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Description
House Education Administration Committee- April 5, 2022- House Hearing Room 1
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B
A
Thank
you
very
much
members,
just
a
couple
things.
First,
we
have
14
bills
left
on
our
calendar.
After
after
a
busy
session,
we
are
in
this
room
until
three
o'clock
we
will
go
as
far
as
we
can
anything
that
we
don't
get
to.
We
will
recess.
We
will
adjourn.
We
will
recess
until
tomorrow,
at
3
30
to
finish
the
calendar,
so
we
should
be
through
this
week.
We
will
be
starting
with
the
tisabelle
first
and
then
we'll
go
back
and
start
at
number
one
on
the
calendar.
C
D
E
D
A
Pray
amen.
Thank
you
very
much.
We
always
start
with
the
prayer,
because
this
committee
is
about
taking
care
of
our
children
in
the
state,
and
I
believe
that
prayer
is
very
effective
members.
We're
going
to
start
with
item
number
seven,
which
is
the
tissa
bill
that
we
left
off
with
last
week.
So
I'm
going
to
turn
the
gavel
over
to
vice
chair
chris
hurt.
F
A
F
A
F
G
Oftentimes
is
retaining
teachers
making
their
salaries
competitive,
so
they
also
can
participate
in
all
the
things
that
make
that
particular
county
or
city
great,
and
so
the
amendment
simply
puts
in
what's
called
a
cost
differential
and
it
allows
the
state
to
contribute
to
that
county
at
lea
extra
funds.
We
currently
are
doing
this.
If
I'm
not
mistaken,
I
think
the
cost
differential
was
first
included
in
the
original
bep
at
100
and
then,
when
bp
2.0
came
online
in
2007,
it
was
reduced
to
I
think
50
and
it's
been
declining
every
year.
G
I
think
right
now.
I
know
that
nashville
gets.
I
think
16
percent,
and
so
the
the
legislation
simply
restores
that
amount
to
100,
and
it
would
not
only
apply
to
nashville.
It
would
apply
to
other
counties
where
you
see
these
amount
of
salaries
in
the
non-educational
space
higher
than
that
of
our
teachers,
that
we
all
say
we
love
and
want
to
keep
in
our
lease
and
want
to
keep
living
in
our
counties,
and
this
would
allow
them
to
have
that
cost
differential.
A
Yeah,
thank
you
chairman
and
thank
you
represent
love,
and
I
and
I
truly
understand
where
revelations
come
from
you
know.
Nashville
is
experiencing
great
growth
right
now,
as
well
as
other
communities,
williamson
county
and
wilson
county
mari.
I
don't
know,
tennessee
is
at
the
point
of
growing
my
concern
with
your
amendment
talking
about
the
cost
differential
factor.
This
is
a
a
type
of
funding
that
we
are
phasing
out
even
under
the
current
bep.
A
If
we
were
to
add
an
amendment
such
as
this
kind
of
like
the
cost
of
living
that
you
had
the
or
the
cost
of
living
calculation,
then
it's
going
to
affect
others,
not
just
nashville
and,
in
my
opinion,
it'd
be
best
to
leave
this
out
of
this
funding
formula.
It
doesn't
really
fit
into
this
student
funding
formula.
A
It
would
be
better
once
again
as
we
look
and
address
this
not
only
what's
going
on
in
nashville,
but
the
other
counties
that
are
experiencing
growth
cost
of
living
to.
Let's
address
this
through
our
direct
funding,
not
put
it
in
this
formula
because
it's
going
to
change
the
calculations
across
the
board
as
we
continue
to
put
money
into
the
formula
or
the
student-based
funding.
So
I
would
recommend
we
not
add
this
this
time,
but
I'm
open
for
discussion,
but
I
I
prefer
that
we
leave
this
off.
This
particular
bill.
G
Just
want
to
add
that
as
counties
in
west
tennessee
in
the
next
three
to
four
to
five
years,
see
the
construction
of
a
possible
ford
electric
truck
plant
sk
battery
plant,
literally
the
salaries
of
persons
who
are
not
in
the
education
space
will
increase
and
so
you're
right
chairman
right
now
it's
about
nashville
and
a
few
other
counties,
but
in
the
future
it
will
be
about
other
counties,
and
so
I
want
members
to
consider
that
also
that
others
may
be
affected.
