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From YouTube: House - Higher Education Subcommittee - March 15, 2022
Description
House Higher Education Subcommittee House Hearing Room 3
A
All
right,
ladies
and
gentlemen,
welcome.
Thank
you
for
your
patience.
Today
is
tuesday
march
15th.
I
hereby
call
a
committee
into
order.
I
guess
I
did
that
with
gavil
already
before
we
get
started.
Do
we
have
any
personal
orders
from
anybody
in
the
committee
here
I
see
none.
Madam
secretary,
please
take
the
role.
A
Thank
you
for
that.
Let's
see,
and
I've
already
asked
for
personal
orders.
We
got
that
out
of
the
way
we
got
several
bills
on
the
calendar
on
the
regular
calendar
day.
Let's
go
ahead
and
get
started
to
that.
A
First
up
item
number
one
that'd
be
two:
seven:
three:
nine
by
lafferty,
I'm
going
to
roll
that
one
to
the
hill.
A
Next
up,
we've
got
chair.
Lady
moody
house
bill
zero,
six,
five,
zero!
Oh,
we
have
motion
a
second
chair,
lady.
You
are
recognized
thank.
E
You
so
much
for
that
members.
There
is
an
amendment
code,
zero
one,
four,
three,
six,
nine.
E
All
right
with
this
drafting
code,
it
will
rewrite
the
bill
to
provide
the
tennessee
higher
education
commission.
Follow
any
policy
that
the
state
building
commission
sets
concerning
capital
projects
impacting
tennessee
institutions
of
higher
education,
and
I
can
go
on
if
there's
it's
a
secretary
of
state
brought
this
to
me,
and
I
can
read
some
more
if
you
need
more
explanation
or
questions
it.
A
Seems
straightforward,
chairman
white,
you
have
a
question
yeah.
F
E
Bring
everything
together
this
one
little
sentence
may
help
every
capital
project
impacting
a
t.
Hack
must
come
before
the
state
building
commission
for
consideration,
so
it
was
appropriate
that
the
state
building
commission
provide
parameters
that
tech
will
use
when
bringing
such
projects
before
the
state
building.
Commission.
F
A
Any
other
questions
committee,
seeing
none
all
those
in
favor
of
the
amendment,
please
indicate
by
saying
aye
any
opposed
and
the
eyes
have
it
on
the
amendment.
Are
the
amendments
on
the
bill
any
further
explanation
for
the
bill.
Any
further
questions
on
the
bill.
Okay,
seeing
none
we'll
be
voting
on
house
bill,
zero,
six,
five,
zero,
all
those
in
favor
and
kate
is
saying
aye
any
opposed
in
the
eyes
have
it.
Thank
you.
A
Welcome
you're
off
to
education
pool
all
right.
Next
up,
we've
got
chairman
vaughn
house
bill,
2249.
A
And
chairman
vaughn,
which
amendments
are
you
looking
to
add
on
to
this.
A
G
Sir,
this
committee
was
looked
favorably
last
year
on
our
efforts
to
bring
the
name
image
and
likeness
legislation
before
you
in
dealing
with
compensation
for
student
athletes,
and
it
has
been,
it
has
proven
to
be
a
very
useful
tool
for
our
universities.
It
has
been
a
benefit
to
our
collegiate
athletes
and
so
we're
coming
back
asking
for
a
few
tweaks
to
it.
The
things
as
we
go
along.
G
There's
things
you
learn
number
one
is
in
some
cases,
you've
seen
states
roll
back
in
general
and
that
and
says
hey
we're
just
going
to
let
the
ncaa
guide
us
without
any
legislative
oversight.
We
don't
think
that's
the
appropriate
thing
to
do.
We,
like
the
guard
rails.
We
have
in
place
dealing
with
so
that
we
can
ensure
that
our
university's
brands
are
protected
against
things
like
endorsements
for
products
and
activities
that
we
would
not
be
conducive
with.
So
we're.
We
still
believe
in
our
nil
bill,
we're
just
offering
a
few
amendments
to
it.
G
A
few
tweaks
to
it,
that's
actually
going
to
make
it
better
for
our
athletes
and
their
families.
The
first
thing
item
that
this
deal,
this
amendment
deals
with
is
group
licensing
and
group
licensing
would
provide
an
opportunity
for
the
members
of
our
different
teams
to
frankly
appear
on
video
games.
That
was
one
of
the
things
that
the
some
of
the
core
challenges
that
occurred
over
this
was
it
was.
G
It
was
really
good
for
the
athletes,
but
it
really
impacted
the
video
game
market,
and
so
this
would
allow
for
members
of
a
team
to
sign
up
on
a
group
licensing
deal
so
that
tennessee
or
memphis
state
could
be
on
the
ncaa
2022
game,
because
ever
I
can
tell
you,
there's
a
big
void
in
the
world
of
video
gamers
of
not
being
able
to
play
college
football,
and
we
want
to
try
to
get
that
taken.
Care
of.
G
The
next
thing
is,
is
that
we
are
going
to
be
working
for
our
program
had
a
little
bit
of
a
conflict
between
our
agent
law,
our
sports
agent
law
and
our
nil
law.
So
what
this
does
is
this
clarifies
the
fact
that
family
members
do
not
have
to
be
registered
as
sports
agents.
G
G
Remember
we're
still
not
directly
compensating
athletes
and
then
finally,
the
last
is
a
caveat
in
here.
A
little
note
that
prohibits
athletic
associations
from
impacting
nil
compensation
for
athletes
for
activities
that
occurred
before
they
got
there
unless
they're
actively
named
in
committing
a
violation.
So
what
we're
doing
is
we're
protecting
our
this
year's
athletes
versus
a
decade
ago?
Sanctions.
G
A
G
And
with
that,
I'm
here
to
answer
any
questions
and
appreciate
y'all,
looking
favorably
upon
this
bill.
A
I've
got
one
other
besides
the
one
that
I
jumped
in
before
your
conclusion,
my
bad
with
things
like
these
video
games
are
there
going
to
be
royalty
negotiations
things
like
that
with
these
games
going
out
over
and
over
again
would
that
be
something
that
would
perhaps
creep
its
way
back
into
this
or
it's
just
curiosity.
G
Well,
it
would
be
my
understanding
that
that
that
each
year
you
I
would
assume
that,
since
the
rosters
change
that
each
year
would
have
its
own
set
licensing
agreement
and
whatever's
negotiated
with
that
licensing
agreement
would
apply
for
those
athletes
whose
name
image
or
likeness
is
included
in
that
video
game.
Okay,.
A
F
No
question
mainly
just
thank
you
for
taking
this
on.
This
has
been
kind
of
a
complex
process.
We've
we've
dealt
with
for
a
couple
years
and
just
trying
to
keep
up
with
this.
I
appreciate
you
just
continuing
on
to
work
with
that
with
all
the
things,
but
I
do
have
one
question:
does
this
include
former
cheerleaders
of
years
past.
G
Thank
you,
mr
chairman,
and
I
can
tell
you
with
firsthand
knowledge
and
assuredness
that
they
are
underappreciated
yeah,
and
that
may
be
a
bill,
though
I
may
have
to
bring
a
house
resolution
just
thanking
cheerleaders
and
mascots
for
their
service
towards
their
universities
and
towards
this
state
and
keeping
things
the
spirit,
elevated
throughout
our
system.
So
I
feel
a
little
bit.
G
I
feel
a
little
bit,
I'm
glad
you
brought
attention
to
that
and
allow
me
this
opportunity
to
support
all
the
shout
out
to
all
the
cheerleaders
and
mascots
who've
been
overlooked
throughout
the
annals
of
time.
Well,
I.
A
Appreciate
it,
thank
you
all
right.
Thank
you
for
that.
Any
other
questions
seeing
none
looks
like
we
are
ready
to
vote
on
on
the
amendment
all
those
in
favor
of
amendment,
one
five,
six,
six
one
please
indicate
by
saying
aye
any
opposed
nice.
Have
it
amendments
on
the
bill.
Any
further
comment
from
the
sponsor.
No
sir,
any
further
questions
from
the
committee.
A
A
We're
going
to
skip
around
a
little
bit
since
we
seem
to
be
missing
some
players
in
today's
game.
That's
nil!
