
to
come
up
chairman
reagan
to
come
up.
I
If
they
don't
know
how
our
system
of
government
works-
and
so
you
know-
hopefully
you
know-
you
know
those
that
are
in
you
know
in
the
department
and
and
the
governor
and
the
administration,
I
see
you
counselor,
you
know
you
can
take
this
back
and
and
ensure
that
we,
you
know,
start
teaching
our
children
as
early
as
possible
on
how
our
system
of
government
works.
Okay.
Thank
you,
sir.
Thank
you
for
that.
Mr
chairman.
F
E
Thank
you
chairman.
No,
I
just
wanted
to
congratulate
the
leader
gant.
I
remember
this
conversation
was
going
on
about
a
year
and
a
half
ago,
thanks
for
following
through
with
this.
I
also
want
to
thank
ut,
and
especially
president
boyd,
for
following
up
on
that
conversation
actually
making
this
happen,
because
it
took
a
lot
of
pieces
falling
together,
especially
at
a
university's
level.
So
thank
you
for
doing.
This
is
a
great
piece
of
legislation.
A
Any
other
comments
I'm
going
to
go
ahead
and
jump
in.
I
too
I'm
grateful
to
see
this.
We
are
in
the
history
of
nations.
We
are
still
but
a
baby.
As
far
as
all
that
goes,
and
for
whatever
reasons
in
this
country,
we
have
forgotten
our
beginnings
and
what
we're
supposed
to
be
and
to
bring
that
dialogue
back
to
the
forum
is
just
a
huge
event.
I
think
for
our
state.
So
I'm
grateful
as
well
anybody
else,
seeing
no
more
questions
we'll
go
ahead
and
take
the
vote.
A
All
in
favor
of
passing
house
bill
2157
indicate
by
saying
aye
any
opposed
in
the
eyes.
Have
it
that's
going
on
to
education,
administration
full
thank.
A
H
A
lot
of
explanation
goes
behind
that,
but
that
is
the
core
purpose
of
the
bill.
It
allows
injunctive
relief,
it
is
for
middle
school,
high
school
post-secondary
school
levels
and
it
creates
a
one-year
window
for
students
or
and
or
guardian
of
a
student,
if
they're,
a
minor
from
the
date
of
violation
to
take
corrective
action
and
intercollegiate
teams
designated
for
females,
women
or
girls
will
not
be
open
to
students
of
the
male
sex.
This
does
not
apply
to
co-ed
or
mixed
sports
designated
by
the
institution.
H
The
determination
of
the
identification
is
made
on
the
basis
of
the
student's
original
birth
certificate.
In
short,
biological
males
must
compete
against
biological
males
and
biological
females
compete
against
biological
females.
With
that
explanation,
I
do
have
a
an
amendment
if
the
chair
would
permit
the
addition
of
that.
A
And
that
is
an
untimely
filed
amendment
any
objections,
seeing
none
that
amendment
number
is
that
one
four
nine
two
four
that
is
correct,
sir
okay,
can
I
get
emotional
amendment
in
second?
A
Second,
all
those
in
favor
of
adding
amendment
one,
four,
nine,
two
four,
please
indicate
by
saying
aye
aye
any
opposed
and
the
eyes
have
it
amendments
on
the
bill
and
thank
you.
H
By
way
of
explanation
of
what
the
amendment
does,
if
you
have
the
bill
in
front
of
you
turn
to
page
two
and
subparagraph
d,
there
is
eliminated
by
the
that
amendment
and
essentially,
what
that
does
is
eliminate
a
private
cause
of
action
with
damages
for
violations
on
this
now,
let
me
make
sure
that
we're
clear
on
possible
confusion.
A
E
Thank
you.
Thank
you
chairman.
I
want
to
make
sure
I
understood
the
amendment,
so
you
remove
the
cause
of
action
clause
that
was
in
there.
I
know
this
gave
higher
ed
a
little
pain.
So
this
is
exactly
what
we're
doing
here
right.
H
Yes,
but
there
are
two
causes
of
action
here
this
this
the
portion
that
was
eliminated
was
for
a
private
cause
of
action
with
damages
and
other
relief
under
the
law.
The
portion
that
was
not
eliminated
is
the
first
portion
which
says
that
a
cause
of
action
can
be
brought
for
an
injunction
to
correct
the
problem,
so
the
one
case
is
for
damages
as
perceived,
and
that
was
that's
no
longer
part
of
the
bill,
but
the
other
portion
is
to
get
a
court
if
necessary,
to
enforce
the
purposes
of
this
bill.
A
All
right,
so
let
me
let
me
try
and
say
it
maybe
another
way:
there
won't
be
monetary
possibilities
for
people
to
pursue,
but
there
could
be
injunctive
remedies
to
get
the
court
to
say
you
must
start
doing
this.
That's
correct
all
right!
Thank
you
for
that,
and
I
understand
you've
got
a
couple
of
speakers
that
would
like
to
come
forward
if
you'd
like
to
go
ahead
and
bring
them
forward,
we'll
go
out
of
session.
A
Chairman
reagan,
if
you'll
supervise
the
red
dots
I'll,
give
some
instructions,
there's
a
red
light
or
a
red
dot
on
the
microphone
or
on
the
pad
in
front
of
you
make
sure
that's
on
when
you
choose
to
speak,
and
if
you
could
identify
yourself
for
the
record.
J
Thank
you,
chairman
and
committee
for
allowing
me
to
speak
today.
My
name
is
jasmine.
Garner,
I'm
15
years
old
I
play
softball
for
a
small
high
school
in
hamilton
county
I've
been
playing
softball
for
11
years.
I
started
playing
when
I
was
4
years
old
and
softball
means
so
much
to
me.
Growing
up
the
softball
field
was
neutral
ground.
J
Where
I
got
to
see
my
mom,
my
dad
and
all
my
grandparents
when
my
mother
went
away
when
my
mother
went
away
in
the
state
of
tennessee,
decided
that
it
was
in
my
best
interest
to
go
live
with
my
dad.
Softball
was
my
happy
place.
Playing
softball
gave
me
a
sense
of
stability
when
everything
in
my
life
was
turned
upside
down.
J
I'm
not
alone.
I
like
to
think
that
I'm
here
speaking
on
behalf
of
all
the
girls
in
tennessee
who
have
chaotic
home
labs,
but
when
they
are
on
the
field
with
their
coach
and
their
teammates,
all
is
well
in
the
world.
I
think
about
softball.
