►
Description
House Education Administration Committee- February 2, 2022
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Excellent,
thank
you.
Thank
you,
members
and,
as
we
also
start,
I
always
like
to
start
the
committee
out
with
a
prayer
for
our
children.
You
know
there's
a
lot
of
things
we
can
do,
but
we
can
only
do
so
much
and
we
have
to
turn
it
over
to
a
greater
power
resident
hakeem.
Would
you
lead
us
in
a
prayer
today.
C
Thank
you,
mr
chairman.
I
would
ask
you
if
you
would
please
bow
dear
heavenly
father,
our
lord
and
savior
jesus
christ.
We
give
praise
and
thanks
to
you
this
evening,
as
we
undertake
the
business
of
our
state
to
improve
the
lives
of
our
children.
In
doing
so,
we
improve
the
lives
of
all
our
citizens.
C
A
A
A
Is
that
correct,
10
o'clock
and
the
other
thing
is
we're
asking
we
do
our
homework
in
advance
of
the
bill's
coming,
and
so
anyone
that
wants
to
speak
on
a
bill
in
committee
needs
to
allow
the
needs
to
let
my
office
know
24
hours
in
advance
that
they
want
to
speak
on
that,
so
that
we
can
have
that
input.
So
keep
that
in
mind.
A
A
D
Very
quickly,
this
is
about
a
two-year
grant
program.
That's
going
to
be
for
non-degree
non-credit
hour,
workforce
development
in
our
community
colleges
and
or
possibly
tcat
centers.
What
the
amendment
does
the
reason
why
the
amendment
was
there?
It
was
inadvertently
tagged
to
the
lottery
we
had
to
strip
that
language
out.
This
is
not
tied
to
the
lottery
is
just
a
grant
program
that
we're
going
to
try
to
fund
find
the
money
from
from
the
governor
or
from
our
side
over
here.
So
we
can
get
this
to
get
this
done.
A
D
Have
it
brief
description,
mr
chairman,
members
of
the
committee,
there
are
programs
out
there
in
workspace
in
workplace
fields
that
don't
qualify
for
promise,
don't
qualify
for
reconnect,
and
these
are
high-paying
jobs,
and
what
we're
going
to
try
to
do
is
create
a
grant
program
for
the
next
two
years
to
show
the
benefit
of
having
these
being
able
to
get
these
people
scholarships.
For
these.
A
E
E
Okay,
so
first
off,
thank
you
for
having
me
here
today.
Thank
you
for
representing
mr
picky
for
this
bill.
I
think
we
have
an
opportunity
here
to
set
a
standard
another
standard
across
the
nation-
that's
not
being
done
at
this
time,
but
is
desperately
needed.
Everybody
here
understands
the
shortage
of
workers
that
we
have
currently
well.
E
Currently,
there's
no
state
funds,
as
representatives
picky
said,
to
fund
these
and
there's
also
no
national
federal
funds.
The
pell
grant.
There
is
discussion
at
the
federal
level
to
bring
pell
grant
funding
to
these.
I'm
not
sure
where
that
stands
at
this
point,
so
a
little
bit
about
how
a
program
like
this
would
be
outlined.
E
E
There
has
to
be
some
type
of
industry
certification,
it
needs
to
be
for
a
high
demand,
career
field
and
it
has
to
be
a
good
paying
job
that
leads
to
a
career
path.
So
the
pilot
program
that
representative
picky
has
identified
here.
We
have
at
columbia
state's
a
pre-apprentice
line
worker
academy,
it's
10
weeks.
E
A
E
E
A
A
A
E
F
A
F
So
I'm
somewhat
familiar
with
it,
but
I
guess
I'm
just
trying
to
figure
out.
You
would
describe
these
students
as
not
traditional
students,
as
far
as
like
english
and
other
subjects,
but
you
just
want
to
train
them
for
these
vacancies
that
exist
in
the
workforce,
and
so
I
guess
I'm
trying
to
get
my
head
around
exactly
what's
happening
to
those
students
now
when
they
leave
high
school,
are
they
going
to
these
companies
or
are
they
just
not
going
into
the
workforce.
E
E
Oh
okay,
so
the
ones
that
would
benefit
from
this
grant
would
have
an
opportunity.
The
tuition
for
this
for
fall
is
going
to
be
four
thousand
seven
hundred
fifty
dollars.
So
that's
an
insurmountable
amount
for
some
students
there
is
wioa
funding,
but
to
qualify,
for
that
is
a
fairly
low
income,
and
most
of
these
students
would
exceed
that.
E
So,
if
they
don't
get
in,
you
know
as
far
as
tuition
goes,
what
are
they
going
to
do?
They
could
come
to
the
academic
side
of
the
house
if
there's
a
program
that
suited
them
and
have
tuition
paid
that
way
or
just
go
into
the
workforce,
and
I
think
we're
seeing
a
lot
of
students
now,
especially
in
community
colleges,
opt
in
for
those
big
signing
bonuses
and
I'm
hearing
as
much
as
25
an
hour.
You
know
for
people
that
are
feeling
vending
machines
that
type
of
thing.
F
E
A
D
Dr
lampley
touched
on
it
right
there
about
the
opportunity
for
this
to
expand.
There
is
an
opportunity
to
create
a
truck
driving
school
in
our
community
college
or
tcat.
We
all
know
across
the
country
right
now,
goods
being
delivered
are
at
a
a
premium
for
people
to
drive
trucks.
There's
one
of
our
members
that
owns
a
trucking
company
that
has
a
lot
of
trucks
sitting
on
his
lot
right
now,
trying
to
find
drivers
for
so
over
that,
mr
chairman
I'll
try
to
answer
questions.
A
A
Okay
members,
we
have
a
couple
of
great
presentations
that
we
put
on
the
schedule
today.
Our
tennessee
higher
education
commission,
as
well
as
our
tennessee
board
of
regents.
These
things
are
very
critical.