Also,
thank
you
chairman
for
your
indulgence.
C
The
cost
of
living
is
getting
astronomical
in
williamson
county,
the
average
home
sale
price
just
went
over
a
million
dollars,
and
so
this
is
going
to
really
help
murray
county
be
able
to
retain
their
teachers
so
that
we
can
keep
our
classrooms
with
teachers
in
it.
Without
something
like
this,
your
your
your
ability
to
recruit
and
retain
teachers
is
going
to
be
pushed
directly
on
the
locals
and
that's
going
to
get
very
expensive
for
for
some
counties
so
I'll
be
supporting
this
amendment.
F
F
And
as
you're
making
your
way
up,
I
forgot
to
mention
earlier
for
those
of
you
following
along
online,
you
have
to
go
to
wednesday's
committee
to
find
the
the
schedule
the
calendar
for
today
there's
nothing
listed
on
tuesday,
so
you'll
have
to
go
to
three
o'clock
on
wednesday
and
pull
the
calendar
up
there,
but
I
see
the
department
has
made
their
way
up
and
if
you
would
respond
to
to
a
couple
things
on
this
amendment
and
state
your
name
and
who
you're
with
when
you
get
started.
Thank
you.
H
I
Those
counties
where
the
average
cost
of
non-governmental
wages
is
above
the
state's
average
cost
of
those
same
wages,
received
this
cost
differential
factor,
and
it
ranges
from
a
very
small
percentage
to
I
think
before
we
adjust
it
per
the
appropriations
bill
to
about
20
percent,
but
that
that
currently
is
applied.
There
are
14
school
districts
as
a
result
that
benefit
from
this,
and
I
believe
the
cost
is
somewhere
in
the
vicinity
of
35
million
dollars
a
year.
H
So
the
35
million
that
was
that
currently
is
spent
on
cdf
is
in
is
in
the
tsa.
It
does
not
mean
that
it
is
used
for
for
cost
differential.
It
is
part
of
what
allowed
us
to
increase
total
funding
for
all
districts.
I
do
if
I
might
be
able
just
who
actually
benefits
from
cdf
this
year.
It
was
davidson
clinton,
lakeland,
roane
ridge,
franklin,
special
millington
anderson,
arlington,
germantown,
collarville,
bartlett,
williamson
and
shelby.
Those
are
the
only
districts
that
benefited
this
year.
H
F
F
E
Yes,
sir,
so
we
did
a
fiscal
analysis
on
this
and
submitted
it
to
the
fiscal
review
committee.
So,
from
our
numbers
perspective,
the
total
increase
to
state
funds
needed
for
the
formula
would
be
300
million
dollars
and
the
increase
of
local
funds
needed
to
the
formula
would
be
just
about
128
million
dollars.
J
H
No,
so
the
35
million
is
what
we
actually
have
available
to
spend
on
students
now,
so,
instead
of
using
it
for
a
small
number
of
districts,
it
allowed
for
essentially
an
additional
35
dollars
for
every
student
in
the
state.
What
I
think
sam
was
speaking
to
is,
if
you
wanted
to
make
any
kind
of
change
into
cdf.
I
think
with
the
amendment
it
goes
into
the
formula
which
is
what
increases
kind
of
the
local
contribution
for
everybody
to
pay
for
cdf.
For
a
few
chairman.
J
H
I
I
think
the
formula
and
the
one
billion
dollar
investment
is
ensuring
that
districts
receive
significantly
more
funding
under
tisa
than
they
would
under
the
bep
if
they
qualify
for
that
hold
harmless
provision
which
a
small
handful
of
districts
do
than
they
would
right
size
over
four
years.
But
if
you
think
about
anderson
county,
for
example,
they're
getting
11
million
more
dollars,
which
is
significantly
more
than
what
they
received
under
the
cdf.
K
E
K
E
Yes,
sir,
so
oh
you
recognized
thank
you.
So
we
took
the
latest
reported
cost
differential
factor,
values
from
the
center
for
business
and
economic
research,
cber
and
multiplied
those
by
both
the
base
and
the
weights
that
are
currently
being
earned
to
generate
the
total
new
dollars
and
calculate
the
difference
between
those.