Constantly
looking
forward
to
softball
season
keeps
me
motivated
all
throughout
the
year
because
of
softball.
I
know
I
must
strive
for
academic
excellence
and
I
need
to
stay
in
top
physical
shape.
J
I'm
five
feet
tall
and
this
year
I
think
I'm
probably
one
of
the
smallest,
if
not
the
smallest
team
members
at
my
high
school,
but
that's
okay,
because
my
teammates
and
I
all
work
very
hard
to
stay
at
the
top
of
our
game.
We
need
to
have
sports
categories
divided
on
the
basis
of
sex,
because,
if
you're
a
born
male,
you
are
stronger,
faster
and
more
agile
because
of
testosterone.
J
J
This
isn't
just
about
winning
a
game
or
a
trophy
or
a
title.
This
is
about
a
scholarship
that
I
could
miss
out
on
a
scholarship
which
will
allow
me
to
pursue
my
dream
to
go
to
a
college
and
major
major
in
social
work.
So
I
can
help
other
young
girls
overcome
the
obstacle
that
they
will
face,
because
life
is
hard.
J
A
K
Jenny
bussey,
I'm
a
former
division,
one
athlete
I've
competed
at
the
highest
level.
Collegiately
I've
been
in
the
weight
room
with
males
and
females.
I
have
seen
with
my
own
eyes
that
no
matter
how
hard
women
train
biologically,
they
will
not
be
able
to
compete
fairly
with
men.
This
is
something
we
should
protect.
I
have
coached
women's
volleyball
for
the
past
five
years.
Athletics
has
been
a
very
big
part
of
my
life
from
a
very
young
age.
I
was
the
sixth
athlete
in
my
family
to
play
division,
one
volleyball
in
my
family.
K
The
only
way
for
us
to
go
to
college
was
if
we
performed
well
enough
to
earn
a
scholarship
to
play
at
the
college
level.
I
want
to
do
my
part
to
protect
the
right
for
women
to
compete
against
women.
It
is
a
known
fact
that
if
you
are
born
a
male
biologically,
you
are
going
to
be
faster
and
stronger.
If
you
are
born
male,
you
should
have
to
compete
in
male
sports.
I
want
to
protect
the
right
for
my
future
kids
to
be
able
to
compete
against
their
same
sex.
K
K
There
will
be
many
opportunities
missed
because
of
that
reason
alone,
I
myself
have
competed
against
males,
no
matter
how
hard
I
try,
no
matter
how
many
hours
I
spent
training,
they
have
always
beat
me
and
will
continue
to
beat
me.
I
want
to
help
protect
the
young
ladies,
I
coach
my
little
sister,
that's
15
years
old
and
the
generations
to
come.
We
should
have
to
compete
against
the
gender
we
were
born
as
if
we
do
not
draw
the
line
now
in
the
future,
they'll
no
longer
be
women's
sports.
Everything
will
be
male
sports.
L
Hi,
my
name
is
jen
garringer.
I
am
a
mother,
I'm
a
coach,
I'm
also
a
former
one
division,
one
athlete
I
work
with
many
athletes.
I
run
a
volleyball
club
out
of
clarksville
tennessee.
I
have
over
150
girls,
95
percent
of
them
want
to
play
in
college,
and
I
don't
want
to
take
that
away
from
them.
Our
staff
works
really
hard.
Realistically,
we
understand
not
all
95
percent
will
go
to
college.
L
L
I
also
have
a
son
both
of
my
children
played
multi-sports,
so
I
have
seen
the
change
pre-pre
post
puberty,
sorry
after
the
boys
have
changed
watching
my
son,
his
sixth
grade
year
to
his
eighth
grade
year
was
mind-blowing
how
big
they
got
the
boys
that
are
in
the
gym
in
the
eighth
grade.
Sometimes
I
confuse
them
as
high
school
or
even
adults.
L
I've
been
coaching
for
over
25
years.
Usa
volleyball
currently
has
no
restrictions
on
co-ed
play
in
the
12
and
under
age
groups,
because
of
because
that
is
pre-puberty,
and
I
think
that's
great.
I
want
to
have
boys
and
girls
playing
together
until
that
point,
after
that
it
becomes
safety
concerns
not
even
to
mention
them
taking
positions
of
the
girls
at
the
college
level.
L
The
opportunities
now
being
offered
to
our
young
women,
women
via
participation
in
collegiate
sports,
is
not
just
important.
It's
also
life-changing
for
these
girls
allowing
biological
men
to
compete
in
a
collegiate
women's
sport
will
def
will
delete
complete
completely
the
years
of
literal
blood,
sweat
and
tears
of
entire
generation
of
young
women.
We
cannot
allow
this.
We
must
stand
for
our
young
women
and
fight
for
their
rights
to
equal
opportunity
on
the
playing
field.
L
A
Thank
you
for
your
testimony
got
one
more
gentleman
like
to
speak
today.
D
A
A
Back
in
session
chairman
reagan,
you're
recognized
thank.
H
F
The
amendment
answered
my
question.
Thank
you
for
the
amendment
chairman
reagan,.
A
Okay,
anyone
else
seeing
no
further
questions.
Members,
all
those
in
favor
of
passing
house
bill
2316,
indicates
saying
aye
any
opposed
and
the
eyes
have
it.
Thank
you,
chairman,
you're
gonna
be
moving
on
to
education
administration.
Thank
you,
mr.
A
E
Do
I
have
a
motion?
A
second
for
discussion
motion?
Second,
okay,
okay,
you
have
a
motion
in
a
second
you
may
be.
You
may
begin.
I
I
see
you
have
an
amendment.
It
doesn't
look
like
it
rewrites
the
bill.
Do
you
want
to
explain
the
the
bill
first
or
add
the
amendment?
Let's
go
ahead
and
add
the
amendment.
Okay
members.
He
has
an
amendment,
it's
13801,
all
those
in
favor,
of
adding
the
amendment
to
the
bill
to
the
bill
for
discussion.
E
E
E
Okay,
I
got
enough
eyes.
Okay,
we're
the
amendment's
been
added
to
your
bill,
we're
now
back
on
hb
2739
by
chairman
laughter,
you're
recognized
for
explanation.
Thank
you
for
that.
Mr
chairman.
A
This
bill
is
fairly
straightforward,
currently
in
tennessee
code,
if
you
are
intent
on
going
to
a
college,
a
four-year
college
in
the
state
of
tennessee
on
a
promise
scholarship,
you
are
allowed
a
what
they
call
a
gap
year
16
months
before
you
have
to
fill
out
the
paperwork
get
straight
and
get
enrolled.