What
we're
doing
right
now,
if
miss
house,
dr
house
and
dr
gentile,
if
y'all
come
on
up
and
take
your
places,
I
think
I
heard
in
the
governor's
budget
that
night
there's
money
put
back
in
there
for
outcomes
based
so
once
you're
ready
go
ahead
and
identify
yourself
with
the
record,
and
you
may
begin.
G
G
G
Tennessee
remains
the
only
state
in
the
nation
that
funds
its
public
higher
education
institutions,
not
the
tcats,
which
is
a
different
conversation,
the
community
colleges
and
the
universities
100
on
outcomes,
so
not
inputs,
but
outcomes.
We
engage
in
a
formal
review
of
the
outcomes-based
funding
formula
every
five
years,
as
I
said
so,
initiated
in
2010.
We
did
a
review
in
2015
intended
to
do
a
review
in
2020.
We
all
know
what
happened
in
2020
so
2021.
Until
now,
we
are
undertaking
this
review
process.
G
It's
worth
noting,
however,
that
we
do
review
the
formula
a
little
bit
more
informally
each
year.
If
there
are
things
that
need
to
be
tweaked
or
changed,
we
do
not
wait
for
a
full
five-year
review
cycle
to
do
so,
but
the
five-year
cycle
which
I'll
speak
a
little
bit
more
about
that
process
in
a
second,
is
the
formal
review
process
we
solicit
always
each
year,
particularly
particularly
at
the
five
year
point
feedback
from
our
institutional
leaders,
as
well
as
our
state
stakeholders.
So
many
thanks
to
you
all
who've
engaged
in
this
process.
G
We
are
to
do
so
in
a
way
that
is
consistent
with
the
state
master
plan.
T-Hec
updates
its
its
master
plan
for
higher
education
every
five
to
ten
years.
We
most
recently
did
so
in
january
of
20
before
the
world
totally
shut
down,
so
the
funding
formula
is
meant
to
be
in
alignment
with
the
master
plan
and
you'll
see
on
the
next
slide
that
there
are
differences
reflected
in
sector,
it's
institution,
type
mission
and
institutional
mission,
as
we
think
about
the
outcomes
based
funding
formula.
G
So
there
are
two
different
sets
of
outcomes,
as
you
see
in
the
two
columns
on
the
slide
behind
me.
This
is
because
the
mission
of
a
university
is
quite
different,
often
times
than
that
of
a
community
college.
Again
I
mentioned
that
the
tcap
formula
is
a
little
bit
different.
That
is
an
enrollment
based
funding
formula
as
well.
It's
not
included
the
tcats
are
not
included
in
this
discussion.
G
Happy
to
speak
about
any
of
these
specifically,
but
want
to
highlight
a
couple
of
things
just
for
for
clarity
and
for
foreshadowing
what
we
will
talk
about
in
the
next
couple
slides,
so
you
will
notice
that
some
of
the
outcomes
are
bolded
both
on
the
university
side
and
the
community
college
side.
Those
outcomes
are
eligible
for
a
premium.
G
The
premia
premiums
that
are
currently
included
in
the
funding
formula
are
for
adult
learners
for
low-income
students,
as
defined
by
students
who
are
pell
grant
eligible
and
on
the
community
college
side,
students
who
are
academically
underprepared,
so
students
who
require
some
type
of
remediation
based
on
an
act
score
so
an
institution
that
is
serving
a
student
who
may
fall
into
one
or
two
or
three
of
those
sub-populations
of
students
are
eligible
for
a
premium.
When
that
student
hits,
for
example,
30
credit
hours
earned
at
a
university
or
12
hours
earned
at
a
community
college.
G
One
of
the
proposed
changes
to
the
outcomes
based
funding
formula
that
I
will
mention
in
a
moment
isn't
the
addition
of
a
fourth
category
of
premium
so
again,
students
who
are
low
income
defined
as
being
pell
eligible
students
who
are
adult
learners
returning
to
college
or
coming
to
college.
For
the
first
time
and
on
the
community
college
side,
those
students
are
academically
underprepared,
just
to
note
as
well,
institutions
and
systems.
G
Chancellor
tidings
and
her
team
are
behind
me.
Institutions
and
the
systems
can
prioritize
the
weights
that
they
put
on
each
of
these
outcomes.
That's
a
little
bit
in
the
weeds
but
important
for
the
conversation.
So
this
is
not
t
heck,
saying
you
will
get
more
credit
for
this
than
you
will
for
this.
The
institutions
are
able
to
prioritize
the
outcomes.
G
Speaking
for
a
moment
about
the
process,
we
undertake
every
five
years
the
review
committee
is
outlined
in
statute.
The
funding
formula
review
committee
is
outlined
in
statute.
We
do
convene
crystal
collins,
who
is
behind
me
convenes
a
working
group
of
staff
who
represent
these
principles,
but
the
principles
are
those
who
actually
comprise
the
funding
formula
review
committee.
G
So
I
won't
read
through
the
the
entire
participation
list
there,
but
you'll
notice
that
there
is
representation
from
the
general
assembly
in
the
form
of
the
finance
and
the
ed
chairs,
from
both
chambers
from
the
administration,
in
the
form
of
commissioner
ely
and
then
institutional
representatives,
as
well
in
the
form
of
president
boyd
chancellor
tidings
and
the
president
of
the
the
lgis,
as
well
as
folks
from
the
comptroller's
office
and
lbo.
So
I
did
actually
read
the
whole
list.
This
is
who
comprises
the
funding
formula
committee.
G
Again,
that's
dictated
in
statute,
not
gonna
speak
to
all
of
these
boxes,
but
where
we
are
currently
is
in
the
red
box.
So
I
mentioned
a
second
ago
that
we
convened
staff
to
really
start
to
brainstorm
and
to
start
to
piece
through
some
of
the
issues
or
the
challenges
related
to
the
funding
formula
in
the
form
of
the
working
group.