Fun,
item
number,
seven
house,
bill
2016
by
chairman,
hawk,
is
there
he
is,
and
let's
see
I
don't
see
an
amendment
on
here.
Chairman
hawk,
I'm
looking
for
a
motion
in
a
second.
H
You,
chairman
and
members-
and
I
know
this
bills
of
this
nature-
come
before
this
committee
quite
often,
and
I
don't
have
any
preconceived
notion
of
where
it's
about
to
go.
So
I
understand
completely.
What
we're
trying
to
do
is
is
our
nurses,
in
our
school
districts
and
our
school
systems
have
been
under
a
lot
of
stress
here.
Lately
we've
got
some
legislation
that
would
increase
pay
we're
trying
to
get
them
into
the
bep
formula
in
a
more
robust
way,
as
we
fund
nurses
in
our
schools.
H
For
for
them,
as
as
an
employee,
I
understand
there's
a
fiscal
note
to
it.
Philosophically
there
may
be
some
challenges,
so
I'm
going
to
take.
Excuse
me
I'm
going
to
take,
take
the
lead
from
the
committee
and
if
the
committee
would
like
to
vote
moving
on
forward
I'd
love
to
love,
to
see
that
otherwise,
I'm
going
to
take
it
off
notice.
A
I
understood
any
any
questions.
That's
why
chairman
white,
you
recognized.
F
No,
I
just
wanted
to
say
leader
hawk,
thank
you
and
that
and
I
understand
what
you're
doing
everything
but
as
we
say
often,
this
is
where
the
lottery
calendar
reason
there's.
So
many
good
causes
out
there,
but
someone
does
have
to
eventually
eat
the
call.
So
I
appreciate
you,
but
thank
you
for
taking
it
off
notice.
I
And
I
was
just
going
to
mention
something
similar.
I
wonder
if
we
might
have
a
better
idea
kind
of
what
we
would
be
dealing
with
after
you
know,
assuming
maybe
that
new
funding
formula
goes
into
place.
I
know
it
kind
of
funds,
some
school
nursing
positions.
We
we
might
know
that
universe
a
little
bit
more.
H
We're
funded
now,
one
nurse
for
every
three
thousand
students,
we're
very
hopeful
that,
as
we
work
on
the
tsa
plan,
that
the
funding
program
will
look
more
like
one
nurse
for
every
750
students
which
gets
them
more
toward
that
fully
funded
by
state
dollars,
as
opposed
to
being
supplemented
by
local
dollars,
which
is
occurring
now
with
many
many
instances
and
I'll
use.
My
one
of
my
school
systems
that
I
represent.
There
are
seven
school
buildings,
but
only
funding
for
one
nurse
in
the
state
plan.
H
So
if
we
get
that
closer
to
to
being
state
dollars
that
are
that
are
paying
those
nurses
salaries,
we
may
certainly
get
to
where
there
is
an
opportunity
to
to
bring
them
into
the
fold
in
in
this
program
as
well.
So
I'm
certainly
willing
to
ask
or
answer
any
more
questions
that
you've
got,
but
as
I'll
follow
the
chairman
of
full
committee's
lead
pending
any
other
questions
or
comments,
I'll
be
happy
to
take
the
bill
off
notice,
chairman
and
members.
Any
other
questions.
A
Thank
you
chairman
members
of
committee,
I'll
need
a
motion
in
a
second,
please
all
right,
we're
in
the
proper
posture
now,
and
that
amendment
number
that
I
have
is
amendment
zero.
One.
Four.
A
Need
a
motion
in
a
second
and
second,
all
right:
let's
go
ahead
and
put
the
amendment
on
the
bill.
All
those
in
favor
of
adding
the
amendment
to
the
bill
indicate
saying
aye
any
opposed
the
I
had
it
all
right.
You
were
recognized.
J
Thank
you,
chairman
and
members
of
the
committee.
This
piece
of
legislation
would
direct
tasser
to
do
a
study
of
communications
on
college
campuses,
specifically
those
relevant
to
reporting
of
crime.
J
Chairman's
chairman
curcio's
office
was
so
kind
to
to
use
some
of
the
interns
to
do
a
report.
To
me
in
a
spreadsheet
that
I
sent
to
all
of
y'all
right
now.
We
have
somewhat
of
a
discombobulated
system
where,
on
some
of
our
universities,
students
are
directed
to
call
911,
which
is
a
system.
That's
kind
of
very
well
done.
There's
those
those
calls
are
recorded,
there's
a
capacity
to
retrieve
those
discovery.
J
Some
of
the
institutions
may
or
may
not,
and
this
is
in
no
way
making
allegations
of
anything
inappropriate
or
wrong
doing.
But
when,
when
looking
at
some
of
the
direction
of
who
to
call,
there
may
be
instances
that
could
arise
where
someone
would
call
a
number
and
that
communication
would
not
specifically
be
retrievable,
for
instance,
call
an
online
security
officer
to
report
a
crom,
then
you
have
the
discovery
and
have
to
would
do
testimony
and
call
them
before
to
say
hey
what
exactly
was
said.
J
What
was
reported-
and
it
may
cause
troubles
in
hindsight,
to
recreate
certain
incidences,
especially
with
reporting
of
on
campus
crime.
This
would
just
enable
that
tasker
to
study
this,
give
us
some
policies
and
procedures
and
look
at
that
practice
statewide
and
get
some
suggestions
of
where,
if
any
there
might
be
some
deficiencies
or
areas
that
we
may
be
able
to
improve.
A
Thank
you
for
that
explanation,
representative
glass,
but
you're
recognized.
C
J
No
sir,
not
specifically,
and
and
my
my
dealings
with
tasser
in
the
past
was
you
know
once
they
see.
The
general
assembly
has
an
interest
in
something
that
they
they
usually
reach
out
to
the
sponsors
and
members
of
committee
to
say.
Well,
specifically,
what
would
you
like
us
to
look
at
I'm
more
concerned
with,
for
instance,
if
you
have
a
student,
a
a
sibling,
a
daughter
that
goes
to
ut
when
something
bad
happens,
what
happens
at
ut?
J
I
think
in
a
lot
of
ways
should
be
very
similar
to
another
school
across
the
state,
and
we
shouldn't
necessarily
have
private
in
in
institutions
that
may
have
a
different
policy
and
procedure
for
reporting
crimes
than
our
state
institutions
are
held
at.
So
this
would
in
many
ways
level
I
hate
to
say
level
of
field,
but
this
this
would
just
kind
of
put
us
on
the
best
practices
across
the
board
and
let
tasser
look
at
that
with
input,
hopefully
from
our
chairman
of
our
various
committees,
to
look
at
that.
J
J
No
sir,
that's
not
that's
not
part
of
the
this.
This
is
simply
just
asking
pastor
to
take
a
look
at
this
and
and
they've
been
a
great
resource
in
the
past,
just
just
to
be
sure
that
we're
taking
full
advantage
and
and
doing
all
we
can
to
to
promote
good
practices.
A
A
I
would
hope,
kids
by
the
time
they're
in
college,
if
there's
a
serious
enough
emergency,
they
know
to
call
9-1-1,
but
it
seemed
that
there
are
other
numbers
on
campus
campus
security.
You
mentioned
that
people
may
call
without
without
recognizing
that
they
should
have
called
9-1-1.
Is
that
what
I
heard.
J
Yes,
chairman,
and
not
to
get
into
the
weeds
too
much
but-
and
it
may
be
just
a
simple
oversight,
but
some
of
the
information
that's
published
online
in
fact-
is
directing
students
to
call
other
numbers
so
there,
and
that-
and
that's
part
of
my
fear
is-
is
there
may
be
an
instance
that
where
a
student
should
call
911-
and
they
in
fact
call
another
number
and
then
we
we've
started
a
something
that's
very
hard
to
work
back
from.
A
J
J
A
And
so
the
I
assume
that
the
original
idea
with
these
extra
emergency
numbers
or
extra
contact
opportunities
was
to
limit
the
amount
of
stress
and
strain
already
put
on
a
9-1-1
system.
Okay,
but
all
you're
looking
to
do
here
today
is
to
dig
into
this
a
little
deeper.
Let's
see
if
there
are
confusions
being
created
if
they
need
to
be
addressed.
A
A
I
have
a
motion.