L
Reverend
clements,
thank
you.
So
why
are
we
taking
that
out
we're
taking
away?
There
is
no
weight
that
addresses
that
issue
in
tisa,
so
you're
you've
equated
we're
taking
the
35
million
from
bep
and
putting
intesa,
but
that's
that's
a
monetary
amount.
That's
not
the
variable
that
accounts
for
the
higher
cost
of
living
that
cdf
represents,
and
meanwhile
the
weights
benefit.
You
know
sparse
districts,
small
counties,
but
how?
How
are
we
going
to
address
that
very
issue
in
tisa
with
no
weight
for
those
factors
you
right.
H
Yeah,
so
I
think
I
think
two
things
I
would
say
I
would
say
the
first
is
in
the
bep
enhancement
act
that
sam
spoke
to.
There
was
legislative
intent
to
reduce
that
down
to
zero,
so
we
are
staying
consistent
with
what
has
previously
been
decided
upon
by
the
general
assembly.
But
I
would
say
second,
is
there's
an
additional
one
billion
dollars
in
the
formula
and
you
take
a
district
like
memphis
shelby
county
schools,
who's
benefiting
113
million
significantly
more
than
they
would
get
out
of
the
cdf
student
population,
because
it
is
a
student-based
funding.
L
Thank
you,
mr
chairman,
so
you're
justifying
removing
that
variable
by
arguing
that
you're
increasing
funding
one
by
one
billion
dollars.
Our
schools
need
two
billion
dollars
at
least
today,
so,
okay,
so
we're
going
to
continue
underfunding,
schools
and
we're
going
to
use
that
as
justification
for
removing
an
important
variable
that
addressed
the
cost
of
living,
an
additional
cost
to
certain
lease.
H
So
I
would
say
two
things:
the
one
thing
that
I
did
say
was
that
there
was
general
assembly
intent
that
is
already
in
law
that
requires
the
district
to
move
down.
That
is
something
that
that
you
all
have
put
as
a
directive
to
the
department.
Certainly,
we
want
to
be
consistent
with
anything
that
you've
passed,
especially
when
it's
been
recently.
Second
is-
and
I
know
you've
heard
me
say
this
before
so
apologies
for
repeating
myself,
but
we
are
very,
very
happy
with
a
billion
extra
dollars
for
public
school
students.
H
So
certainly
can
appreciate
the
perspective
of
those
folks
who
do
benefit
from
cdf.
I
can
also
appreciate
the
perspective
of
those
districts
who
do
not
benefit
from
cdf,
who
might
argue
that
they
have
expenses
that
are
different
and
separate
from
those
who
who
receive
cdf
now,
but
it
is
about
35
per
student.
The
vast
majority
of
our
districts
receive
significant
additional
funds
under
tisa,
and
then
on
top
of
that,
that
does
allow
for
them
to
spend
money.
However,
the
local
district
deems
seems
fit
for
them
and
and
what
will
benefit
their
students.
L
One
billion
is
great:
it's
insufficient,
but
you're
still
removing
that
variable.
That
accounts
for
the
very
purpose
and
to
argue
that
the
b
pin
enhancement,
acts,
intent
was
x
or
y
makes
no
difference
now,
because
it
was
done
with
the
intent
and
lack
of
force.
Tisa
wasn't
on
the
agenda
when
that
was
done
right.
L
L
So,
let's
take
that
argument
off
the
table,
we're
still
back
to
the
very
basic
need
for
the
higher
cost
of
living
areas
to
be
sufficiently
funded
and
for
that
to
be
accounted
for
in
tsa,
which
it
is
completely
not
accounted
for
because
none
of
the
weights
associate
with
that
variable
so
that
I
don't
see
how
your
argument
addresses
the
very
clear
question
and
problem
that
a
lot
of
lease
are
going
to
face
across
the
state
of
tennessee,
because
that
billion
dollars
is
going
to
be
swallowed
up
with
other
things
in
this.
In
this
bill,.
M
I
M
K
Really,
mr
chair,
for
another
round,
really
thank
you.
Thank
you,
mr
chair,
the,
and
thank
you
for
my
colleague's
line
of
questions.