A
Currently,
with
our
two-year
schools,
you
are
not
allowed
that
that
convenience.
You
are
expected
to
go
ahead.
Fill
out
the
paperwork
be
ready
to
go
straight
out
of
high
school
into
college.
I'm
simply
trying
to
bring
this
into
alignment
with
what
we
do
with
the
hope
scholarship,
and
this
idea
was
brought
to
me
by
a
young
lady
back
in
the
district,
and
I
believe
she
might
want
to
be
recognized
to
talk
about
the
bill
for
just
a
moment.
E
E
Anyone
else
no
objection
we're
out
of
session
chairman
lafferty.
B
B
I'm
the
author
of
this
bill.
I
originally
wrote
this
bill
because
I
saw
a
dire
need
in
community
colleges
all
across
tennessee,
the
prom,
the
tennessee
promise
scholarship
itself
is
wonderful.
It's
allowing
students
to
be
able
to
attend
community
college
when
they
otherwise
would
not
be
able
to
afford
to
go
to
college.
However,
the
bill
itself
has
many
stipulations
that
are
causing
students
to
miss
out
on
the
scholarship
entirely
this.
Thus,
this
is
causing
students
to
miss
out
on
opportunities
to
pursue
education.
This
should
not
be
happening,
and
so
I
have
written
an
amendment.
B
That's
house
bill,
2739.
I
have
written
an
amendment
that
allows
16
months
after
the
original
deadline
for
students
to
be
able
to
apply
for
the
scholarship
so
problem
that
we're
seeing
with
this
bill
is
that
students
are
missing
the
deadline
to
apply
for
the
scholarship
and
thus
missing
out
on
the
scholarship
entirely.
They
cannot
apply
for
reapply
for
the
scholarship
they
just
miss
it
miss
out
on
it
entirely
we're
seeing
this.
B
This
is
a
problem
because,
when
students
are
only
a
senior
in
high
school,
you
know
they're
expected
to
apply
for
the
scholarship
by
november.
Of
their
senior
year,
this
is
before
they've
even
graduated
high
school,
and
so
they
have
no
idea
what
they
want
to
do.
They
have
no
idea
where
they
want
to
go
to
school
and
we
can't
be
expecting
17
year
olds
and
18
year
olds
to
know
what
they
want
to
do
for
the
rest
of
their
life,
so
students
aren't
applying
for
the
scholarship.
B
Then
they
graduate
high
school
and
they
realize
oh
now.
I
know
where
I
want
to
go
to
school,
and
I
know
what
I
want
to
do,
and
so
then
they
go
to
apply
for
the
scholarship,
but
they've
already
lost
it,
and
so
this
bill
is
a
big
deal
to
students
in
tennessee
who
are
wanting
to
pursue
education.
We,
if
we
want
to
encourage
students
to
be
able
to
go
to
college,
to
be
able
to
pursue
higher
education.
B
E
D
Thank
you
and
thank
you
very
much
for
coming
to
speak
with
us,
so
tell
me,
did
it
happen
to
did
this
particular
situation
happen
to
you
or
just
to
to
people
that
you
know
where
or
maybe
after
that,
that
deadline
passed
and,
and
it
resulted
in
the
loss
of
that
scholarship?
What
what?
What?
What
motivated
your
your
interest
in
it
yeah.
B
So
this
situation
did
not
happen
to
me.
However,
I
am
attending
a
community
college.
I
go
to
pellissippi
state
community
college
in
knoxville,
but
I
do
have
a
really
good
friend
of
mine
that
she
graduated
high
school
and
she
decided
she
just
didn't
want
to
go
to
school,
and
so
she
didn't
apply
for
the
scholarship
and
now
she's
20
and
she
realizes.
I
don't
want
to
work
at
I'll
garner
for
the
rest
of
my
life.
D
Okay,
thank
you
very
much.
I
appreciate
you
shedding
a
little
light
on
that.
I
think
that
I
think
the
other
side
of
the
argument
people
are
concerned.
Maybe
if
they,
if
you
provide
that
gap
year,
then
maybe
they
lose
interest
and
they
you
know
they
just
they
never
apply
for
college.
To
your
point,
though,
I
think
there
is
a
very
glaring
gap
currently
between
tennessee
promise
and
then
tennessee
reconnect,
because
you
can't
do
that.
D
Tennessee
reconnect,
I
think,
maybe
until
you're
24.,
so
there's
several
years
there,
where
folks
have
the
potential
to
fall
between
the
cracks
if
they
missed
what
you
mentioned
earlier,
that
initial
deadline.
So
so
thank
you
for
coming
and
testifying
and
bringing
our
attention
to
the
issue.
Yes,
thank
you.
M
Thank
you,
mr
chairman,
thank
you
so
much
for
being
here
kudos
to
you
taking
the
initiative
to
come
up
here
and
speak
to
us,
but
also
in
writing
and
altering
the
bell.
I
was
just
curious
and
I
completely
understand
where
you're
coming
from
and
just
echo
on
representative
cochran's,
just
why
16
months,
where
did
that
come
from
so.
B
I
would
like
to
say
that,
yes,
while
some
students
might
take
a
gap
year
and
then
not
return
to
college,
we're
also
seeing
the
opposite
that
some
students
at
age,
17
and
18,
when
they
graduate
high
school,
are
not
ready
to
attend
a
college
and
so
by
giving
them
these
extra
few
months
of
16
months
or
less
to
decide
if
they
want
to
go
to
school.
That
oftentimes
gives
them
the
more
mental
capacity
and
ability
to
then
decide
yes.
Now
I
am
ready
to
go
and
attend
school.
B
E
We're
back
we're
back
in
we're
back
in
session.
I
would
like
to
ask
if,
if
the
bill
sponsor
would
allow,
I
would
like
to
ask
t
heck.
I
need
to
ask
them
a
couple
questions.
If
they
were
they
mind
coming
forward.
E
Any
objection
going
back
out
of
session
back
out
of
session,
mr
hannemann,
representing
t
heck.
I
do
have
a
a
few
questions
as
far
as
the
original
purpose,
our
our
guest
made
a
very
good
case.
You
know
we
totally
understand
what
she's
saying,
but
when
tennessee
promise
was
created,
it
was
created
for
what
particular
reason
could
you
give
us
a
little
bit
of
background.