A
second
looks
like
you've
got
some
amendments
to
be
added
here
as
well.
Do
you
have
one
amendment
number
specifically
you're
looking
to
use.
A
Okay,
that's
zero
one,
four
one:
three
one.
A
J
Thank
you,
chairman
members
of
committee.
This
bill
addresses
the
annual
report
of
a
crime
on
college
campuses
and
what
this
amendment
does?
J
It
simply
says
that
the
the
comptroller
is
able
to
audit
that
information
and
when
that
report
is
generated,
we'll
have
a
a
person
from
the
school
whose
name
is
issued
with
that
part
of
that
report.
Right
now,
this
report
is
generated.
If
there's
any
indiscreptencies
or
questions
we
may
have
there's
really
no
capacity
to
to
go
back
and
look
at
information.
That's
provided
in
that
port.
F
J
Thank
you
chairman.
I
didn't
specifically,
I
met
with
them
twice
just
to
ask
questions
of
the
process,
specifically
one
of
their
investigators,
because
I
had
questions
about
some
of
the
the
the
the
numbers
that
reported
during
this
report,
and
they
specifically
didn't
say
that
we
want
to
do
this,
but
they
I
th.
The
indication
that
I
had
is,
if
it's
the
will
of
the
general
assembly,
that
I
believe
they
have
the
capacity
to
do
that.
F
Follow
it
so
it
says
if
the
bill
would
require.
The
amendment
would
require
the
higher
education
institutions
to
report
the
crime
statistics,
but
the
comptroller
may
conduct
a
review
may
or
may
not
it's
okay.
Can
I
ask
you
this
these
particular
bills
and-
and
I
appreciate
you
bringing
them
force
because
crime
on
campus
is
important.
J
You
chairman,
sitting
on
criminal
previous
years
and
then
being
a
member
of
judiciary.
The
crime
on
campus
is
something
that's
kind
of
caught
my
attention.
Some
of
the
national
statistics
say
as
many
as
one
in
five
young
females
on
campus
will
be
sexually
assaulted
before
they
leave,
so
that
some
some
of
these
numbers
nationally
kind
of
kind
of
draw
attention
to
you
know
this.
This
indeed
may
be
a
crisis
when
looking
at
seeing
how
tennessee
is
performing.
J
I
noticed
some
of
our
institutions
reported
numbers
that
kind
of
follow
a
national
trend.
Some
of
the
state
average
is
something
you
would
unfortunately
expect
to
see,
while
other
institutions,
for
whatever
various
reasons,
tend
to
have
almost
no
crime
where
it
seems
to
not
be
in
existence,
and
there
is
federal
statute
in
place
under
the
clery
act
that
in
fact
says
if
they
give
financial
aid
that
they
are
not
that
they
are
compelled
to
report.
J
So
I
just
want
to
be
sure
that
the
same
standards
that
some
of
our
great
institutions
are
doing
specifically
university
of
tennessee,
as
well
as
several
other
private
institutions
as
well,
seem
to
be
doing
a
very,
very
good
job.
At
reporting
the
crime.
J
There
seems
to
be
some
anomalies
in
the
data
that
may
be
problematic,
and
I
would
simply
like
a
capacity
the
contr
for
the
comptroller.
If
these
patterns
to
see
seem
to
continue
where
we
have
organizations
that
seem
to,
for
whatever
reason,
have
no
crime
that
that
suspect,
to
say
the
least.
Thank
you.
K
J
Yes,
but
just
like
on
this
report,
director
roush's
name
is
on
it,
including
for
the
tbi
and
he's
the
the
ranking
official
that
takes
accountability
to
say
this
is
something
that
my
department
has
looked
at.
We've
compiled
this
information
for
you
as
general
assembly.
I
would
like
these
those
organizations
that
submit
that
information
to
tbi
to
have
an
event
individual's
name.
That's
linked
to
that.
So
there's
some
level
of
accountability.
J
K
J
Yes,
and
and
and
that
these
numbers
are
federally
required
to
be
public,
in
fact,
they
are
part
of
the
the
clery
act
and
the
fact
that
they
are
not
it's
not.
It's
not
permissive.
It's
it's
required.
If
those
institutions,
in
fact
give
financial
aid
and
federal
monies
are,
are
given
or
are
they
eligible
for
federal
financial
aid.
J
I
I
would
think
that
there
you
know
that
that
that,
because
of
this
report,
there's
a
I
would
a
importance.
I
would
assume
that
it
would
be
a
chancellor
or
it
would
be
a
president
or
it
would
be
one
of
the
more
high-ranking
individuals
within
the
organization
in
which
their
name
is
already
publicly
associated,
with
almost
anything
that
happens
at
that
university.
So
to
say
that
by
removing
a
name
from
a
report,
somehow
insulates
them
from
scrutiny
or.
K
J
Yeah
absolutely
and
I'm
open
to
any
suggestions,
if,
if
we
need,
if
a
caveat
needs
to
be
made
to
specifically
to
the
wording
of
whose
name
goes
on
the
report,
I'm
open
to
that
and
I've
yet
to
have
any
pushback
or
anything.
Anybody
err
any
concerns,
but
I'm
definitely
open
to
the
will
of
the
committee.
J
Thank
you
chairman.
The
only
concern
I
have
with
that
is
not
every
institution
of
higher
education
has
a
president.
I
think
you
have,
I
think
you
have
some
chancellors
and
some
of
the
I
hate
to
look.
I
don't
know
that
everybody
has
a
president
per
se.
F
A
Any
other
questions
I
kind
of
along
those
lines.
If
I'm
putting
my
name
on
something,
I
want
to
look
over
it
and
we're
creating
extra
work
for
somebody.
I
know
somebody
with
those
big
titles
would
have
people
would
have
people
to
do
that
kind
of
work
for
them.
So,
however,
we
need
to
figure
out
the
verbiage
for
that
work.
Please
well.
J
Thank
you
thank
you
chairman,
and,
if
you
look
if
and
I
don't
want
to
read
off
the
full
list,
but
in
recent
years
we've
had
many
universities
that
have
been
given
very,
very
hefty
federal
fines
for
discrepancies
with
some
of
this
reporting.
So
to
me
this
is
just
more
than
anything.
This
is
a.
J
We
have
a
fiduciary
duty
to
be
sure
these
crimes
are
reported,
reported
properly
and
I'd
hate
to
be
in
the
posture
of
so
many
states
who
recently
have
received
very,
very
large
fines
to
the
tune
of
multi-million
dollars,
4.5
2.2,
1.8,
just
or
numbers
that
I'm
recalling
that
in
the
last
couple
years
have
been
levied
on
state
institutions
and
universities
for
not
reporting
properly.
Thank
you.
A
Thank
you
any
other
questions.
Seeing
none
looks
like
we're
ready
to
vote
on
house
bill
2730
all
those
in
favor
of
passing
house
bill,
two
seven
three
zero
and
keep
saying
aye
any
opposed.
You
guys
have
it
you're
on
education.
Full
thank.
A
A
Day,
sir,
can
I
get
a
motion
a
second.
A
We
have
a
motion
in
a
second
looks,
like
you
have
an
amendment
on
today's
bill.
Is
that
correct.
B
A
What
we
have
here,
members,
we
need
to
go
ahead
and
add
the
amendment.
Could
I
get
a
motion
in
a
second
on
the
amendment
or
we
already
covered
that?
My
apologies
all
those
in
favor?
A
Oh,
my
apologies
again.
I
do
need
that
motion
in
second
on
the
amendment.
Can
I
get
a
motion
motion
and
second,
you
have
second,
let's
see
so
amendment
one
is
on
the
bill
representative
sexton.
If
you
would
please
go
ahead
and
tell
us
what
you're
up
to.
B
They're
no
longer
going
to
require
the
act
or
the
sat
testing,
and
so
what
this
bill
does
is
it.
It
bypasses
this
year.
It
really
doesn't
start
till
23,
2023
and
2024,
so
we
don't
have
to
back
up,
but
it
it
does
two
things.
It
defines
what
a
freshman
is,
but
that
all
incoming
freshmen
would
have
to
submit
the
a.c.t
the
sat
or
some
other
acceptable
scoring
when
they
enter
into
college.