That's
the
top
left
light
blue
box.
We
then
convened
the
the
principles
which
is
all
of
these
folks.
G
So
that's
where
we
are
currently.
We
are
currently
at
the
red
box
to
make
sure
everyone
is
aware
of
the
changes
that
are
being
proposed
to
the
outcomes
based
funding
formula.
So
there
are
four
proposed
changes.
I
will
speak
about
each
of
these
briefly
and
then
yield
my
time
to
answer
any
questions
that
anyone
may
have.
So
I
mentioned
the
three
premiums
earlier,
so
adult
learners,
students
who
are
low-income
and
students
who
are
academically
under-prepared
in
the
community
college
side.
G
G
So
we
are
proposing
a
workforce
investment
premium,
which
means
that
a
student
who
graduates
with
a
major
that
is
aligned
with
a
high
need
workforce
field,
so
agriculture,
engineering,
health
sciences,
the
like
there
will
be
a
premium
placed
on
that
credential
the
same
way
as
those
three
subgroups
of
students
that
I
mentioned
prior.
So
that
is
our
first
proposal.
G
Those
are
not
just
like
throwing
darts
in
the
dark.
Those
data
in
those
majors
in
those
fields
are
based
on
data
that
is
provided
by
the
department
of
labor
as
well
as
ecd,
so
that
is
a
very
data-driven
data
oriented
proposal
in
terms
of
another
premium.
The
second
bullet
relates
to
the
bill
that
we
just
heard.
Where's
representatives
the
bill
we
just
heard
related
to
workforce
training.
This
is
a
change
to
the
way
we
include
workforce
training
in
the
formula.
G
Currently,
currently,
it
is
the
case
that
if
one
person
is
trained,
for
example,
at
a
community
college,
if
a
person
is
trained
in
osha
at
a
community
college
and
that
person
then
goes
on
to
train
10,
more
people
that
currently
counts
and
the
funding
formula
is
11
people.
Our
proposal
is
to
change
that
to
one
person,
so
it
is
just
the
person
who
is
initially
trained
who
will
count
as
an
outcome,
not
the
pers,
not
the
people
that
that
trained
person
subsequently
trains,
so
so
that
is
a
change
in
the
way
we
propose
doing
that.
G
Currently,
the
way
we
treat
fixed
costs
in
the
outcomes
based
formula
is
a
little
bit
out
of
sync,
with
the
way
that
we
talk
about
capital
and
facilities
at
a
larger
policy
level,
and
by
that
I
mean,
particularly
in
the
past
couple
years,
since
we
have
learned
so
much
about
covid
what
should
be
online,
what
shouldn't
be
online,
what
are
the
most
effective
ways
to
use
our
space
as
we
think
about
t-hec's
capital
process?
We
are
incenting
institutions
to
think
very
critically
to
renovate
space
to
use
space
creatively.
G
G
If
it
needs
renovation,
there
is
an
incentive
to
not
renovate
space,
so
no
one
is
acting
maliciously
to
be
clear,
but
just
wanting
to
make
sure
the
left
hand
is
talking
to
the
right
hand,
when
we
think
about
the
ways
we
talk
to
our
institutions,
about
using
physical
space
and
dr
gentile
can
speak
to
that
in
much
greater
detail
and
much
more
eloquently
than
I
do.
Each
time
the
final
bullet
is
a
more
of
a
technical
change
related
to
the
way
we
are
now
able
to
access
data.
G
It
has
always
been
the
intention
that
students
who
are
low
income,
who
come
to
tennessee
from
out
of
state,
are
included
in
that
premium
category.
We
have
not
been
able
to
do
that
based
on
the
data
that
we
used
historically
in
the
funding
formula.
We
now
have
access
to
better
data
such
that
we
are
able
to
recognize
students
who
come
to
tennessee
from
elsewhere,
having
graduated
from
high
school
or
having
lived
elsewhere,
who
are
low?
Income
are
now
eligible
for
that
premium.
G
A
Thank
you
very
much
and,
as
I
recognize
anyone
wants
to
speak,
let
me
ask
the
first
question
you
mentioned
on
the
workforce:
investment
premiums
for
high
need
fields,
and
we
know
that
those
in
the
technology-driven
world,
we
are
those
things
change
quite
frequently.
How
would
that
the
flexibility
of
of
funding
form
for
these
fields
when,
with
such
flexibility
in
every
two
to
few
years,
it
changes?
Yes,.
G
Sir,
so,
every
five
years
when
we
undertake
the
formal
review
process,
that
would
be
the
time
during
which
we
formally
would
review
any
of
those
high
need
fields.
However,
I
mentioned
we
do
touch
base
on
on
this
annually.
If
there
were
something
that
were
a
glaring
omission
or
something
that
we
initially
thought
was
going
to
be
super
high
need,
that
is
not.
We
would
be
able,
via
the
t-hec
commission,
to
take
that
action
to
make
that
change.
So
the
short
answer
is
we
were.
G
We
are
able
to
do
so
formally
every
five
years,
but
a
little
bit
more
informally
should
the
need
arise
every
year
to
reassess
that
list.
That
list
doesn't
typically
move
too
too
much,
but
your
point
is
very
well
made
that
we
need
to
be
having
our
finger
on
the
pulse
of
all
that's
happening
in
tennessee's
economy,
to
make
sure
that
we
are
aligned.
G
B
B
Do
we,
it
doesn't
sound
like
this
has
been
around
long
enough
to
to
have
a
historical
answer,
but
have
there
been
thoughts
given
to
what
happens
when
these
programs
aren't
needed?
Are
there
going
to
be
legacy
costs
to
these,
or
is
it
going
to
be
something
that
this
five-year
plan
can
quickly
erase
and
move
on
to
the
next
thing.
G
So
I
think
to
chairman
white's
point,
as
we
think
about
the
high
need
programs.