N
There
you
go
yes,
a
little
closer
tennessee
promise
was
really
created
to
capture
a
part
of
our
student
population
who
were
opting
not
to
attend
college
period.
N
It
is
not
a
low-income
scholarship,
in
fact,
if
your
low
income
chances
are
you're
not
going
to
see
tennessee
promise
dollars,
because
we
layer
on
other
aid
before
tennessee
promise
comes
in
after
that.
What
we
were
trying
to
capture
were
those
students
for
whom
there
were
a
number
of
decision
tree
factors
and
if
we
could
pull
all
those
away
and
leave
it
down
to
just
cost,
and
then
we
pull
that
off
a
student
is
left
with.
N
N
N
You
know,
students
are
required
to
go
to
you,
know
mandatory
meetings
and
then
they
file
their
federal
financial
aid
forms,
and
then
they
engage
in
a
post-secondary
institution
all
as
a
part
of
that
that
same
sign
up
and
then
they
kind
of
slide
right
in
you
know,
with
the
help
of
a
mentor
into
their
college
experience.
N
N
I
think
our
concern
in
talking
to
our
partnering
organizations
and
whatnot
that
there
is
an
issue
around
connectivity,
because
eligibility
will
be
triggered
when
you
graduate
high
school,
and
so
there
won't
be
an
option.
If
you
didn't
apply
for
promise
to
then
at
some
point.
In
the
16
months
decide
well,
maybe
I
want
to
apply
for
promise,
your
eligibility
is
triggered,
and
so
you
will
need
to
have
still
gone
through
that
application
process
on
the
front
end,
but
maintaining
connectivity
with
them,
I
think,
is
one
of
the
hurdles
we
would
have
to
overcome.
N
E
Okay,
thank
you
and
as
far
as
the
mentorship,
that's
in
tennessee
promise
does.
Is
that
lost?
If
you
don't
go
in
and
use
it
right
away.
N
D
We
had
a
quick
follow-up
on
that
and
this
is
probably
not
something
that
you're
going
to
have
right
off
the
top
of
your
head.
I
would
be
curious
to
know
if
we
weren't,
if
we
aren't
talking
about
low-income
students-
just
maybe
you
know
again,
average
middle-income
student
who
takes
advantage
of
the
tennessee
promise,
goes
to
a
community
college.
Do
you
know
how
much
per
year
or
how
much
per
semester
that
assistance
averages?
I
mean
roughly
ballpark.
I
think.
D
Okay,
all
right,
okay,
that
I
just
I
I
didn't
know
the
answer
that
and
I'm
just
curious.
I
was
just
trying
to
again.
I
think
I
think
it
I
get
the
concern
like
I.
I
think
I
think
I
understand
the
counter
argument,
but
I
do
think
it
does.
D
The
bill
brings
attention
to
to
that
gap
between
between
promise
and
reconnect,
and
you
could
you
could
have
folks
who
you
know,
for
whatever
reason
missed
missed
the
boat
missed
the
miss
that
date
and
then
again,
a
few
months
later,
like
well
gosh,
I'd
like
to
go
back
to
college,
but
now
I
can't,
and
so
the
reason
I
asked
that
question.
I
just
wonder
if
there
is
some
sort
of
this
is
not
a
question
for
you,
I'm
just
thinking
out
loud,
but
just
some
sort
of
happy
medium
there,
where
maybe
it's.
D
I
Do
thank
you
thank
you
for
being
here,
so
I
I
had
a
constituent.
I
You
know
that
was
was
consistently
asking
me
for
help
in
regards
to
this
problem
of
promise
and
the
gap
between
promise
and
connect,
and-
and
I
remember,
asking
or
trying
to
find
out,
you
know
how
did
we
land
on
the
age
of
24
for
reconnect,
and
I
don't
think
I
got
an
answer
for
that.
What
how
did
we
decide
that
24
was
the
age
for
reconnect
so.
N
We
typically
okay
prior
to
the
outset
of
this
committee
meeting,
because
committee
action
since
then
has
changed
things.
A
little
bit
reconnect
is
tied
to
the
federal
financial
aid
forms,
definitions
of
it
of
independent,
which
independent
typically
is
age
24,
although
you
can
be
independent.
Also,
if
you
are
a
single
parent,
a
veteran
emancipated
as
a
as
a
youth
or
foster
youth,
and
so
you
know
when
we
first
set
up
reconnect
as
many
financial
aid
kind
of
programmatic
implementations
are
it's
tied
to
what
monies
we
had
available.
N
N
N
You
do
have
16
months
so
say
that
gets
you
to
19
19
and
a
half,
and
then
the
24
that
that
bill
that
moved
out
of
here
earlier
brings
that
age
down
to
23,
which
actually
the
application
cycle
captures
people
who
are
22
because,
as
you're
applying
you
know
it's
when
you
would
go
to
school,
and
so
we
are
kind
of
making
an
effort
to
close
that
gap.
I
will
say
also
for
some
some
of
our
technical
school
financial
aid.
N
There
is
no
gap
and
so
those
those
you're
kind
of
eligible
for
those,
irrespective
of
age
that
doesn't
specifically
address
the
issue
around
promise
students
per
se.
You
know
because
they're
they
don't
have
that
option
on
the
16
months
currently.
But
you
know
there
is,
there
is
an
effort
to
close
that
gap,
we're
moving
down
to
23
and
then,
as
monies
become
available,
possibly
there's
room
to
expand
that
in
the
future.
I
You
recognized,
thank
you,
sir
watching
you
chairman
you
you
mentioned
in
in
in
this
bill,
that
the
fiscal
note
determines
that
there
are
going
to
be
a
lot
more
students
that
will
be
applying.
Is
that
what
you
or
how
to
how?
What?
What
so
will
we
gain
more
students
that
are
that
are
tapping
in
because
they've
had
that
break
because
of
this
legislation?.
N
So
the
fiscal
note
I
would
say
posed
an
interesting
question
one
we
can.
We
have
projections
and
we
have
kind
of
a
way
to
develop
what
the
increased
population
would
look
like,
and
we've
done
that
so
we've
kind
of
figured
how
many
students
take
a
gap
year.
How
many
of
those
would
have
been
promised
eligible?
You
know,
because
we
have
patterns
of
practice.
You
know
for
the
hope,
scholarship.
It
already
has
a
gap
year
and
and
we
can
kind
of
look
at
our
data
and
see
who's
eligible.