B
It
would
prohibit
any
freshman
going
to
college
without
submitting
this.
It
creates
the
exception
for
students
that
have
disabilities
developmental
disabilities,
those
type
of
things,
so
it
does
excuse
those.
That's
basically
all
it
does
it's
just
trying
to
put
that
back
in
place.
What
we've
had
in
place
for
years.
A
B
It's
my
understanding,
representative,
it's
my
understanding
that
during
all
this
code,
it
started
changing.
I
could
be
mistaken
on
that,
but
that
was
my
understanding
and
they
decided
to
just
continue
to
not
have
this
testing
and
admit
them
anyway.
B
I
think
we
really
need
some
kind
of
testing.
I
think
there
there
needs
to
be
something
you
know
scoring
them
as
they
go
into
college
and
that's
just
my
feelings
so
yeah.
I
hope
that
answers
your
question
follow
up.
F
With
the
permission
of
the
committee,
I
would
like
to
ask
for
a
recess
to
hear
from
them
without.
D
Thank
you,
mr
chairman,
and
members
of
the
committee.
Can
you
hear
me?
Okay,
carrie
wentworth,
with
the
university
of
tennessee
system,
appreciate
the
opportunity
to
just
provide
a
couple
of
comments
and
some
context
around
the
issue.
We
do
have
concerns
with
the
legislation
as
it
seeks
to
codify
for
the
first
time
in
state
history
requirements
on
students
to
for
admissions
to
our
state
public
universities.
D
You
know
there
are
many
public
universities
in
the
state
of
tennessee.
All
of
us
are
different.
We
serve
different
populations
and
we
face
different
market
forces
at
ut.
Our
goal
is
to
remain
nimble
and
competitive
in
light
of
those
market
forces
and
having
a
statutory
mandate
on
admissions
criteria
does
not
help
us
meet
that
objective.
D
A
little
bit
of
context
on
where
we
are
as
a
system.
Three
of
our
undergraduate
campuses,
ut,
knoxville,
ut,
martin
and
ut
chattanooga,
are
currently
engaged
in
test
optional
pilot
programs,
while
for
ut
these
pilots
were
born
out
of
the
pandemic
due
to
testing
access
issues.
That
is,
may
not
be
the
case
for
other
universities
in
the
state
who
have
had
longer
standing
test
optional
policies.
D
Where
are
we
nationwide?
Well,
presently,
over
70
percent
of
colleges
across
the
country
are
test
optional.
We
are
unsure
what
will
happen
with
that
trend,
as
the
country
comes
out
of
covid,
and
our
board
of
trustees
is
currently
assessing
that
as
a
factor
of
marketplace-
competitiveness
right
how
to?
How
does?
How
do
the
trends
play
into
that
in
keeping
ut
competitive?
D
D
I'd
just
like
to
highlight
one
additional
policy
issue
for
the
committee's
consideration.
While
some
exceptions
have
been
addressed
in
the
amendment,
there's
still
no
exception
should
testing
access
become
an
issue
as
it
did
during
the
pandemic
or
during
cases
of
natural
disaster
or
other
extenuating
circumstances
that
the
state
has
faced
in
the
past.
D
So
you
know
we
would
be
boxed
in
in
that
scenario.
As
such,
I
guess
we
just
respectfully
request
that
the
the
body
provide
us
enough
latitude
to
continue
considering
the
competitive
landscape
around
enrollment
that
we
find
ourselves
in
as
an
institution.
I
Thank
you
very
much,
and
I
appreciate
you
gary
kevin
to
to
speak
to
this,
and
I
I
think
ut
makes
a
lot
of
valid
points
and
I
think
I
think
overall
I
think
I'm
with
you.
I
I
think
I
you
know
you
need
to
have
that
ability
to
be
nimble,
but
my
the
only
thing
I
would
want
to
add,
and
just
just
for
the
record,
I
want
to
make
sure
that,
regardless
of
what
admissions
mechanisms
we
use
that
it's
always
based
on
excellence-
I
don't
I
don't
ever
want
you
know
I
would
never
want
to
see
ut
or
any
other
any
other
university
or
institution
state-funded
institution
say
well
we're
not
going
to
use
the
act
anymore
because
we
feel
like
it's
going
to
hurt
people's
feelings
or
you
know
whatever,
because
this
demand
for
excellence
is,
is
you
know
whatever
in
some
sort
of
response
to
vocalism
or
whatever?
I
We
want
to
call
it?
And
so
that's
that's.
That's
ultimately
what
I
agree
with
giving
you
that
nimbleness
and
I
think
I'm
I'm
I'm
with
you
and
I
just
wanted
to
say
it
for
the
record
that,
regardless
of
what
mechanisms
we're
using
to
to
admit
those
students,
I
I
I
think
I
would
probably
speak
for
them
for
for
many
of
us
and
saying
that
it
needs
to
always
be
based
on
excellence
and
making
sure
that
we're
admitting
students
who
are
ready
for
that
that
college
experience
and
who
are
going
to
make
productive
citizens.
D
And
we
agree
with
you
if
I'm
a
chairman
of
representative
cochran,
you
know
we
are
funded
in
tennessee,
based
on
performance
in
higher
education,
and
so
we
have
no
incentive
to
admit
students.
We
don't
believe
will
be
academically
successful
on
our
campuses.
F
Thank
you
and
help
me
to
understand.
Also
now,
let's
take
tennessee
now
we've
got
legislation.
I
don't
think
it's
going
through
the
floor
yet
where
the
administration
we're
going
to
increase
the
whole
scholarships
to
5100,
it
appears,
and
that
is
based
upon
for
a
student
to
get
hope
scholarships
based
upon
gpa
and
or
an
act
what
of
21..
F
D
F
F
A
Thank
you
for
that
members.
We
have
any
other
questions
for
our
guest,
seeing
none
all
right,
we'll
gavel
back!
Thank
you.
Oh
it's
been
brought
to
my
attention.
Sorry,
representative,
just
one
moment
I
believe
lou
hinman
may
want
to
speak
for
just
a
moment.
A
A
A
Okay,
seeing
no
one
all
right,
we
are
back
in
session.
You
recognize,
sir,
for
any
followers.
B
We
have
to
remember
that
in
the
world
of
education,
especially
in
college,
that
these
students
are
their
customers
and
each
university
wants
to
get
as
many
students
as
they
can
because
that's
how
they
make
their
money.
So
it's
where
they
get
their
money
from
and
if
we
think
it's
not
about
money,
then
I
think
we're
badly
fooled.
B
I'm
afraid
that
we're
dumbing
down
our
education
system
and
not
considering
what's
going
on
as
far
as
testing
where
these
children
are
it's
it's
about
how
many
heads
that
they
can
get
in
and
how
many
that
they
can
get
out
the
door,
and
it's
requires
a
lot
of
money
and
these
institutions
see-
and
you
know,
I'm
a
I'm-
a
fall
for
life-
I'm
go
voss.
B
I
love
tennessee
university
of
tennessee,
but
I
think
some
of
our
policies
are
not
geared
toward
the
students
they're
geared
toward
the
school
and
I
think
a
lot
of
our
education
goes
that
way.
We
need
to
get
back
to
what's
best
for
the
student,
not
what's
best
for
the
institution
itself,
although
the
institution
is
what
we
rely
on,
but
we
have
to
hold
them
accountable
for
what
they're
doing,
how
that
we
can
do
that
by
making
testing
easier.
I
wish
they
had
some
of
these
policies.
B
When
I
was
in
school
because
I
had
to
cheat
to
get
you
know,
I
really
did
you
know
I
you
know
if
they
would
put
on
their
test
score.
You
know,
I
I
don't
know
the
answer
I'd,
but
I
don't
know
either
so
I'm
just
kidding
part
of
it.
I'm
kidding
about
part
of
it.
I'm
not,
but
you
know
you
all.
You
guys
know
more
about
education
than
I
do.
I'm
not
claim
that
I
know
more
than
mark
white
about
education.
B
I
don't,
and
I
know
that
his
his
heart,
his
best
interest,
is
in
our
education
system.
So
that's
that's
my
story
and
I'm
sticking
to
it.
So
god
bless
you
with
whatever
you
do.
A
Thank
you
for
that.
When
representative
cochran
was
asking
questions
earlier,
the
word
meritocracy
went
through
my
mind.