That's
one
piece
of
the
conversation
a
little
bit
outside
the
auspices
of
the
outcomes
based
funding
formula
to
a
different
function
of
t
hack,
which
is
academic
program
approval.
That's
the
way!
That's
the
venue
through
which
we
often
look
at
our
programs
actually
producing
graduates
each
year.
How
many
are
they
producing
and
we
keep
our
eye
on
the
low
producing
programs
such
that
we
can
make
a
recommendation
to
the
systems
or
to
the
institutions?
G
Recommendation
might
be
a
little
too
strong.
We
can
present
to
them
the
information
about
what
is
actually
being
produced.
So
that
said,
sir,
if
programs
are
not
doing
what
they
need
to
be
doing
for
tennesseans
for
the
workforce,
we
do
discuss
that
with
the
institutions,
not
necessarily
on
in
the
under
the
umbrella
of
the
formula.
G
Sir,
so
we
actually
produce
a
report
each
year
and
I
believe
chairman
white
should
have
that
in
his
inbox
and
if
not,
I
will
get
that
to
you
quickly.
I
believe
it's
about
20
programs
in
the
past
academic
year,
the
past
calendar
year
we're
wound
down
by
the
institutions,
so
it's
about
20
per
year
that
are
low,
producing
enough,
that
it's
no
longer
in
the
institution
or
the
student's
benefit
to
their
benefit,
to
offer
those
programs
happy
to
share
that
with
you
as
soon
as
we
adjourn
here,
sir.
Thank
you.
D
Thank
you,
mr
chairman.
I've
got
a
couple
questions
for
you,
so
you
talked
about
the
flexibility
of
being
able
to
adjust
real
time
for
high
need
fields.
Yes,
sir,
we
know
what's
going
on
in
west
tennessee
right
now,
we
haven't
even
built
that
community
college,
yet
our
plans
in
place
right
now
already
working
with
those
employers
out
there
and
and
tier
two
providers
to
make
sure
that
we
have
that
tcat
ready
to
go
to
service
those
industries.
Yes,.
G
Sir,
so
chancellor
tidings
can
speak
in
much
greater
detail
about
that,
but
the
short
answer
is
yes,
and
as
it
relates
to
not
only
the
funding
formula
but
all
of
the
programmatic
work,
the
academic
work
to
chairman
lafferty's
question.
We
are
very
much
engaged
with
the
west
tennessee
contingent.
Thinking
about
what
that's
going
to
look
like.
Yes,
sir.
D
Another
question:
is
we
monitor
at
our
tcat
center,
it's
very
good
with
placement.
Yes,
sir,
you
go
to
tcat,
you
get
a
job,
that's
a
great
program
at
our
colleges
and
universities.
Do
we
manage
that
with
degrees
that
we
offer
at
our
college,
universities
such
as
if
we
have
a
program
that
is
turning
out
300
graduates
a
year,
but
we're
only
we're
only
tracking
that
maybe
50
of
them
are
in
their
field?
Are
we
working
on
either
rolling
back
that
program
to
put
into
other
programs
that
have
higher
yields
of
graduates
in
their
fields.
G
So
the
my
first
response
to
that
is
with
my
data
hat
on,
which
is
sometimes
the
data
are
not
cut
at
a
fine
enough
grain
level
to
really
be
able
to
to
speak
to
what
you
are
asking
about,
which
is,
for
example,
we
are
often
able
to
tell
whether
someone
works
in
a
hospital.
We
can
not
necessarily
tell
whether
that
person
is
a
physician
or
whether
that
person
works
in
the
cafeteria.
G
G
We
work
closely
with
labor
and
with
ecd
to
keep
our
eye
on
this
when
we
think
about
big
investments
like
blue
oval
city,
that's
very
much
top
of
mind,
so
it's
not
necessarily
that
we
are
recommending
that
programs
be
wound
down
if
they
don't
meet
an
explicit
current
workforce
need,
but
we
do
keep
an
eye
on
that,
and
that
is
part
of
that
discussion.
When
we
do
make
that
recommendation
for
programs
to
perhaps
be
one
now.
G
Yes,
sir,
so
we
had
a
very
robust
conversation
throughout
2021
throughout
the
summer
with
the
funding
formula
review
committee,
as
well
as
the
working
group
about
the
best
way
to
do
exactly
what
you
just
said.
The
best
way
to
include
a
time
to
degree
metric,
a
graduation
rate
metric
and
the
most
appropriate
way
to
do
that
for
the
universities
and
the
community
colleges,
perhaps
separately
and
the
best
timeline
to
include
and
you'll
see
that
a
six-year
graduation
rate
is
currently
included.
G
We
talked
a
great
deal
about
what
about
a
five-year
grad
rate,
a
four-year
grad
rate,
and
the
consensus
was
really
to
leave
it
at
a
six
year
for
now
and
think
about
other
ways
to
measure
efficiency
and
measure
production,
and
some
of
that
is
included
on
the
degrees
per
100
full-time
equivalent,
for
example.
So
your
question
really
is
the
million
dollar
question,
as
we
think
about
each
institution,
the
different
students
that
they
serve
the
best
ways
in
which
they
can
support
those
students
across
the
graduation
stage.
G
C
G
Yes,
sir,
so
when
I
first
mentioned
the
the
premier
for
which
we
don't
have
a
slide
on
this
actually,
but
the
the
three
premium
groups,
low-income
students
from
tennessee,
are
absolutely
the
bulk
of
those
included
who
are
who
are
eligible
is
the
wrong
word,
but
who
who
trigger
that
premium
when
they
progress?
This
was
really
just
a
data
limitation.
G
So,
for
example,
if
a
student
came
from
mississippi
to
attend
the
university
of
memphis,
we
would
not
have
been
able
to
see
necessarily
that
that
student
was
a
low-income
student
using
the
data
that
we
were
using.
We
now
have
better
data,
so
that's
just
a
technical
change.
Short
answer
to
your
question,
sir,
is
absolutely
the
in-state.