I'm
thinking
about
2008,
you
know
the
only
person
that
was
here
was
the
chairman.
Did
you
make
you
didn't
even
make
2018.
you
weren't
even
here
chairman,
wasn't
here,
but
I
think
right
right,
my
I'm
trying
not
to
call
names
right
right.
My
colleague
from
williamson
county
was
the
only
person
that's
on
this
committee.
That
was
here
back
then,
and
my
question
is
the
purpose.
F
I
K
K
H
K
G
F
G
G
H
Yes,
sir,
so
I
think
there
would
be
two
things
that
I
would.
I
would
encourage
folks
to
consider.
So
one
is
the
way
that
it
is
drafted
as
part
of
the
formula
is
essentially
one
of
the
factors
that
drives
costs,
because
you
have
the
local
contribution,
it's
not
necessarily
how
it
has
to
work.
If
you
put
that
on
top
of
it,
you
wouldn't
have
every
district
in
the
state,
then
contributing
to
cost
differential
for
just
a
few.
In
terms
of
that
amount.
H
So
if
you
wanted
to
maintain
funding
as
it
is
currently
with
that
pot,
then
the
recommendation
for
that.
So
it's
not
to
burden
other
districts
with
cdf
for
a
few.
You
would
appropriate
a
certain
percent
or
a
certain
dollar
amount
that
would
be
divided
in
the
way
we
do
now.
But
currently
it's
forty
one
point:
nine,
eight,
nine
million
dollars.
G
F
C
Please
all
right
so
sort
of
on
piggybacking
off
my
colleagues
from
davidson
county.
If
we
were
to
take
this
and
put
it
outside
of
tesa
back
where
it
was
and
extracted
the
35
million
outside
of
tisa,
it
would
be
a
negative
and
a
positive
fiscal
note
that
should
match.
So
it
shouldn't
be
much
of
a
difference,
but
you
could
still
keep
the
intent
of
what
the
money
was
for.
C
L
F
A
Thank
you
and
thank
you
committee
and,
and
I
would
wholly
agree
totally
agree
with
you
and
that's
one
reason.
I
don't
think
we
need
to
add
that
amendment
onto
the
bill
right
now,
because
we're
concentrating
on
a
student-based
funding
formula
now
totally
understand
what
the
rep
this
bill.
The
amendment
sponsor
is
saying:
you're
right,
you
know
just
think
about
this.
What
tennessee
is
growing?
We've
got
the
ford
plant
and
everybody
else
coming
in
around
them.
That's
growth,
we've
got
you
know,
amazon
has
already
come.
A
We've
got
oracle
coming
we're
talking
about
a
500
million
dollar
possible
nfl
stadium.
Tennessee
is
growing
and
to
put
this
into
the
formula
right
now,
we
are
are
going
to
need
to
address
this,
but
I
believe
we
should
address
it
outside
and
if
you
put
an
amendment
like
this,
that
will
underway
is
currently
drafted
would
cost
our
locals
another
128
million,
not
knowing
where
we're
going,
I
think,
would
would
would
not
be
wise
at
this
time.
K
Thank
you,
mr
chair,
and,
and
to
to
the
to
the
chairman,
the
you
know.
I
I
think
it's
important
for
us
to
put
that
100,
100
plus
million
into
context,
though
that's
a
hundred
plus
million.
That
is,
if
I'm
not
mistaken,
and
maybe
I'm
wrong
or
maybe
you
can
correct
me-
is
divided
across
the
state
across
all
of
the
districts.
Am
I
correct.
A
Chairman,
like
from
way,
I
understand,
if
I
understand
your
question,
the
all
the
districts
would
be
contributing
correctly,
but
if
the,
but
only
those
districts
that
would
be
eligible
for
the
cdf
would
be
the
ones
getting
it.
So
therefore,
everyone's
funding
that
correct
me
if
I'm
wrong.
So
that's
another
reason.
So
why
not
save
save
that
money
and
let's
put
it
back
into
the
formula
and
or
address
what
the
amendment
sponsor
is
doing
down
down
the
road
instead
of
putting
that
money
in
the
formula
and
tying
it
up.
Thank
you,
mr.
G
G
M
M
F
F
K
K
D
A
What
you're
recognizing?
Thank
you?