That's
based
on
people's
merit,
let's,
let's
get
the
best
and
the
brightest
where
they
need
to
be
and
do
what
we
can
to
help
them
out.
Do
we
have
any
other
questions
represented
involved.
K
Thank
you,
chairman
lafferty.
I
guess
I
was
just
going
to
say
that
I
I
feel
inclined
to
give
our
colleges
and
universities
a
year
to
study
the
data
and
come
to
the
conclusion
on
their
own,
for
whether
they
want
to
require
these
tests
or
not.
I
guess
in
that
sense
I
feel
like
this
bill
is
about
a
one
year
premature.
But
having
said
that,
I
actually
agree
with
you.
K
I'll
give
you
an
example
of
why
I
say
that
in
murfreesboro
in
the
newspaper
they
print
in
late
spring,
the
pictures
of
all
the
valedictorians
at
different
high
schools
and
there's
a
magnet
school
in
murfreesboro
that
has
about
40
valedictorians
with
a
4.0
with
that
kind
of
great
inflation.
I
don't
know
how
a
university
would
take
an
application
with
gpas
and
figure
out
who
to
admit
and
who
not
to
admit,
but
an
act
score
will
help
differentiate,
which
ones
of
those
students
are
more
meritorious
than
others.
A
Members,
any
other
questions
very
well
said.
I
I'd
like
to
echo
your
sentiments.
If
I
could,
with
that,
are
we
ready
to
vote.
B
Yeah,
I
can,
I
can
roll
it,
take
it
off
notice
postpone
it.
I
understand
the
position
of
the
committee
and
I
think
chairman
vaughn
said
it
best.
So.
A
With
the
questions
that
are
out
there
with
the
potential
information
coming
down
the
pipe,
why
don't
we
go
ahead
and
roll
this
and
chairman
white?
I
was
going
to
say
why
don't
we
go
ahead
and
roll
this,
and
maybe
just
kind
of
sit
back
and
wait
and
see
what
the
what
the
data
tells
us?
If
there's
no
objections,
oh
I'm
sorry,
take
it
off
without
objection.
Yes,
all
right,
we'll
go
ahead
and
take
it
off
notice.
A
Next,
up
we're
going
to
jump
to
item
number
eight
by
representative
farmer,
it's
house
bill
2436.
L
Thank
you,
members,
and
I
believe
I
have,
I
believe,
have
an
amendment
on
this.
It's
one,
five,
six,
five
eight
is
that
right.
A
Need
a
motion.
Second,
on
the
bill,
all
right,
we've
got
a
motion
in
a
second
and
a
motion
and
second
on
the
amendment
emotional.
A
L
Once
a
student
completes
high
school,
they
can
go
on
and
enroll
in
college
and
and
be
a
part
of
that
scholarship
process
right,
but
there's
no
mechanism
for
a
student
that
finishes
early
say
they
finish
their
junior
year,
there's
no
mechanism
for
them
to
go
ahead
and
take
advantage
of
that
scholarship
and
move
on
to
postgraduate
work
or
graduate
work.
I
guess
I
should
say
so
what
this
bill
does
this
gives
them?
L
The
mechanism
provides
that
mechanism
to
do
so,
so
they
can
go
on
and
go
to
school,
and
maybe
the
parents
don't
have
to
take
out
a
loan
to
pay
for
that
that
year
of
education
they
go
ahead
and
take
care
of
our
scholarship
money,
take
advantage
of
our
scholarship
monies
and
know
how
to
sit
out
the
year
potentially
and
get
sidetracked
and
forget
they
want
to
get
an
education.
So
that's
what
this
bill
does.
A
F
You
chairman,
since
it
mentions
tennessee
promise,
has
anyone
asked
to
speak
on
this
bill
just
so,
we
can
get
full
knowledge.
A
M
F
M
The
only
the
only
question
we
would
raise
is
that
from
a
a
mechanical
standpoint
from
a
structural
standpoint,
tennessee
promise
has
a
number
of
sequential
requirements
that
a
student
has
to
comply
with,
and
so
for
us
to
implement
this,
and
you
know
the
fiscal
note
I
think
is
somewhere
around
45
or
50
000
for
us
to
implement
this.
We
would
basically
just
start
requiring
you
know
those
students
who
were
interested
in
graduating
high
school
early
or
taking
advantage
of
this.
They
would
need
to
apply
the
previous
november
so
in
their
junior
year.
M
It's
a
it's
a
very
explicit
process,
and
so
by
november
1st,
during
your
senior
year,
you
have
to
apply
for
tennessee
promise
and
then,
by
march
1st,
you
have
to
have
completed
your
fafsa
and
of
course,
somewhere
in
there.
You
have
met
with
our
partnering
organizations,
tennessee
achieves
or
the
heirs
foundation
for
a
mandatory
meeting
around
college
knowledge
and
then
at
some
point,
you're
connected
with
a
mentor
and
then,
of
course,
you
know
that
connectivity
remains
pretty
consistent
throughout
the
remainder
of
your
high
school.
M
You
know
career
and
then
you
graduate
and
you're
committed
at
that
point.
You've
applied
for
a
college,
and
so
you
know
where
you're
going
when
a
student
graduates
in
december,
you
know
they're.
Basically
you
know
four
months
ahead
of
the
curve
of
that
that
current
process
and
so
in
order
to
maintain
all
of
those
requirements
that
are
part
of
tennessee
promise
that
are
not
a
part
of
the
hope
scholarship.
We
would
simply
move
that
back
a
year.
M
So
if
there
was
an
enterprising
student
who
knew
they
were
going
to
graduate
early
because
they
were,
you
know
kind
of
aggressive
in
meeting
their
requirements,
they
could
plan
ahead
also
and
then
apply
for
tennessee
promise.
That's
that's
how
we
would
interpret
interpret
the
the
steps
necessary
to
implement
you
recognize.
M
It's
not
well
part
of
this.
Is
it's
not
laid
out
necessarily
in
the
language,
but
to
arrive
at
the
effect
of
that
language
in
order
to
even
provide
that
option
for
an
early
graduating
person
to
take
advantage
of
promise
because
of
those
other
requirements
that
are
not
part
of
what
you
know
when
you
graduate
with
hope
scholarship
you're
eligible
because
of
your
gpa
or
your
a.c.t,
and
so
when
you
enroll?
It's
not
really.
M
You
know
a
question
because
the
requirements
are
are
met
for
tennessee
promise,
our
requirements,
because
there's
no
gpa
is
meeting
requirements
by
commitment.
You
apply
by
a
certain
date.
You
complete
a
fafsa,
you
complete
community
service,
and
so
all
of
these
things
are
bound
to
a
time
frame.
In
order
to
accommodate
this
change,
we
simply
move
that
time
frame
back
a
year
for
those
students,
but
but
the
burden
would
be
on
the
students
to
recognize
that
they
were
on
that
pathway.
F
Okay,
one
last
please
so
yeah,
I'm
just
concerned.
We
had
another
bill
where
you
know
a
student
could
stay
out
for
a
year,
which
kind
of
destroys
the
effectiveness
of
what
tennessee
promise
was
set
up
for
us.
I
just
want
to
be
careful
what
road
we're
going
down,
because
tennessee
promise
is
a
particular
tool.
M
I
think
that's
a
fair
assessment.
I
think
that
you
know
just
like
many
other
ideas
are
you
know
all
worth
consideration?
I
don't
know
that
we
fully
explored
this
because
it,
it
isn't
really
necessarily
part
of
you
know
the
promise
intent
as
we
originally
conceived
it,
but
certainly
happy
to
you
know,
continue
looking
at
that,
if
necessary,.
C
Thank
you,
mr
chairman.
The
first
question
I'll
ask
you
is
that
what
we're
talking
about
now
is
doable
is
that.
M
M
M
It
would
be
really
more
a
relationship
between
the
guidance
counselors
at
the
high
school
who
should
know
who
these
students
are
and,
and
then
the
student
they
they
already
know
what
the
infrastructure
is
around
tennessee
promise.
That
process
has
been
in
place
for
a
number
of
years
now,
and
so
you
know
again,
this
is
kind
of
new
territory.