Low-Income
students
are
counted.
Yes,
sir.
C
C
G
Sir,
so
that
could
be
a
whole
other
presentation,
chairman
white,
if
you'll
have
us
back,
but
just
very
briefly,
sir
again
a
little
bit
outside
the
auspices
of
the
outcomes
based
funding
formula
itself,
but
we
start
intervening
with
students
really
when
they
are
in
middle
school
via
our
gear.
Up
grant
so
gear
up
is
a
federal
grant
that
increases
college
awareness
and
college
access
for
students
as
young.
As
seventh
and
eighth
grade.
We
have
a
robust
college
access
operation
on
the
t-hec.
G
The
t-hec
team
is
comprised
in
some
part
of
some
college
access
professionals
who
are
not
sitting
with
us
in
the
tennessee
tower.
They
are
on
the
ground
every
day,
talking
to
middle
schoolers,
high
schoolers,
about
how
to
apply
for
college,
how
to
get
financial
aid,
how
to
file
a
fafsa
and
all
of
these
things
once
these
students
actually
enroll
in
higher
education.
There
are
a
number
of
coaching
initiatives
advising
initiatives
that
chancellor
tidings
is
very
familiar
with.
G
Chairman
sipiki
is
as
well,
and
I
know
many
of
you
are
too
doing
as
much
as
we
can
to
support
those
students
to
higher
education
and
through
to
that
graduation
stage.
So
there
are
specialized
programs
for
particular
subgroups
of
students.
There
are
universal
programs
to
which
all
students
have
access
happy
to
give
you
the
full
full
full
download
offline.
If
that
would
be
helpful,
there
is
no
deficit
of
a
program
in
the
best
possible
way.
There
is
no
silver
bullet.
Unfortunately,
I
wish
I
could
say
to
you,
sir.
A
Much
thank
you,
mr
chairman,
thank
you
and
I
think
we
will
want
you
to
come
back
and
talk
about.
That's
one
thing.
You
know
we
started
out
a
number
of
years
ago
drive
to
55,
and
so
those
completion
rates
are
so
critical
that
we
so
one
question
and
then
I've
got
also
a
question.
You
made
a
comment
on
clarity.
Did
you
say
the
average
completion
rate
in
the
community
college
is
three
years
and
six
years
in
a
four
year.
G
So
the
the
way
that
we
calculate
a
graduation
rate
is
time
and
a
half
so
for
better
or
for
worse,
that's
the
way
in
which
we
do
it.
So
for
a
student
enrolled
in
a
two-year
institution
we
calculate
their
graduation
rate
within
three
years
for
a
student
enrolled
within
a
four-year
institution.
We
calculate
the
graduation
rate
within
six
years,
so
it's
an
imperfect
metric
for
sure,
because
it
only
accounts
for
those
students
who
start
at
an
institution
as
a
first-time
freshman
and
then
graduate
or
not
from
that
institution.
G
D
G
So
again,
the
million-dollar
question:
some
students
have
intervening
circumstances.
Some
students
change,
majors,
some
students
drop,
it
drop
out,
come
back
transfer,
six,
a
six-year
grad
rate
or
a
three-year
grad
rate
for
a
community
college
is
the
national
standard.
That's
not
a
t-hec
decision,
that's
not
a
unique
to
tennessee
metric.
That
is
something
that
is
used
across
the
board
to
account
for
any
number
of
things,
including
those
that
I
just
mentioned.
Is
it
imperfect?
Yes,
it's
imperfect
for
a
number
of
reasons,
but
that's
kind
of
the
industry
standard
did.
A
A
A
H
This
past
year
we
gave
we
issued
22,
956
degrees,
diplomas
and
certificates.
That
was
just
for
the
2021
year.
That
was
actually
one
award
less
than
the
year
before
and
the
year
before
was
a
record
setting
year
for
us.
So,
statistically,
we
broke
even
because
I
won't
count
one
as
not
breaking
even,
but
we
were
very
pleased
with
that
number
to
be
able
to
issue
that
many
degrees
and
awards
and
certificates
in
a
year
when
we
did
have
a
six
percent
decline
in
community
college
enrollment.
H
They
were
very
serious
and
they
came
and
they
completed
at
higher
rates
than
previously
prior
to
covid,
and
thanks
to
the
investment
that
you
made
in
us
last
year
for
our
tennessee
tcat,
wait
list
initiative,
I'm
very
proud
to
tell
you
that
we
actually
had
a
15
increase
in
tcat
enrollment
last
year,
again,
bear
in
mind
that's
in
a
system
in
a
state
where
we
had
a
six
percent
decline
in
community
college,
but
because
of
your
investment,
a
15
percent
increase
in
our
tcat
arena
across
the
nation.
Everyone
else
was
declining.
H
H
Tbr
has
also
been
very
successful
in
our
workforce
industry
training
and
thank
you,
representative
zupicki,
and
each
of
you
for
voting
for
the
bill
that
he
just
put
forward,
because
that
is
going
to
help
us
be
even
more
successful
in
that
arena.
This
past
year
we
were
able
to
train
in
just
the
industry
workforce
training
arena.
This
is
not
for
credit.
This
is
courses
that
students
take
non-credit,
46,
199
individuals
came
to
us
for
training,
that's
over
and
above
the
120
000
students.
H
H
At
the
end
of
december,
a
group
of
us
went
to
michigan
met
with
ford
representatives.
There
talked
about
the
actual
skill
sets
that
will
be
in
the
electric
vehicle
and
the
battery
plant
this
week,
monday,
tuesday
and
wednesday.
They
are
just
wrapping
up.
We've
had
representatives
from
michigan
here,
working
with
us
to
continue
to
write
that
curriculum
and
make
sure
that
what
we
will
be
training
at
that
ticket
is
exactly
what
is
going
to
be
needed
when
they
go
to
work.