It's
probably
one
of
the
best
questions
we
could
ask
because,
as
this
bill
moves
forward,
that
one
has
to
be
answered
from
what
I
understand
and
while
I
have
the
luxury
of
having
the
department,
I
may
want
to
bring
them
back
up
to
give
you
I
said
in
on
senate
finance
this
morning
for
two
hours
and
the
sycamore
institute
did
a
report
where
their
research
shows
that
that
the
local
funding
will
could
will
not
increase.
A
You
know,
as
we've
been
told
until
what
four
years
not
increased
but
will
go
down
and
then,
after
that,
it
will
stay
below
the
level
of
the
bep
formula
going
forward
in
the
future
to
2030..
Now
that's
the
facts.
We
have
been
given
at
this
point
if
we
need
to
go
further
than
that,
but
that's
what
we
are
being
being
shown
and.
K
K
A
D
A
L
L
G
F
L
H
H
H
L
H
L
Reverend
clemens,
thank
you,
mr
well.
Okay,
so
I
was
trying
to
get
to
again
that's
6860
dollar
and
being
able
to
color
cover
what
we're
saying
in
this
piece
of
legislation
it
covers
is
art
and
education,
music
education
going
to
be
available
in
every
school
k
through
12
under
this
base
amount.
Commissioner.
H
The
funding
for
art,
music
education
has
not
changed
from
what
it
is,
what
it
is
currently
under
the
bep
we
do
fund
teachers
for
art,
music,
education
and
pe
specifically
in
the
elementary
school
grades.
That
would
continue
under
tsa,
with
the,
of
course,
the
additional
125
million
dollars
in
the
base
that
is
not
currently
in
the
bep.
H
L
H
So
I
think,
I
think,
similar
to
my
comments
in
the
subcommittee.
That
is
not
something
that
you
typically
see.
So,
if
you
look
at
other
states
who
have
student-based
formulas,
that
is
not
a
typical
weight
or
indicator
that
you
would
see.
That
being
said.
Typically,
our
more
dense
communities
generate
additional
funds,
for
other
reasons,
things
like
economically
disadvantaged
percentages,
certainly
concentration
of
poverty,
etc.
H
Typically
with
dense
communities.
Also,
the
transportation
costs
are
very
different
than
if
you
have
hundreds
and
hundreds
of
miles
of
bus
routes
every
every
day.
So
certainly
again,
with
a
billion
extra
dollars,
our
districts
do
benefit
and
are
able
to
spend
those
funds
in
the
best
way
that
meets
the
needs
of
their
students.
F
L
Thank
you,
but
that
wholly
fails
to
take
into
account
the
fact
that
in
areas
such
as
davidson,
county
and
others
that
are
going
to
see,
increased
costs,
increase
housing
costs
as
people
get
priced
out
of
their
communities
economically
disadvantaged
weights
and
those
types
of
weights
that
are
in
the
formula
are
going
to
fail
to
account
for
the
needs
that
come
with
a
dense
district,
such
as
davidson
county
shelby
county.
Some
of
these
growing
counties,
murray,
williamson
haywood
in
the
future.
L
H
H
I
think
you'll
see
that
different
districts
are
generating
different
amounts
of
money,
but
I
will
say
if
I'm
looking
at
best
practice
policy
and
we
have
done
a
50-state
summary-
we
have
not
seen
states
who
have
introduced
a
density
weight
because
typically
those
costs
and
dollar
amounts
are
produced
through
the
weights.
If
that
district
does
have,
students
who
qualify
for
additional
services-
and
I
think
to
your
point-
davidson
county
is
getting
wealthier
and
doesn't
have
the
same
ratios.
You
might
see
in
shelby
county.
L
Thank
you,
and
so
with
a
dense
county
like
davidson
county.
I
don't
think
we
disagree
that
it's
a
dense
and
you
define
that
and
with
a
broad
stroke
of
trying
to
say
that
was
covered
by
economic
disadvantage,
children
or
others,
and
I'm
I'm
I'm
really
not
concerned
what
other
states
are
doing.
I'm
focused
on
the
state
of
tennessee,
so
we
need
to
address
our
students.
I
don't
care
what
george
is
doing.
I
don't
care
what
alabama's
doing.