N
We
can
also
kind
of
estimate
ballpark.
What
would
be
the
take-up
rate
at
some
point
during
those
16
months
and
that's
where
the
fiscal
note
comes
from.
We
have
kind
of
here's,
here's
a
a
good
guess
but
estimate
on
how
many
students
would
take
up
within
a
semester
of
high
school
graduation,
two
semesters,
three
semesters
and
so
forth.
I
And-
and
thank
you,
sir,
so
how
many
more
students
is
it
saying
that
we're
going
to
pick
up.
I
Yes,
sir,
and,
and
you
know,
I'm
really
looking
to
see
how
many
more
students
will
you
know
will
take
advantage
of
this.
If
this
bill
is
passed,
that's
the
question
I'm
trying
to
ask.
I
The
question
I
was
trying
to
ask
is:
how
many
more
students
are
we
going
to
are
going
to
take
advantage
of
this?
If
this
bill
is
passed,
will
it
be
more
students
that
we
don't
have
that
take
advantage
of
it?
I
know
you
said
we
couldn't
quantify.
Who
would
who
would
you
know,
choose
to
exercise
together,
but
those
that
will
there
be
new
students?
I'm
asking
that's
the
question
I
want
to
know:
will
there
be
new
students?
Will
there
be
new
students
that
take
advantage
of
this
opportunity.
E
I
can
respond
to
that
from
the
figures
that
I
know
so
that
the
question
would
be
whether
we
pick
up
more
students
by
allowing
a
gap
year
from
tennessee
promise,
or
do
we
lose
more
in
2020
when
covet
hit.
We
gave
that
one
year
gap
year
because
of
colvin.
There
were
20
000
students
that
were
eligible
that
year
for
for
my
high
schools
eligible,
but
we
gave
that
gap
year.
Only
500
took
advantage
of
the
following
spring,
so
we
lost.
We
didn't
gain.
I
And-
and
I
appreciate
that,
but
but
we're
talking
about
covet-
nobody
knew
what
they
were
doing
in
2020
march
of
2020
to
be
exact
when
it
came
to
covey.
We
had
no
idea.
All
of
us
were
spending,
we
didn't
even
know
if
we
were
coming
in
here
and
and
so,
but
but
now
that
there
is
no
co
well
strike
that
from
the
record
joe
now
that
we're
out
of
that
part
of
covet
and
people
are
returning,
you
know
to
some
form
of
normalcy.
I
N
Well,
I
think
the
fiscal
that
there
is
a
fiscal
note
is
an
indication
that
some
students
will
be
picked
up,
because
the
fiscal
notice
is
based
on
the
fact
that
students
who
are
opting
not
to
enroll
right
away
will
enroll
at
some
point
over
the
course
of
those
16
months.
It's
probably
worth
saying
also,
though,
that
those
estimates
are
really
based
on
the
hope,
scholarship
population,
which
is
a
different
population
of
students
that
are
meeting
different
criteria
right.
Okay,.
I
And-
and
so
you
know
I
look
at
I
look
at
I-
actually
I've
actually
been
converted
on
this
bill,
because
I
look
at
every
opportunity
that
we
give
you
know
any
of
our
students
in
tennessee
or
our
you
know:
potential
students
in
tennessee
the
opportunity
to
to
tap
in.
I
think
we
should,
and
you
know
it
goes
to
everything
that
we've
been
working
towards
drive
to
55.
You
know
during
the
haslam
administration
and
you
know,
opportunities
and
you
know
being
certified
and
in
our
tea
cats
and
and
everything
else.
I
Then
I
also
look
at
you
know.
You
know
life
has
this
way
of
of
throwing
you
a
hard
ball
curve
when
you
least
suspect
it,
and
you
know,
and-
and
you
know
then-
and
you
look
at
the
the
transitional
nature
of
you-
know
some
of
the
communities
that
we
serve
and
the
people
that
are
that
that
you
know
may
need
that,
may
need
to
work.
I
You
know
for
a
second,
you
know
to
help
to
you
know:
pay
bills,
you
know
at
home
and
then
and
then
I
also
look
at
and
and
lou.
I
know
you're
gonna,
you're
gonna
and
you
don't
have
to
I'm
just
giving
you
a
way
out.
You
don't
have
to,
but
you
know
those
young,
ladies,
that
may
may
be
pregnant,
and
I
know
I
know
there's
there.
I
You
know
y'all
we've
been
here
before
with
representative
lamar's
bill
and
and
there
are
procedures
right,
but
if
they
don't
have
to
go
through
requesting
a
waiver,
and
this
is
available
to
them.
They,
you
don't
have
to
chairman-
you
don't
have
to.
If
you
don't
want
to
right
and
they
and
they
if
they
don't
have
to
go
through
request
requesting
a
waiver,
and-
and
you
know
this
16
months
is
already
in
it-
you
know-
is
available
to
them.
I
I
say
it's
a
great
opportunity
for
us
to
pull
in
more
students
that
may
have
otherwise
not
have
been
at
the
moment
able
to
tap
in
so
I'm
a
new
new
convert.
So
thank
you.
N
I
will
just
say
you
know,
for
reference,
parkinson's
comments
around
legislation
that
moved
last
year.
You
know
those
young
women
are
certainly
eligible
for
the
scholarship,
irrespective
because,
as
single
parents,
they
are
independents.
E
N
The
comments
if
I
made,
mr
just
you
know
one
last
comment:
you
know
the
tennessee
promise
scholarship
funding
is
something
that
we
do
administer,
but
the
actual
program
itself,
and
that
you
know
maintaining
that
line
of
communication
with
with
prospective
students
is
really
handled
by
our
promise
organizations,
tennessee
achieves
and
heirs,
and
so
you
know
how
this
would
impact
you
know
their
operations
downstream.
E
E
A
Thank
you
for
that.
I
did
not
recognize
how
much
conversation
this
bill
would
end
up
drawing
when
I
started
doing
this.
We
touched
on
a
lot
of
different
things:
young
people
sorting
through
life,
trying
to
figure
out
what
they
want
to
do
other
things
that
happen
in
life
that
may
cause
you
to
have
to
postpone
something
that
I
didn't
bring
up,
haven't
brought
up,
yet
that
I
want
to
throw
out
there.
A
I
understand
the
incentives
for
wanting
to
get
the
momentum
of
the
kid
going
out
of
high
school
and
into
college.
That
makes
sense,
but
what
we
forget
to
talk
about
is
we
end
up
taking
those
kids
away
from
whatever
other
work
might
be
out
there?