H
We
have
already
had
at
state
building
commission
permission
to
begin
selection
of
designer
for
the
building
and
as
soon
as
we
have
our
design
ready
to
go,
we'll
take
that
back
to
state
building,
commission
and
we'll
be
ready
to
break
ground
on
our
building,
we're
anticipating.
We
need
to
be
up
and
running
at
least
a
year
before
the
ford
plant
itself
is
up
and
running
so
good
news
there
and
we've
been
working
really
steadfast
to
make
sure
that
we
we
will
have
the
workforce,
that's
needed.
H
The
other
real,
quick
thing
that
I'd
like
to
mention
is
while
that
tcat
is
going
into
west
tennessee,
the
curriculum
for
ford
will
be
taught
at
all
of
our
tcats
and,
as
you
recall,
we
have
40
colleges
across
the
state
of
tennessee
right
now,
175
teaching
locations
that
people
can
access.
So
if
somebody
up
in
northwest
tennessee
decides
they
want
to
go
to
work
at
ford,
they
will
have
access
to
that
curriculum.
If
that's
what
they
want
to
do
so
we
we
intend
to
make
that
available
to
everyone
across
the
state.
H
Several
things
have
happened
since
the
last
review
of
this
plan
focus
act,
being
one
of
them,
coveted,
19
being
one
of
them,
and
then
there
have
been
some
leadership
changes
across
the
state
across
our
colleges.
So
it
is
imperative
that
we
continue
to
stay
on
top
of
that.
So
I'm
going
to
turn
it
over
to
dr
deaton
now
and
let
him
go
through
our
process
and
the
results
of
our
strategic
plan
and
to
talk
a
little
bit
about
some
of
the
things
that
we
are
doing
for
remediation
again
to
help
answer.
I
Well,
dude,
thank
you,
chairman
members
of
the
committee,
russ
deaton,
the
executive
vice
chancellor
for
policy
and
strategy
at
tbr
and
central
too
that
strategic
plan
development
that
chancellor
mentioned
was
first,
is
a
duty
just
to
listen
and
to
find
out
what
our
partners
throughout
the
state
and
really
throughout
the
nation,
think
about
tbr.
What
their
views
of
our
trajectory
and
history
have
been
their
ideas
for
how
we
can
improve
the
way
we
service
students
and
industry.
So
we
did
a
lot
of
listening.
I
First,
everyone
from
business
and
industry
to
our
own
campuses
partners
such
as
t
heck
in
the
audience
partners
throughout
the
nation,
and
really
try
to
get
a
sense
of
where
they
thought.
Tbr's
strengths
were
where
our
challenges
were
and
have
them
help
us
think
through
what
our
strategic
plan
should
look
like
as
we
began
to
go
through
that
exercise.
We
really
began
to
home
in
on
a
couple
of
key
themes
and
I'll
walk
through
these,
and
these
were
really
what
then
populated
what
you
have
in
front
of
you
with
the
final
plan.
I
First
is
our
identity
as
an
open
access
system,
which
simply
means
that
we
serve
all
tennesseans,
regardless
of
their
background,
their
income
levels,
preparation
levels,
circumstances,
challenges,
you
name
it
if
they
are
desiring
training
or
education,
we're
going
to
accept
them
and
try
to
do
our
best
to
get
them
educated
and
trained.
That's
a
key
part
of
our
mission
that
became
central
to
our
identity
historically
and
is
a
key
part
of
what
we
are
moving
forward.
I
The
second
one
is,
as
the
chancellor
said,
the
emphasis
on
completion
that
drive
to
55
educational
attainment.
That
was
crucial
to
our
strategic
plan,
because
that
is
foundational
to
who
we
are
trying
to
get
folks,
not
just
access
to,
but
completion
in
the
credentials
that
power
the
economy
to
get
them
good,
paying
jobs
and
careers
going
forward,
and
then
the
last
part
of
these,
these
foundational
pillars
is
the
impact
we
make
not
just
on
individuals
but
on
communities
on
the
local
economy,
on
families.
That's
a
central
part
of
tbr's
identity.
I
It's
something
that
came
out
quite
a
bit
in
the
thematic
discussions
we
had
with
those
partners
and
trying
to
more
deeply
embed.
The
connections
we
have
between
our
schools
and
business
and
industry
to
make
an
impact
on
again
tennesseans
their
families
and
their
communities
that
comprises
the
what
of
the
strategic
plan?
Those
are
the
main
pillars
of
what
we
are.
What
we
try
to
do.
We
then
drew
out
a
few
more
themes
from
these
conversations
and
these
get
to
more
of
the
how
we've
got
the
what
now?
How
do
we
go
about
that?
I
I
I
Those
themes
that
I
just
walked
through
and
begins
to
construct
a
map
for
people
to
understand
what
tbr
is
about,
what
we're
doing
in
the
future,
where
our
gaps
are,
that
we
need
to
do
better
on
and
especially
how
current
initiatives
and
policies
that
tbr
pursues,
how
they
fit
into
that
mission.
It's
easy
for
a
system
to
be
very
active,
it's
harder
to
be
intentional
about
the
types
of
innovations
and
policies
that
strategically
fulfill
the
mission
of
the
state
and
the
board,
and
we
hope
this
plan
does
that.
I
So
the
the
interface
you
see
on
one
side
of
that
will
go
through
each
of
those
three
pillars:
they're
all
organized
the
same
way,
which
is
giving
you
that
pillar,
in
this
case
open
access,
a
statement
about
what
that
means
to
tbr.
A
few
highlights
of
some
programs
which
exemplify
that
theme.
So,
for
instance,
in
the
access
space,
we
give
the
user
a
chance
to
learn
more
about
episodes,
early
post-secondary
opportunities
or
our
strategic
enrollment
management.
I
I
Each
of
those
pillars-
access
completion
and
the
workforce-
are
all
designed
the
same
way
again
giving
the
user
a
sense
of
where
that
foundation,
and
that
philosophy
is
the
last
structural
piece
here
before
I
showed
to
you
is
cross-referencing,
those
two
ideas,
those
pillars
and
those
themes
to
give
a
grid
to
give
a
map.