L
H
So
so
I
think
the
answer
is
the
same:
every
district
is
different.
So
when
you
look
at
our
dense
districts
across
the
state,
they
are
all
generating
significantly
more
dollars.
Davidson
is
generating
over
40
million
more
dollars.
Shelby
county,
more
than
113
million
knox
and
hamilton
county
are
generating
more
than
40
million,
so
they
are
generating
significantly
more
funds
under
this
formula
than
they
would
under
the
bep.
H
They
can
use
those
funds,
however,
they
see
fit.
I
think
I
can
appreciate
that
your
point
is
whether
or
not
the
state
should
introduce
a
density
weight,
I'm
giving
you
the
best
practice
in
terms
of
policy
wise.
I
can
appreciate
that
you
might
not
agree
with
that,
and
I
can
also
say
that
a
billion
dollars
is
benefiting
our
four
large
urban
areas.
L
Thank
you.
A
billion
dollars
is
not
in
this
bill
we're
discussing
the
tsa
legislation.
A
billion
dollars
is
in
an
appropriations
bill,
so
I
don't
want
to
hear
this
bill
being
justified
or
I'd
prefer
not
to
hear
this
bill
being
justified
with
money.
That's
not
in
this
bill,
and
that
has
no
guarantee.
L
H
Yes,
sir,
so
right
now
we
are
proposing
80
million
dollars
in
the
outcomes
and
then,
of
course,
within
the
legislation
being
proposed,
any
money
that
typically
reverts
because
obviously
the
budget
versus
what's
actually
allocated
is
different.
So
year
to
year
we
revert
somewhere
in
the
neighborhood
of
20
to
60
million
dollars
that
is
unused
in
public
education.
This
legislation
would
say
that
money
that
typically
reverts
would
remain
in
public
education
and
be
added
to
that
outcomes
component.
H
That
was
a
recommendation
that
we
received
from
the
steering
committee.
So
what
we
focused
on
was
looking
at
act
both
getting
to
that
21
college
ready
marker
as
well
as
improvement,
so
those
students
who
improve
between
the
first
and
the
retake
a
same
20
40
for
non-economically
disadvantaged
and
economically
disadvantaged,
then
for
the
college
and
career
ready
track.
Any
student
who
earns
a
tier,
2
or
tier
3
industry
credential
would
also
generate
those
outcomes
dollars
and
that
really
gets
to
a
much
broader
sense
of
and
broader,
a
group
of
students
at
our
high
school
level.
H
L
H
H
So
when
it
was
originally
proposed,
there
was
the
consequence
of
districts
not
being
eligible
for
the
outcomes
funding
until
such
time
when
everyone
passes
the
assessment
when
it
was
put
back
in
that
particular
piece
was
not
included.
I
couldn't
speak
to
that
part
of
the
amendment
that
was
introduced
separately.
L
H
No,
we
do
not
think
I
mean
there
wouldn't
be
a
scenario
where
we
would
have
the
authority
to
do
that.
A
corrective
action
plan
typically-
and
we
do
this
with
lots
of
things,
especially
in
the
school
turnaround
space.
We
also
have
to
do
this
when
we
receive
federal
monitoring
and
audit,
so,
for
example,
as
I've
shared
before
we
have
districts
who
are
under
federal
monitoring
what
that
means
is
the
federal
government.
The
us
department
of
education
under
the
current
administration
then
says:
department
of
education.
H
We
have
a
number
of
districts
that
are
not
meeting
federal
expectations
right
now.
We
have
one
our
responsibility
as
a
department
is
then
to
have
escalated,
monitoring
and
auditing,
which
includes
some
corrective
actions.
We
would.
We
would
proceed
with
that
same
level
of
monitoring,
monitoring
and
auditing
and
corrective
action
plan
typically
requires
the
district
to
say.
Here's
what
we
have
seen
or
noted
that
that
needs
to
be
corrected
here
are
the
actions
we're
going
to
take
and
the
department's
responsibilities
to
ensure
that
the
actions
that
the
district
identifies
are
completed
in
full.
L
H
I
I
certainly
am
not
going
to
speak
for
the
governor,
I
will
say
the
governor's
public
comments
have
been.