If
any
of
you
have
been
out
to
dinner
on
a
friday
night
and
stood
in
line
for
30
or
40
minutes,
while
there's
six
or
eight
tables
sitting
there
that
are
clearly
being
unused,
those
tables
are
unused
because
they
don't
have
enough
people
to
fill
those
roles.
A
A
We
they
are
taken
away
from
some
other
place,
whether
that's
waiting
tables
being
a
delivery
driver
working
construction.
Whatever
that
may
be,
we
create
these
little
bubbles
in
the
economy
that
aren't
seen
on
the
front
end,
but
they
are
definitely
there.
I
don't
think
you
can
deny
that
when
you
take
one
route
the
other
route
gets
lost.
A
I
wanted
to
add
that
to
the
discussion
as
I
come
up
here
and
ask
the
members
for
their
support
on
this
bill.
It's
there
are
other
economic
consequences
that
we
don't
consider
that
these
kids
having
this
gap,
they
may
find
that
job
of
a
lifetime
without
a
college
education
and
may
find
a
way
to
go
on
to
make
a
nice
living
at
it.
With
that
I'll
close.
Thank
you,
mr
chairman.
A
E
You,
mr
chairman,
also
members
any.
I
do
have
one
comment,
but
I'm
going
to
recognize.
Other
people
first
represent
parkinson
and
then
we
go
to
okay
represent.
F
Baum,
thank
you
chairman
white
chairman
lafferty.
I
think
what
some
of
us
are
trying
to
figure
out
is
whether
your
bill
would
ultimately
result
in
more
people
going
on
to
college
or
fewer.
There
is
a
concern
that
if
we
provide
this
gap
year,
that
it
will
result
in
some
students,
disengaging
and
it
could
result
in
fewer
people
going
on
to
college.
Having
said
that,
though,
there
is
a
fiscal
note
which
would
seem
to
be
contradictory
if
it's
going
to
cost
the
state
more
money
than
that
would
suggest
more
people
are
going
to
college.
F
But
I
have
read
the
fiscal
note
and
I
don't
think
that
the
fiscal
note
is
making
a
is
providing
an
opinion
about
whether
more
students
will
go
on
to
college
or
fewer
students.
I
think
the
fiscal
note
is
just
saying
eligibility
increases
and
that
could
result
in
the
in
an
increased
expenditure
for
the
state
it's
possible
for
eligibility
to
increase,
but
enrollment
to
actually
decrease.
A
You
recognized
chairman,
thank
you
for
the
question,
and
here
I
am
I
like
to
talk
about
markets
and
I'm
talking
to
an
economics
professor.
So
as
I
understood
the
question,
fewer
people
more
people
going
to
college
is
the
baseline
of
it.
A
That
is
an
intense
focus
in
this
state
has
been
for
a
while
back
to
my
comments
previously,
just
because
we
direct
kids
to
go
to
college.
Is
that
necessarily
the
best
outcome
for
those
kids?
When
we've
got
tens
of
thousands
of
kids
that
average
twenty
thousand
dollars
in
college
debt
and
get
degrees
in
things
that
frankly
aren't
marketable,
they
end
up
going
to
college
because
they're
told
they're
expected.
I
was
one
of
those
kids.
There
was
no
doubt
in
my
parents
mind
that
I
was
going.
A
To
answer
the
question,
I'm
not
sure
for
me
anyway:
it's
not
a
question
of
more
kids
or
fewer
kids
as
much
as
it
is
about
the
kids
finding
their
path
without
throwing
these
distortions
up
that
possibly
lead
them
to
doing
something
that
just
starts
them
a
little
bit
later
in
life,
with
a
lot
more
death
that
they
would
otherwise
not
have
had.
I
don't
know
if
that
was
a
sufficient
answer,
but
my
thoughts
on
the
matter.
I
You
know
I'm
not
in
the
business
of
throwing
aid
to
republicans
on
their
bills,
but
you
know,
I
think
I
got
a
solution
for
everything
because
I
actually
like
his
bills.
I
actually
like
him
too,
believe
it
or
not.
I
like
his
bill
more
than
I
like,
I'm
just
kidding,
but
what?
If
what?
If
we
were
to
sunset
this
bill?
I
You
know,
after
you
know,
maybe
four
years
and
then
we'll
have
the
answer
to
that
fiscal
note.
But
you
can
always
just
come
back
and
you
know
renew
the
sunset
and
let
it
go
that
way
in
four
years.
We'll
know
if
there's
more
students
coming
in
or
you
know,
if
there's
a
benefit
period
to
your
bill,
because
I
think
it's
a
good
bill.
I
But
but
I
do
I
did
get
a
little
chilly
in
here
because
I
felt
a
little
breeze
blowing,
but
I
think
that
if,
if
we
were
to
add
a
sunset
clause
to
it,
it
may
allow
you
know
everyone
to
be
maybe
a
little
bit
more
comfortable.
I'm
sorry,
I
shouldn't
point
you
I
don't
know
if
you're
comfortable
or
not
maybe
allow
people
to
be
a
little
bit
more
comfortable
and
we
can
actually
revisit
it.
I
You
know
when
it
when
it
comes
up
for
a
sunset
so-
and
I
don't
know
how
you
feel
about
that,
mr
sponsor,
but
I
think
it's
a,
I
think
it's
a
good
solution
because
I
would
like
to
see
you
know
if
there's
some
benefit
to
this
bill
or
not.
You
know
I
would
love
for
everyone
to
have
more
of
an
option
at
life.
I
You
know
outside
of
you
know
just
having
to
make
that
decision
at
that
moment
because,
like
I
said
earlier,
you
know
life
is
not
cookie
cutter,
you
know
and
it's
different
for
every
single
person
in
every
household,
every
single
one
of
those
students
that
are
in
in
our
high
schools-
and
so
you
know
a
sunset
clause,
would,
I
think,
would
you
know
create
a
little
bit
of
comfort.
I
think
for
some.
So
can
I
put
that
into
motion
or
what
do
I
need
to
do.
E
E
E
E
And
so
that's
my
concern
is
that
we're
we're
dealing
with
something
that
it
started
with
tennessee
achieves
then
then
tennessee
promise
and
then
I
believe
it's
under
governor
haslam,
who
knows
when
the
governor
has
them.
You
know,
then
we
said
what
about
all
those
adults
that
missed
that
window
and
we
did
the
reconnect.