For
us,
we
begin
outreach
to
really,
in
some
cases,
eighth
graders
about
tennessee
promise,
and
so
there
should
not
be
a
lack
of
knowledge.
M
A
Thank
you,
mr
chairman.
Any
other
questions.
That's
I've
got
just
a
little
tidbit,
we're,
probably
not
talking
about
a
very
big
population.
Remember
back
to
my
high
school
days,
there
were
very
few
people.
If
any
that
I
knew
circles,
you
run
in
right
that
I
knew
that
got
through
high
school
quickly.
So
we're
probably
not
talking
about
a
big
population
and
those
folks
are
probably
going
to
be
pretty
well
aware.
They've
made
up
their
minds
they're
on
the
track,
they're
going
to
know
their
options.
M
Well,
if
I
may,
I
think
that
there's
really
two
populations
of
students
we're
talking
about,
and
so
just
in
in
kind
of
talked
with
some
of
our
k-12
partners
and
in
our
gear
up
organization,
who's
very
much
embedded
in
these
schools.
It
really
is
two
populations
of
students
that
graduate
early
you
have
students
who
are
that
the
lea
may
recognize
as
not
likely
to
graduate
if
they
require
that
final
semester
and
so
having
met
technically
all
the
requirements
for
graduation.
M
They
kind
of
expedite
that
process.
Then
I
think-
and
I
think
this
is
more
towards
the
sponsor's
intent.
You
have
students
who
have
aggressively
gotten
ahead
of
the
curve
and
have
met
those
requirements
and
then
some
and
are
now
looking
to
you
know
kind
of
move
right
on
into
a
post-secondary
environment.
So
two
types,
two
groups
of
students
both
captured,
I
think
within
this
same
language,
and
so
the
tennessee
promise,
doesn't
parse
along
whether
you're
an
accelerated
student
or
a
student
being
expedited
out
of
the
lea.
A
Did
any
other
questions
seeing
none,
let's
go
back
into
session.
We
are
here
chairman
farmer,
any.
L
Conclusions
members-
I
just
want
to
say
this
look:
this
is
encouraging
children
and
young
adults
to
move
forward
and
get
that
education.
You
know
it's
apples
and
oranges
talking
about
sitting
out
here
versus
going
ahead
and
letting
them
go
into
school.
I
think
it's
a
great
policy.
This
is
not
anything
new.
L
This
is
not
a
new
concept.
This
is
something
that's
been
asked
about
and
just
these
rules
have
not
been
adjusted.
So
that's
why
I
brought
this
legislation.
I
brought
it
from
a
constituent
from
jefferson
county
whose
daughter
was
unable
to
take
advantage
of
this
process,
and
it
just
didn't
happen.
The
rules
didn't
change,
so
unfortunately
I
brought
fortunately
I'd
say
I
brought
legislation
to
ask
that
department
of
education
change
these
rules
to
allow
these
kids
to
go
ahead
and
get
their
education.
Let's
don't
make
them
wait,
let's
put
burdens
on
the
parents.
L
I
Mr
henderman
had
mentioned
two
different
groups
of
students,
those
who
are
kind
of
on
that
accelerate.
You
know
that
higher
academic
path
and
just
end
up
getting
finished
early
and
then,
and
then
this
would
also
potentially
affect
folks
who
get
a
ged
or
a
high
set
with
the
legislation.
Did
you
have
one
group
of
student
or
the
other
in
mind?
Like?
L
L
But
you
know
I
don't
think
it's
bad
policy
either
to
offer
those
children
or
those
kids
if
they
want
to
decide
to
go
to
college,
and
I
mean
even
the
set
number
two
I
mean
I
don't
know
what
who
would
or
whatever
you
know
some
college
isn't
for
everybody
and
some
folks
go
out
and
they
have
great
careers
without
without
college
they'll
be
very
successful.
So,
but
my
intent
originally
was
towards
that
first
set
of
just
kids,
that's
really
focused
once
they
get
out
of
high
school
enter
into
college
early.
F
A
A
Next,
up
on
our
calendar
item
number
nine
house
bill
2226
by
chairman
powers,
sir
you're
recognized,
do
we
have
amendments
with
this
bill
today?.
N
Thank
you,
mr
chairman.
I
lost
my
cheering
section
over
here,
but
anyway,
I'd
like
to
present
the
bill.
This
is
the
middle
college
program
and
I
know
you're
all
very
familiar
with
it.
It's
operated
a
two-year
post-secondary
institution
in
partnership
with
lea.
It
permits
the
students
in
the
fall
of
their
junior
year
of
high
school
to
enter
into
a
two-year
program
at
the
same
time
and
earn
a
high
school
diploma
and
an
associate
degree
at
the
very
same
time,
a
lot
a
lot
of
these
students.
We've
we've
been
to
the
graduation.
N
They
actually
graduate
from
that
two-year
university
before
they
graduate
from
high
school.
It's
been
a
great
program,
I
think
about
chairman
juan
I'll
refer
to
you.
I
think,
seven
years
ago
I
believe
was
when
we
first
started
the
middle
college
program,
but
ninety-five
percent
of
the
students
who
complete
the
program
also
go
on,
can
complete
a
four-year
degree,
and
that's
a
great
number.
A
F
Chairman,
thank
you
for
letting
me
ask
them
any
questions
represent
powers.
Would
you
for
the
committee?
Would
you
so
some
people
have
asked
me,
would
you
define
middle
college.
N
Sure
middle
college
is
simply
a
program
where
students
like
in
their
junior
year,
they
actually
go
to
attend
the
community,
local
community
college,
that
we've
set
up
a
state
institution
and
what
they
do.
They
take
advanced
courses,
ap
courses
during
that
two-year
program
and
those
courses
count
toward
their
high
school
and
toward
their
their
college
degree.
So
those
courses
when
they
finish
that
they
actually
have
that
two-year
degree
plus
they
have
that
high
school
diploma.
At
the
same
time,.
F
Thank
you,
and
do
you
know
the
answer
to
this
question?
We
were
talking
about
this
and
it
may
be
apples
and
oranges.
The
cte
money
we're
talking
about
the
tissa
bill.
Now,
there's
that
five
thousand
dollars
per
student
for
cte
yeah
does
it
have
anything
to
do
with
the
middle
college.
You
know,
of
course
I
know
in
the
bp.
They
already
get
the
money
from
bep,
so
I
just
want
to
have
this
and
the
cte
money
that
the
students
or
the
schools
will
be
getting
yeah.
I
don't
know
if
there's
an
answer
to
that.
N
Don't
I
don't
think
so,
as
far
as
I
know
it
doesn't
affect,
it
doesn't
affect
the
ct
money
at
all.
As
far
as
I
know,.
C
Thank
you
miss
chair,
and
I
just
want
to
thank
you
for
bringing
this
bill.
I
have
a
daughter,
that's
in
middle
college,
middle
college
high
school
in
memphis
who
actually
got
her
driver's
license.
Now
she
drove
me
from
memphis
to
nashville
to
get
here,
and
I'm
really
thankful
for
that
right.
C
I've
been
waiting
on
this
for
a
long
time
right
to
have
a
driver,
but
this
is
this
is
a
great
piece
of
legislation
and
I
really
appreciate
you
bringing
it.
It's
gonna
make
a
difference
in
a
lot
of
people's
lives.
So
thanks.
Thank
you.
Thank
you.
I
appreciate.
A
It
thank
you
for
that
members,
any
other
questions
seeing
none.
We
are
ready
to
vote
on
house
bill,
2226.
A
all
those
in
favor
and
keep
saying
aye
any
opposed
and
the
eyes
have
it
chairman,
you're,
ready
for
higher
education
or
education,
full
all.
L
A
Can
I
get
a
motion
and
say
we
have
a
motion
in
a
second.
It
looks
like
you
have
at
least
one
amendment.
One
amendment
to
add
to
this
bill
is
that
correct.
A
Can
I
get
a
motion
and
a
second
on
the
amendment
and
we
have
that?
Let's
go
ahead
and
add
the
amendment
to
the
bill,
all
those
in
favor
of
adding
the
amendment
number
one.
Four
five,
two
four
indicate
by
saying:
aye
any
opposed
and
the
eyes
have
it
any
minutes
on
the
bill.
C
Thank
you,
mr
chairman
and
committee.
What
this
legislation
does.