He
wants
to
his
investment
and
what
he's
proposing
and
as
a
in
as
an
investment,
is
going
to
be
to
a
formula
that
he
believes
will
generate
stronger
outcomes
for
students.
He
has
committed
that
with
the
tsa.
I
have
not
heard
him
make
any
public
comments
related
to
the
bvp.
C
Thank
you
all
I
just
want
all
I'm
asking
is
just
make
sure
I've
got
this
right:
okay,
yes,
sir,
and
might
need
a
pen.
So
okay,
so
we
have
the
base
amount
of
6860.
and
that
was
derived
from
everything
that's
been
put
in
there
that
you
sent
us
of
all
the
stuff.
That's
included
in
that.
So
far
as
long
as,
if
I
say
something
wrong,
just
stop
me:
okay,
yes,
sir!
C
Yes,
sir,
okay
and
I'm
sure
your
department
has
done
all
of
the
equations
and
all
of
the
math
to
make
sure
in
2324
when
this
goes
live
and
the
money
flows
to
the
lea
that
the
base
amount
will
arrive,
the
sparse
percentage
will
arrive,
which
I
mean.
I
think
it's
another
word
for
rural.
Isn't
it
kind
of
sort
of.
C
The
percent
for
economically
disadvantaged
will
arrive
and
then
the
money
for
the
unique
learning
need
number
one
will
arrive
to
help.
Get
that
kid,
the
remediation
they
need
to
help
overcome
the
unique
learning
need
so
far
correct.
Yes,
sir
okay,
hypothetically
in
year,
let's
say
year,
two
we
give
a
100
million
dollar
pay
raise
divided
by
a
million
students
roughly
and
the
68.60
goes
to
69.60
so
far
correct
right,
then
all
the
then
all
those
recalculations
take
place.
Correct.
That's
right!.
C
H
C
Sparse
gets
recalculated,
so
a
higher
dollar
amount
goes
to
the
districts
at
a
70,
30
split
still
right,
but
the
district,
the
district
didn't
become
more
sparse,
it's
still
the
same
district,
but
now
they're
getting
more
money
for
the
same
where
they
were
economically
disadvantaged.
That
student
gets
more
money,
but
the
student's
still
economically
disadvantaged.
C
So
there's
more
money
for
that
student
and
then
the
unique
learning
need
if
in
the,
if
in
2324,
the
the
needs
of
that
student
were
being
met
by
that
percentage
and
we
give
a
pay
raise
that
unique
learning
line
goes
up.
So
there's
extra
money
for
a
student
whose
needs
are
potentially
being
met
already
by
the
district.
C
So
with
we
give
a
pay,
raise,
the
district
will
get
more
money
for
being
sparse
and
they
haven't
changed.
They
get
more
money
for
economically
disadvantaged
and
the
student
hasn't
changed
economically
disadvantaged
and
the
unique
learning
need
one
gets
more
money,
but
everything
I've
read
in
the
bill
and
everything
that
the
superintendents
have
testified
to
and
everything
I'm
trying
to
put
words
in
out
everything.
C
H
Commissioner,
if
I
might
so
the
only
the
only
modification
I
might
make
just
for
clarity's
sake
is
that,
yes,
when
you
increase
the
base,
it
is
going
to
increase
for
the
weights.
What
I
would
add
is
that,
because
there
things
are
going
to
get
more
expensive,
so
for
that
sparse
weight,
they
will
have
that
slight
increase
the
five
percent
times
an
increased
base,
because
gas
prices
get
more
expensive,
they
have
to
replace
buses.
You
know
they
might
give
to
the
a
previous
question
and
increase
to
a
bus
driver.
H
Those
are
all
things
that
can
be
captured
within
that
sparse
weight.
The
same
thing
goes
for
ul
lens
and
concentration
of
poverty.
Staff
are
still
funded
through
those
weights,
so
you
might
think
of
a
school
psychologist
or
a
special
education
teacher.
They
might
also
generate
additional
raises
salary,
increases,
etc,
and
that's
why
you
have
that
flow
through,
so
it
does
allow
for
a
broader
picture
to
serve
everybody.