E
I
Thank
you
thank
you,
mr
chair
and
and
miss
chair,
and
I
get
it
I
I
understand.
I
really
do
understand
your
position
on
it.
The
the
thing
that
throws
a
lot
of
us
off
is
the
fiscal
note
right.
You
know
the
fact
that
there
is
a
fiscal
note
which
tells
us
that
somebody's
going
to
enroll
after
that
right,
but
the
but
the
missing
part
of
the
fiscal
note
doesn't
tell
us
if
we're
going
to
lose
students
right
and
so
that's
that's,
that's.
What's
you
know
driving
the
debate?
I
I
think
here
in
regards
to
that,
but
I
I
totally
agree
with
what
you
what
you
said
and
I
would
like
to
see
you
know.
Maybe
we
we
roll
the
bill
a
week.
I
don't
want
to
step
on
you
if
you're
going
to
speak,
you
want
me
back
up.
Often
there.
D
So
I
I
think
we're
I
think,
we're
on
the
same,
so
I
see
both
sides
of
the
argument
too.
I
think
it's
a
very
intriguing
argument:
whether
or
not
it
would
whether
or
not
it
would
increase
or
decrease
enrollment.
I
also
think
that
the
potential
to
maybe
have
at
sunset
or
set
it
up
as
some
sort
of
pilot
would,
I
think
that
would
at
least
warrant
a
little
bit
more
debate,
and
so
I
hate
to
just
kill
this
thing
for
a
lack
of
time
to
talk
about
it.
D
D
So
what
I
would
recommend
well
and
I'm
just
going
to
make
that
motion
to
roll
this
to
the
heel
of
the
current
calendar
and
we'll
we'll
discuss
it
more
another
day,
make
a
motion
to
roll
to
the
heel.
A
G
Chairman
this
is
a
very
simple
piece
of
legislation
simply
would
require
t-hect
to
notify
persons
who
are
recipients
of
the
minority
teacher
fellowship
scholarship,
that
there
are
teaching
opportunities
out
there
in
the
state
of
tennessee
and
I've
talked
with
t
heck
and
they
are
agreeing
to
luco
all
right
agreeing
to
make
the
steps
to
inform
persons
about
teaching
opportunities.
As
many
people
may
know,
when
we
make
opportunities
available
for
persons
to
receive
a
minority
teacher
scholarship,
we
ask
them
to
teach
in
tennessee
to
make
that
scholarship
not
convert
to
a
loan.
G
A
We
have
a
question
on
the
bill.
Let
me
can
I
get
you
to
hang
on
for
just
one
second
on
that.
Thank
you
for
that.
What's
wrong
the
I
missed
the
first
couple
of
lines
of
that.
This
is
an
attempt
to
help
the
teachers
find
where
they
could
land
correct.
G
G
Lou
he's
agreed
that
they
can
do
this
again,
a
way
to
help
our
recipients
of
this
fellowship
be
able
to
find
more
teaching
opportunities
in
tennessee.
A
G
So,
let's
take
our
teacher
prep
schools
student
goes
through
that
school.
The
student
graduate
student
prepared
to
go
and
teach
they
may
know
of
some
teaching
opportunities,
but
may
not
be
aware
of
all
the
teaching
opportunities.
So
this
does
not
absolve
that
institution
from
doing
that,
it
simply
adds
another
organization
in
the
process
of
helping
students,
locate,
teaching
opportunities.
A
A
A
O
Still
trying
to
get
over
chairman
white's
comment.
O
A
O
And
that's
drafting
number
zero
one
five
one:
two
two.
A
All
right,
we
have
a
motion.
Second,
on
hearing
the
amendment,
please.
O
Mr
chairman,
the
bls
amended
would
establish
a
fellowship
program
for
future
law
enforcement
officers
and
law
enforcement.
I
probably
should
say
personnel,
because
there
are
many
careers
in
law
enforcement
that
would
range
from
the
field
operations
to
the
lab.
O
It
could
be
information
systems
or
it
could
be
counseling
psychological
psychiatric
issues,
so
the
t
sac
would
administer
the
law
enforcement
fellows
program.
It
would
be
for
talented
students
who
aspire
to
have
a
career.
Those
who
choose
to
participate
in
the
program
would
have
to
be
college,
juniors,
seniors
or
a
post-baccalaureate
candidate.
O
Yes,
sir,
I
can,
I
can
take
it
up
on
the
bill
itself.
A
O
Thank
you,
mr
chairman.
This
bill
would
help
to
build
the
bench
that
we
need
in
tennessee
for
qualified
committed
law
enforcement,
career
personnel
as
opposed
to
those
who
are
seeking
a
job
in
law
enforcement.
O
E
A
Please
identify
yourself
for
the
record
and.
N
Yeah
lou
hanniman
with
the
tennessee
student
assistance
corporation
and
higher
education,
commission,
okay
and.
E
N
So
we
would
be
deferred
on
the
addition
of
any
new
program
to
the
financial
aid
portfolio
for
the
state.
I
will
say
we
do
have
some
some
thoughts
about
it
for
sure
the
first
of
which
is,
we
have
been
slowly
trying
to
pull
ourselves
out
of
the
student
loan
business,
particularly
the
clawback
loan
business.
N
We
have
two
remaining
such
programs
in
the
state,
and
the
amendment,
I
believe,
is
language
modeled
off
of
the
minority
teaching
fellows
program,
which
is
also
a
loan
forgiveness
program.
These
are
you
know,
should
you
opt
not
to
continue
a
degree
program
or
not
to
provide
the
service
agreement?
Then
your
scholarship
monies,
the
five
thousand
dollars
per
year,
is
then
converted
into
a
loan
that
needs
to
be
repaid
back
to
the
state
at
nine
percent.
N
We
have.
You
know,
as
I
mentioned,
tried
to
slowly
pull
ourselves
out
of
that
as
it
relates
to
this
particular
program.
I
would
just
say
two
things:
one
in
our
conversations
with
the
law
enforcement
community,
the
number
of
degree
programs
that
are
now
lending
themselves
towards
a
career
in
law
enforcement
are
increasing
in
number
and
it's
no
longer
a
day
where
a
criminal
justice
degree
is
the
degree
for
law
enforcement.
They
are
looking
for
degrees
across
the
entire
array
of
the
academic
enterprise,
which
would,
I
think,
you
know,
grow
this
program.