If
you
will
to
the
user
to
understand
when
they
hear
about
something
that
tbr
is
doing
when
they
hear
about
initiative
or
an
idea,
a
president
has:
how
does
that
fit
into
the
philosophical
structure?
I
How
does
that
fit
into
the
strategy
of
the
board?
And
so
you
see
this
grid
here
the
pillars
and
the
themes,
and,
as
you
hear
about
tbr
efforts,
we
categorized
them,
we
organized
them.
We
said
well,
if
we're
doing
something,
for
instance,
in
the
free
textbook,
space,
open
education
resources,
that's
an
open
access
initiative,
that's
a
strategy!
We
have
deployed
it's
harnessing
that
innovative
spirit
working
with
our
partners.
I
It's
an
example
of
of
manifesting
that
idea
and
we
began
to
put
the
various
tbr
initiatives,
various
innovations
throughout
the
system
into
that
grid,
so
that
the
user,
the
the
general
assembly,
the
public,
can
understand
when
they're
seeing
what
tbr
is
pursuing.
Why
are
you
doing
that?
Where
does
that
fit
into
the
strategy
and
the
structure
of
the
system?
So
the
entirety
of
the
plan
on
the
back
page
is
exactly
that.
H
And
while
dr
dean's
pulling
that
up,
I
just
want
to
to
let
you
know
that
this
is
on
our
website
for
anybody
to
go
in
and
look
at
any
time.
This
is
a
living
document
which
was
really
important
for
us,
because
I
don't
know
how
many
of
you
have
been
engaged
in
writing
strategic
plans
and
you
come
up
with
very
thick
manuals,
and
then
they
get
put
on
a
shelf
and
nobody
ever
looks
at
them
again.
H
We
didn't
really
want
to
go
through
an
exercise
of
that.
It
needed
to
be
meaningful.
It
needed
to
have
purpose
and
it
needed
to
be
something
that
could
live
with
us
as
we
continued
on
with
the
work
that
we
were
doing
and
also
each
of
our
colleges.
Each
one
of
our
40
colleges
will
adopt
this
model.
They
will
take
the
work,
that's
happening
at
the
college
level
and
put
it
into
this
format
for
each
campus
that
we're
working
with
so
it
will.
It
will
extend
out
across
all
of
the
campuses.
That's.
I
Right
and
that
fluidity,
that
dynamism
is
key
here,
because
it's
meant
to
be
a
living
document.
It's
meant
to
sort
of
flex
with
ideas
over
time
as
they
come
into
the
system.
As
they're
passed
by
the
general
assembly,
it's
meant
to
not
be
static.
It's
meant
to
grow
as
we
grow,
so
the
interactive
website
is
precisely,
what's
on
the
hard
copy
in
front
of
you,
the
user
can
again
learn
what
those
pillars
are.
There
are
links
on
here
that
take
you
to
various
data
resources.
I
I
As
a
as
a
strategy
and
a
policy,
so,
for
instance,
the
user
can
learn
about
post-secondary
opportunities
and
learn
about
the
dual
enrollment
space
and
how
that
data
has
changed
over
time.
The
user
can
pop
back
outs
and,
for
instance,
learn
more
about
the
co-requisite
placement
pilot,
we're
pursuing
which
tries
to
reimagine
how
we
deal
with
challenges.
Students
have
with
academic
preparation
again
the
various
building
blocks.
I
Tbr
has
of
the
policy
infrastructure
are
trying
to
be
mapped
onto
this
strategic
plan
as
a
grid,
so
the
user
can
learn
more
about
what
we
do
and
how
and
whether
it's
working
or
not
over
time.
So
again,
as
chancellor
said,
it
is
not
a
narrative,
it
is
not
a
book
to
read.
It
is
this
interactive
infographic,
which
we
think
captures
not
only
the
spirit
of
where
tbr's
identity
has
resided,
but
hopefully
where
we're
going
in
the
future
and
how
our
goals
can
coincide
with
where
the
state
needs
us
to
be.
A
D
These
are
percentages:
four
percent
from
chester,
nine
percent
from
decatur
two
percent
from
fayette
six
from
hardin,
seven
from
hardman,
seven
from
hardin
five
from
haywood,
seven
from
henderson
five
for
lauderdale.
These
are
percentages
of
the
people
that
are
enrolling
in
tcats.
I
understand
now.
The
blue
oval
is
5
000
jobs
plus
roughly
20
000
support
right
those
percentages;
they
don't
they
don't
work.
D
H
We're
going
to
be
working
with
ford
and
with
every
other
entity
in
those
regions,
particularly
in
those
regions,
recruiting
to
try
and
get
people
into
these
jobs.
Part
of
that
discussion
that
we've
had
with
ford
over
the
last
couple
of
days
was
about
recruitment,
and
what
would
we
be
doing
to
do
that,
but
also
what
I
mentioned
earlier
about
making
sure
that
we
have
the
curriculum
in
all
of
our
colleges
throughout
the
state
of
tennessee
is
going
to
be
very
important.
D
H
D
D
D
H
And
when
I
referenced
earlier
about
90
of
the
training
that
we
have
is
already
in
place
in
our
colleges,
what
that
relates
back
to
is
in
the
automotive
sector,
in
mechatronics,
in
engineering
and
all
of
the
programs
that
we
have,
that
people
can
go
to
work
anywhere,
and
while
this
is
going
to
be
blue,
oval
tcat
and
we
we
recognize
that
the
majority
of
the
people
will
go
there.
The
long-range
plan
is
for
this
to
be
a
freestanding,
tcat,
a
new
tcat
added,
so
we
we
anticipate.
H
H
Our
vision
is
that
we
see
what
happened
in
spring
hill,
the
growth
that
we've
had
there
when
gm
came,
the
difference
that
that
made
on
that
community.