Is
it
further
refines
how
tennessee
regulates
the
proprietary
or
for-profit
higher
education
sector
by
streamlining
the
state's
authorization
process,
reducing
the
regulatory
burden
on
schools
and
aligning
them
aligning
the
wall
with
the
best
practices
of
the
field,
while
maintaining
important
consumer
protections
and
institutional
accountability?
C
A
All
right
this
bill
is
brought
to
you
by
whom,
by
t
heck,
okay
members
do
we
have
any
questions
on
the
amended
version,
seeing
none,
I
believe,
we'll
let
mr
hammond
off
the
hook
today.
A
A
Item
number
12
has
been
taken
off
notice:
item
number
13
by
chairman
white
house
bill
2094.
Can
I
get
a
motion
in
a
second
all
right,
chairman
white
you're
recognized.
A
Welcome
back
sir,
and
if
you
would
please
go
ahead
and
give
us
your
name
and
who
you
with
for
the
record.
Thank
you.
This
is
a
longer
bill,
so
I'll.
M
M
If
you'll
recall
a
couple
of
years
ago,
we
we,
with
the
assistance
of
the
general
assembly,
moved
the
financial
aid,
simplification
for
tennesseans
act,
which
was
for
the
first
time
in
more
than
40
years,
a
complete
overhaul
of
the
financial
aid
portions
of
the
code,
and
you
know
basically,
a
series
of
purely
technical
changes
to
a
line
language
that
had
gone
into
the
code
over
those
decades
from
multiple
sources
and
just
to
kind
of
get
some
consistency
in
language,
as
is
the
case
with
many
things.
M
When
you
flick
a
domino
in
the
code,
you
set
off
all
sorts
of
chain
reactions,
and
so
what
we
have
brought
to
you
this
year
is
a
basically
a
cleanup
from
that
cleanup
all
of
the
pieces
where
we
found
things
we
had
left
out
or
adjustments
that
still
needed
to
be
made
to
the
code
with
one
possible
exception.
There
is
nothing
in
this
legislation
that
would
add
an
opportunity
for
students
that
they
don't
otherwise
have,
nor
does
it
take
any
programs
offline.
M
These
are
all
strictly
structurally
strictly
language
adjustments
in
the
code-
the
one
exception
I
mentioned
is
we
do
have
a
provision
historically,
that
allows
students
who
are
residents
of
tennessee
who
attend
high
school
across
a
state
border
to
receive
to
remain
eligible
for
state
aid.
We
treat
those
high
schools
as
eligible
institutions
for
tennesseans
who
graduate
and
that
are
eligible
for
financial
aid.
We
weren't
accounting
for
them
properly
that
that
fiscal
impact
is
about
five
thousand
dollars
in
the
legislation.
M
That's
the
only
addition
and
cost
that
we're
accounting
for
in
here
I'm
happy
to
go
section
by
section.
But
again
most
of
this
is
is
purely
clean
up
around
some
of
the
outdated
licensure
language
that
we
used
to
do
in
the
state,
but
also
some
of
the
outdated
loan
language
and
our
obligations
under
that
so
happy
to
answer
any
questions.
A
Thank
you
for
that
explanation.
Do
I
have
any
questions
for
the
members
from
the
members?
Okay,
let's,
instead
of
going
through
every
single
one,
since
we
do
spend
a
lot
of
time
talking
about
hope,
scholarships
and
everything
else.
Could
you
hit
the
ones
that
specifically
deal
clean
up
the
hope
language
so
that,
as
a
body
we
may
be,
are
a
little
bit
better
versed
going
forward.
M
Absolutely
so
nothing
in
here
actually
addresses
either
the
hope,
awards
or
criteria
or
eligibility
for
those
awards,
and
that
goes
across
all
of
the
lottery
programs.
What
is
addressed
in
here
is,
as
we
implement
new
program
programmatic
expansions
over
the
years.
If
you
go
back
to
2008,
where
we
made
several
substantive
changes,
2010,
2016
and
so
forth,
with
big
changes
to
either
the
lottery
programs
or
other
financial
aid
we
always
put
in
for
students
who
have
graduated
prior
to
this
date.
You
know
they
are
grandfathered
into
these
new
programs.
M
Well,
we
are
now
at
a
point
in
the
lottery
code,
where
we're
past
the
dates
of
all
of
those
kind
of
caveats
and
grandfathering.
So
we've
gone
through
the
entirety
of
title
49
and
basically
removed
those
grandfathering
clauses,
because
none
of
those
students
are
are
need
to
be
accounted
for.
The
same
thing
is
true:
for
when
we
onboarded
tennessee
reconnect,
we
had
some
some
language
in
there
to
address
the
distinctions
between
non-traditional
students
receiving
the
hope,
scholarship
and
tennessee
reconnect,
which
is
its
own
award,
and
so
some
of
that
language
is
now
obsolete.
M
A
Okay,
let
me
get.
We
do
have
an
amendment
with
the
bill.
I
need
a
motion,
a
second
motion
and
second,
all
right
motion
in
a
second,
we
are
going
to
vote
on
amendment
number
one,
four,
two,
nine
eight,
all
those
in
favor
of
putting
the
amendment
on
the
bill
and
keep
saying
aye
any
opposed
eyes
have
it
amendment
is
on
the
bill
all
right
back
to
you,
representative,
gillespie,
I'm
sorry
dwight,
chairman
white.
Thank
you.
A
Well
played
sir
any
further
questions,
seeing
none
all
those
in
favor
of
passing
house
bill,
2094
onto
full
indicator,
saying
aye,
any
opposed
and
the
eyes
have
it
all
right
house
bill
2094
is
on
the
way
to
education,
full.
A
K
Thank
you,
chairman
lafferty.
This
is
a
bill
that
I
believe
every
member
in
here
has
heard
before
it
would
align
tennessee's,
gpa
or
grade
point
system
to
that
of
other
states,
but
it
would
have
an
impact
on
lottery
dollars.
Are
we
wanting
to
consider
lottery
bills
all
together,
and
maybe
you
want
me
to
roll
this
to
the
heel.
A
Okay
for
all
practical
purposes,
we
are
there:
let's
go
ahead
and
proceed
through
this
one.
K
Okay,
this
is
th.
This
is
a
bill
that
would
change
our
grading
scales
to
a
10-point
scale
they're
currently
on
a
seven-point
scale.
This
is
so
that
tennesseans
aren't
at
a
disadvantage
relative
to
students
in
other
states,
for
example,
a
92
and
another
state
might
be
an
a
a
92
in
tennessee
is
a
b.
This
could
impact
tennesseans
when
they
apply
competitively
to
other
universities
like
duke
or
harvard,
and
students
from
other
states
have
the
same
numerical
grade,
but
a
higher
letter
grade.
K
It
could
also
affect
tennesseans
when
they
apply
for
scholarships
like
non-profit
scholarships.
Different
corporations
have
scholarships
coca-cola
has
scholarships.
Tennesseans
are
competing
against
students
with
other
states.
They
may
have
the
same
numerical
grade,
but
tennesseans
may
have
a
different
letter
grade.
This
is
a
bill
that
would
change
the
bans
for
our
letter
grades
in
tennessee
to
be
the
same
as
those
of
every
state
that
borders
tennessee
in
most
states
in
the
country.
K
However,
it
would
have
an
impact
on
our
lottery
expenditures,
because
when
you
change
those
bans
there
are
some
letter
grades
that
move
up
sticking
with
my
example.
If
somebody
had
a
92,
that's
currently
a
b
that
would
become
an
a
and
when
gpas
go
up,
that
means
more
students
are
eligible
for
hope,
scholarship,
lottery
dollars.
That's
not
the
intent
of
my
bill,
it's
sort
of
an
inadvertent
by-product,
but
since
it
would
have
that
effect
on
hope,
scholarship
expenditures.
I
I
just
raised
that
as
an
issue.
A
Thank
you
for
that
remembrance.
Any
questions.
I
I
This
is
an
interesting
one
in
that
it
does
put
tennessee
on
the
same
playing
field
as
every
you
know,
as
most
states
I'm
right,
and
if,
if
you
don't
mind,
if
I
could
ask
you
a
quick
question
and
then
come
come
back
with
a
follow-up
chairman
or
representative,
did
you
say
how
many
states
use
this
grading
scale.