N
Fiscally
to
to
a
pretty
large
number,
the
other
piece
of
it
is
we
don't
you
know
again,
we
don't
fully
understand
what
those
degree
programs
should
be,
and
so
I
know
tsac
would
be
charged
with
kind
of
developing
what
those
degree
programs
would
be
for
the
purposes
of
this,
and
that
would
certainly
be
done
in
consultation
with
our
law
enforcement
stakeholders,
which
we
are
already
on
course
to
have
a
work
study
with
this
summer
to
look
at
ways
to
align
law
enforcement
needs
with
higher
education,
and
so
I
would
just
leave
it
at
that.
E
N
The
only
remaining
loan
relationships
we
have
now
with
students
are
through
these
loan
forgiveness
type
programs.
If
you'll
remember
in
the
fast
act,
we
wound
down
a
couple
of
those
programs
and
then
made
changes
to
the
minority
teaching
fellowship
to
move
that
out
of
freshmen
and
sophomores
and
on
to
juniors
and
seniors
and
graduate
students
when
a
student
begins.
N
This
program
begins
to
receive
financial
aid
under
these
programs,
and
should
they
either
drop
out
change
their
major
or
opt
out
of
completing
the
one-to-one
service
requirement
I.e
a
year
in
law
enforcement
for
each
year
of
receiving
the
aid,
then
all
of
the
monies
that
they
have
been
given
in
terms
of
scholarship
funds
convert
to
a
loan
which
they
will
then
have
to
repay.
It's
particularly
problematic
for
a
student
who
leaves
school
prior
to
earning
a
degree.
I
Thank
you
for
that,
sir.
I'm
still
trying
to
hear
the
deferred
language
because
I
didn't
hear
anything
deferred.
I
heard
everything
against
this
bill.
N
Well,
they
are,
they
are
administrative
concerns
and
but
to
be
clear,
the
bill
when,
if
it
moves,
we
will
administer
much
as
we
do
the
current
programs
and
we
will
figure
out
a
way
as
far
as
the
degree
programs.
As
I
mentioned,
we
already
have
a
working
group
scheduled
to
start
this.
In
fact,
our
first
meeting
is
probably
going
to
be
on
march
24th
with
law
enforcement
officers
and
some
other
stakeholders
across
the
state
to
begin
thinking
about
ways
to
align.
N
I
Well,
that's
with
every
bill
you
defer
to
the
will
of
general
assembly.
You
know
but,
but
you
know
to
you
know,
hear
on
the
front
end
that
you're
deferred
and
then
hear
every
other
point,
as
you
have
issue
with
the
bill
that
doesn't
sound
like
deferred
to
me
sounds
like
you're
against
it
and
I'm
I'm.
You
know,
I'm
not
not
the
only
one
hearing
this
up
here,
yeah
and
you
know,
and
and
and
but
let
me
ask
you
this
this
question:
will
this
ad
do
you
think
it'll
add
more
officers
to
our
streets?
I
A
Any
other
questions
from
the
members
I'll.
I
made
these
comments
a
little
bit
earlier.
A
This
is
another
one
of
those
you're
you're
squeezing
in
one
place,
and
you
don't
know,
what's
going
to
end
up
bubbling
in
the
other,
by
trying
to
my
two
cents,
you're
trying
to
direct
people
into
a
program
that
they
may
get
a
year
or
two
into,
and
then
I
don't
want
to
do
this
and
then
these
kids
are
strapped
with
debt,
no
career,
no
certificate,
no
degree
anyway.
That's
that's
my
two
cents
on
on
the
whole
thing,
any
other
questions
for
our
guest,
seeing
none
all
right!
Thank
you
for
that!
A
We'll
go
back
in
session
representative
hardaway,
I'm
sorry,
representative
parkerson!
You
are
recognized
and.
I
Can
we
reconsider
our
actions
from
the
previous
bill?
They
just
caught
me
representing
the
hard
way
I'm
just
kidding.
So
you
know
my
my
dear
friend
speaker,
hardwell
used
to
do
that
all
the
time
and
I
don't
have
to
meet
with
her
after
after
session
to
talk
to
discuss
it
with
her
and
get
a
little
counseling.
But
but
here's
here's
what
here's
here's
my
here's,
my
my
my
dilemma.
I
That's
you
know,
allowed
memphis
to
be
targeted
at
in
regards
to
residency
because
because
of
such
a
a
big
issue
in
regards
to
crime
and
and
murders
because
they
you
know,
the
number
343
was-
was
told
to
me
multiple
times
on
on
the
house
floor,
right
and
and
and
and
I
lived
there
amongst
those
343.
G
I
Sir
I'm
on
the
bill,
I
just
helped
you
on
your
bill
now
relax
now,
mr
chairman,
I'm
just
kidding
so
so
I
I
would
have
thought
that
you
know
if
we
bring
up
bill
or
chairman
hardaway,
and
I
hadn't
seen
this
bill
before
today.
If,
if
we
bring
a
bill
that
would
give
us
another
avenue
to
add
more
law
enforcement
officers
to
our
streets,
that
everybody
would
be
excited
about
it
and
I'm
I'm
not
I'm
not
really.
I
don't
I
don't.
I
I
don't
get
the
the
apprehension,
you
know
you
know
outside
of
technicalities,
but
we
can
be
technical
on
every
single
bill
that
comes
through
here
and
find
a
way
find
a
reason
why
we
can't
support
it
technically.
But
if
this
bill
will
add
more
give
us
an
opportunity
to
add
more
officers
which
we
have
a
deficit
of
in
our
state,
then
I
think
that
we
should.
We
should
support
this
bill
and
and
get
it
through,
so
that
we
can
do
just
that.
I
I
was
I
was
talked
down
on
the
house
is.
O
That's
my
you
recognized,
thank
you
for
the
question
and
that's
my
belief.
Mr
chairman.
I
don't
understand
the
the
comments.
It
was
my
understanding
that
the
language
which
is
in
the
amendment
that
came
from
t-sec
that
it
address
their
initial
concerns.
O
A
We
are,
we
are
over
time
right
now
and
we've
got
another
committee
waiting
on
us.
Give
you
one
more
question:
if
you
make
it
briefly,
I
have.
I
A
You
for
that
any
other
questions
all
right,
seeing
none
we're
going
to
go
ahead
and
vote
on
house
bill
2816.,
all
those
in
favor
of
passing
house
bill,
2816
and
kate
was
saying
aye
aye,
any
opposed,
say
no.
A
Now
I
just
have
it
you'll
be
moving
on
to
education,
administration.