It's
not
just
about
the
car
plant.
Now
it's
about
all
the
other
jobs
that
have
come
into
that
community,
and
so
that
is
what
we
see
our
goal,
and
our
need
will
be
to
make
sure
that
we're
providing
for
all
companies
that
come
into
that
area
as
a
result
of
the
growth
that
will
occur
in
that
part
of
the
state
and
last
question.
D
H
More
than
for
us,
a
lot
of
our
students
do
not
go
full
time
so
having
that
three-year
metric
for
measuring
is
helpful,
because
we
have
students,
if
they're
only
going
part-time
they're,
not
going
to
finish
a
two-year
degree
in
two
years.
It's
going
to
take
three
four
five
and
six,
and
quite
often
when
you
look
at
our
grad
rates
and
they
appear
to
be
quite
low,
it's
not
that
those
people
didn't
eventually
graduate
they
just
didn't
graduate
in
the
first
three
years.
H
For
us,
many
of
our
students
may
take
six
years
to
graduate
with
a
two-year
degree,
and
I
know
that
sounds
like
a
really
long
time,
but
they're
taking
one
class
at
a
time,
but
they
make
it
they
get
through.
But
then
they
don't
get
counted
in
that
metric
at
all,
so
graduation
rate
is,
is
not
the
best
measure
of
success
at
our
colleges.
H
The
best
measure
of
success
is
the
number
of
awards
and
degrees
and
diplomas
that
we
give
out
every
single
year.
If
we
are
always
increasing
the
number
of
awards
that
we
give
out,
then
I
know
that
we
are
performing
the
job.
The
way
that
we
need
to,
because
people
are
going
to
work
now
and
increasing
the
numbers
that
can
attend,
we
need
to
be
to
have
the
programs
available.
We
don't
need
to
have
people
on
wait
list.
H
We
need
to
be
able
to
get
them
in
and
get
them
through
the
training,
and
so
we
are
extremely
excited
about
the
investment
that
was
announced
for
us
on
monday
night
and
what
that
can
mean
across
the
state.
Our
goal
is
to
double
the
number
of
students
we
are
taking
into
our
technical
colleges
by
2025
and
with
the
investment
that
is
listed
in
the
budget.
For
us,
we
can
do
that.
H
Tsu
is
the
one
college
that
has
not
done
that
at
this
point,
so
tbr
is
still
repo
responsible
for
tsu's
facilities
and
building
projects
that
go
on
there.
The
250
is
going
to
help
us
modernize
and
renovate
and
bring
up
to
speed
many
of
the
buildings
on
that
campus
that
are
in
dire
need
of
of
reconstruction,
and
this
is
a
very
important
piece
of
making
that
happen.
C
H
H
We
do
still
have
some
technical
colleges
that
do
not
have
armed
security
on
campus.
That
is
an
ask
that
we
have
out
to
try
and
make
that
happen.
We
do
we
did
have.
Two
years
ago
we
hired
a
director
of
safety
and
security
at
the
system
office
to
make
sure
that
we
are
working
with
homeland
security,
not
only
for
physical
threats,
but
also
for
computer
information
system
threats,
which
I
think
you
probably
are
all
aware
that
we
had
a
major
threat.
H
We
had
a
breach
at
pellissippi
state
turned
out,
they
did
they,
they
weren't
able
to
get
information,
but
it
was
a
ransomware
attack,
and
that
is
a
very
costly
attack
when
that
happens,
so
we
are
in
the
process
of
getting
all
of
that
cleaned
up.
So
all
of
that
is
the
areas
that
we
are
focused
on
diligently
trying
to
make
sure
that
we
are
bringing
up
to
speed.
So
thank
you
very
much
for
your
question.
A
And
thank
you
representative
for
bringing
that
up.
That's
a
need
that
we
would
like
to
see
addressed
in
the
budget
this
year,
safety
of
our
tcats,
which
is
not
there.
I
don't
have
anymore
else
in
the
list,
but
I
just
want
to
mention
one
last
thing:
members.
What
I
like
to
keep
in
mind
is
we
have
these
discussions,
we've
heard
from
t
hack
and
their
innovations
tbr,
what
all
they're
doing,
but
this
pathway
to
get
them
there.
What
keeps
me
up
at
night
is
our
k-12
members.
A
A
H
Well,
that's
an
area
that
we
do
pay
close
attention
to
every
single
day
and
and
the
dual
enrollment
that
I've
talked
about
with
the
technical
colleges
and
the
increases
that
we've
had
there
were
we're
proud
of,
but
there's
still
a
lot
of
work
to
be
done.
We
are
still
working
diligently
with
each
lea
trying
to
make
sure
that
we
are
providing
for
them
what
they
need
and
for
for
every
lea
there
is
in
the
state.
H
We
probably
have
a
different
way
of
doing
dual
enrollment
with
each
one
of
them,
because
what
we've
done
is
we
go
in
and
we
try
to
work
out.
What
is
the
best
way
for
this
to
happen,
for
that
particular
part
of
the
state,
but
I
would
contend
that
we
have
to
get
to
them
sooner
than
high
school
and
we
are
working
to
do
that
as
well.
You
know,
in
the
past
years
I
have
given
you
the
tammy
and
tommy
t
cat
coloring
books.
H
We
have
also
started
a
book
series
that
is
focusing
in
on
each
one
of
the
work
areas
so
we'll
have
tammy
and
tommy
working
in
the
automotive
industry.
We're
going
to
have
a
book
on
tammy
and
tommy
in
the
health
care
industry,
and
we
now
have
actually
have
life-size,
tammy
and
tommy
figures
that
will
be
coming
to
visit
with
you
when
we
do
day
on
the
hill.
But
our
goal
is
to
help
young
children
understand
that
these
are
good
careers
and
we
want
to
get
you
in
engaged
and
help.
You
understand
how
to
get
there.