K
I
have
not
surveyed
all
50
states
to
know
if
there
are
some
that
don't
use
the
10
point
grading
scale.
I
have
been
informed
by
a
research
analyst
that
every
state
that
touches
tennessee,
which
is
eight
states,
uses
the
ten
point
scale.
I've
heard
that
all
of
them
in
the
southeast
do
probably
virtually
every
state
in
the
country
does,
but
I'm
not
saying
you
can't
find
an
example
of
a
state
that
doesn't
use
a
different
grading
scale,
but
most
of
them
use
the
ten
point
scale
most
all
of
them.
I
And
so
where
we
are,
I
think,
and
obviously
others
can
chime
in
and
tell
what
they
think
also.
But
I
I
I
feel
like
just
as
a
committee
as
we've
chatted
through
this
through
this
process,
and
I
think
we
want
to
know
how
those
big
hope
scholarship
bills
play
out
like
how
the
one,
obviously,
with
the
increase
of
hope,
funding
to
the
5100
and
then
also
we
had
one
go
through
full
and
that
would
affect
that
same
pot
of
money
through
to
the
the
the
gambling
sports
betting
bill,
that
funds
pre-k.
I
I
Maybe
to
put
everyone
on
that
on
that
level
playing
field
as
far
as
grading
criteria
goes,
and
I
hate
to
just
throw
that
out
there
an
open
discussion,
but
I
mean
if,
if
yours
is
not
addressed
now,
we
when
we're
redoing
the
funding
for
this
scholarship
anyway,
when
when
would
it
be
addressed
tonight,.
A
Are
you
concluded?
Let
me
let
me
try
something
here.
If
I'm
hearing
I
heard
scholarship
get
integrated
with
these
letter
grades,
it
seems
to
me
these
letter
grades,
I'm
sorry,
these
numerical
grades,
the
assignments
end
up
affecting
scholarships,
not
being
scholarships
tissa
being
a
separate
animal,
but
the
animal
that
we
are
addressing
now
for
the
overall
way
we
fund
education
in
k-12
for
the
state
of
tennessee.
I
Yeah,
sorry-
and
I
probably
said
it
confusingly
so
so
that
the
two
big
bills
being
the
hope,
scholarship
increase
to
5100
that
affects
lottery
dollars
and
then
also
the
way
that
the
the
bull
went.
The
bill
went
through
full
committee,
the
other
day
that
that
funds
pre-k
that
also
comes
out
of
that
same
pot
of
money
because
it
comes
out
of
sports
betting,
and
so
we're
kind
of
talking
that
we're
talking
about
that
same
pot
of
money,
two
big
bills,
and
so
I
know
we
kind
of
want
to
wait
and
see.
I
Maybe
how
those
shake
out.
My
only
concern
is
if,
if
we,
if,
if
representative
bomb's
bill,
was
killed
today,
when
would
we
be
that
good
time
to
to
bring
that
up?
K
I'm
happy
to
respond
to
several
things.
I
think
representative
cochran
is
right.
There's
two
bills
that
affect
the
hope
lottery
scholarship.
One
is
the
bill
by
representative
alexander
that
we
heard
last
week.
The
other
one
is
the
governor's
bill
that
would
raise
the
amounts
of
the
hope
scholarships
to
fifty
one
hundred
dollars,
just
as
as
an
example
at
a
four-year
institution.
I
don't
think
any
of
this
affects
the
tissa
formula.
That's
being
talked
about
at
the
k-12
level,
so
that's
not
that
doesn't
need
to
be
part
of
the
example.
K
Are
the
part
of
the
discussion
and
I'm
happy
to
advocate
for
this
bill
right
now.
I've
mentioned
how
we
want
tennesseans
to
be
on
a
level
playing
field
with
our
neighbors.
We
also
have
issues
with
students
who
transfer
into
tennessee
in
the
middle
of
their
high
school
careers
and
they
may
transfer
in
from
missouri
with
a
92
it's
an
a
in
missouri.
They
transfer
to
tennessee,
maybe
a
military
parent.
It
has
moved
to
tennessee
and
then
on
the
tennessee
transcript
that
92
suddenly
becomes
a
b.
K
We
have
examples
where
students
have
actually
gone
back
to
their
originating
state
because
when
the
student
came
to
tennessee
their
gpa
dropped,
so
I
think
there's
lots
of
good
reasons
to
consider
this
bill.
It
would
have
an
impact
on
our
hope,
scholarship,
lottery
dollars,
and
so
that's
why
I'm
wanting
in
full
disclosure
to
say
that
that's
inadvertent,
I'm
not
I
don't
intend
to
spend
my
intent-
is
not
to
spend
more
hope
scholarship,
lottery
dollars.
That's
just
sort
of
an
inadvertent,
by-product.
F
Thank
you,
and
I
think
what
I
hear
representing
cochran's
saying
is
that
we
got
a
lot
of
money
on
the
table
already
right,
and
your
concern
is
is
that
we
move
things
such
as
this
particular
bill
out.
We
don't
know
what
we're
doing
you
know
could
go
to
finance,
but
then
we'll
put
the
burden
on
finance,
and
but
we
do
have
a
responsibility
on
this
committee.
Also.
Is
that
a
good
synopsis.
I
I
The
only
thing,
I
think
the
interesting
one,
the
interesting
caveat,
I
guess
with
being
representative
bomb's
bill
in
that,
if,
if
there
were
ever
a
year
to
get
everyone
on
that
level,
playing
field
now
might
be
the
time
since
we
are
redoing
the
funding,
how
much
funding
we
are
giving
to
to
hope
scholarship.
I'm
just
curious.
I
That
might
be
a
good
one
to
be
in
the
overall
funding
discussion
to
move
to
move
that
one
forward
again
the
the
the
rest
of
them
hit.
I
believe,
representative
baum's
bill
is
very
unique
in
that
it
affects
high
school
gpas
and
again
it
just
or
sort
of
inadvertently
affected
hope
scholarship
funding.
I
I
I
just
wonder
if
we
should
make
sure
that
that
at
least
isn't
in
the
discussion
in
finance
again
to
to
to
take
advantage
of
that,
maybe
that
one
year
where
we
kind
of
put
everybody
on
the
same
playing
field,
gpa
wise
on
the
rest
of
the
lottery
scholarship,
I
agree
with
you.
I
think
we
should
probably
take
a
pause
on
that
and
see
how
those
big
bills
shake
out,
because
those
are
those
are.
Those
specifically
are
asking
for
lottery
dollars.
I
Representative
bombs
is
not
necessarily
asking
for
those
lottery
dollars;
it
just
had
an
inadvertent
effect
there,
and
so
that
that's
kind
of
where
I
would
be
again
if
yours
is
going
to
be
discussed,
it
seems
like
now
might
be
the
time
to
discuss
it.
A
Any
further
comments,
no
any
further
questions.
Thank
you
for
opening
that
can
of
worms.
No
worries,
representative,
gillespie,
you're,
recognized.
C
Thank
you,
mr
chairman.
I'm
gonna
have
to
blame
the
previous
speaker
on
this
question.
Now,
I'm
just
curious
to
the
sponsor.
Let's
say
someone
is
in
year
two
in
undergraduate
and
they
right
now
do
not
qualify
for
any
of
these
funds
and
this
bumps
their
grade
up.
K
This
could
actually
be
costing
tennesseans
a
lot
of
money
and
scholarships
outside
of
the
hope.
Scholarship.
Private
scholarships
could
cost
them
admissions
to
some
of
these
universities.
I
guess
that's
a
long
answer
to
your
question,
but
if
somebody's
in
college
right
now,
I
don't
think
it
goes
back
and
changes
their
transcript.
A
A
We've
got
one
opposition,
no
and
the
eyes
haven't
we're
going
to
pass
this
out
to
education.
Full!
Congratulations!
Folks!
We
are
out
of
time
here
today,
item
number
one,
my
bill:
it's
it
opened
up
a
little
bit
more
than
I
thought
it
would
it's
cost
a
little
bit
more
than
I
thought
I
would
in
deference
to
the
bigger
calendar
of
higher
of
the
lottery
calendar,
I'm
going
to
go
ahead
and
take
that
bill
off
notice.