C
H
I
C
Is
the
department
going
to
give
automatic
like
we
have
cost
of
living
increases
on
tsa,
which
will
change
the
base
amount,
which
will
recalculate
everything
to
account
for
cost
living
and
things
costing
more,
and
then,
if
we
give
a
pay
raise
on
whichever
one
I'm
talking
to,
if
we
give
a
pay
raise
on
top
of
that,
there's
additional
calculations
that
happen
here,
regardless
of
whether
it's
that
money's
going
to
be
devoted
to
the
pay
raise.
Am
I
following
along
here
so
far?
Is
that
right
so
far,
department.
H
Yes,
mary
and
I
were
determining
who
was
going
to
answer
the
questions,
so
so,
yes,
sir,
what
what
that
would
look
like
is
the
majority
of
your
costs
at
district
levels,
as
you
all
know,
is
going
to
be
in
salaries.
So
when
you
put
in
that
100
million
for
a
teacher
increase
and
it
funnels
through
the
weights,
that
predominantly
is
for
salaries.
The
vast
majority
of
dollars
go
to
salaries
and
school
districts
in
terms
of
any
additional
components,
just
like
any
other
appropriation.
H
If
you
wanted
to
have
an
additional
amount
of
money
for
any
other
kind
of
funding
for
school
districts,
you
would
want
to
add
that
year
over
year.
That
being
said,
I
think
to
my
earlier
comment
when
you
put
in
that
money
in
the
base
and
it
increases
funding
throughout
the
weights
that
does
cover
those
cost
increases
that
you
would
expect
to
see
year
over
year,
like
gas
prices,
cost
of
materials,
etc
it.
H
What
is
nice
about
this
formula
is
that
it
covers
all
of
the
things
funded
in
the
weights,
and
so,
if
you
spent
a
thousand
dollars
on
paper,
because
we've
got
a
paper
shortage
in
this
country
right
now.
So
if
you
have
a
thousand
dollars
on
paper
for
economically
disadvantaged
students
to
print
materials
for
their
rti
programs,
that
when
you
put
it
in
the
base,
it
increases
the
funding
and
the
weights
for
those
students
which
which
covers
the
cost
differential
in
terms
of
the
paper.
So
it
actually
flows
through
nicely
in
the
weights
in
that
way.
H
C
H
H
If,
if
that
student's
needs
are
being
met,
what
we
often
see
in
districts
when
you're
talking
to
building
level
leaders,
is
they
use
that
additional
funding
for
additional
supports
in
the
classroom?
Maybe
a
pair
of
professional,
maybe
additional
minutes?
But
we
still
see
that
that
funding
stays
with
the
student.
H
When
we
look
at
our
data
and
very
candidly,
the
performance
of
our
students
with
disabilities
in
the
state
is
quite
low,
and
so
I
think
that
any
additional
dollars
that
are
appropriated,
even
if
that
student
is
meeting
the
goal
set
for
that
year,
are
still
going
to
be
invested
in
ensuring
that
that
student
can
accelerate
further,
because
we
have
a
long
way
to
go
and
I
think
it's
really
important.
We
invest
in
those
students
who
generated
the
funding.
J
Thank
you,
mr
chairman.
Just
for
a
point
of
clarity.
Yes,
as
I
understand
it,
there's
no
metaphorical
concrete
poured
around
these
percentages,
so
the
general
assembly,
at
any
time
we
choose,
can
change
those
percentages
in
the
future.
Just
like
we
can
change
the
400,
that's
allocated
for
k-3
literacy
or
the
5
000
allocated
for
cte.
Am
I
correct.
K
K
Under
the
way
this
bill
is
drafted
right
now,
school
doesn't
perform
the
the
school
leaders
or
or
whoever
the
district
is
brought
up,
brought
up
here
and
everybody's
going
to
be
pointing
the
finger
at
those
principles
and
those
teachers
versus
you
know
the
either
the
the
district
or
even
if
it
is
the
district.
You
know
the
district
may
point
the
finger
at
the
teachers
and
the
principles
fresh
start
them
clear
them
out,
send
them
to
asd,
but
no
one.
K
But
how
do
you
account
for
a
principal
explaining
to
their
superintendent
or
even
fighting
for
their
lives
up
here
with
their
superintendent
hovering
over
them?
But
if
we
get
it
on
paper
on
the
front
end,
when
you
know
funding
is
considered
when
they
get.
That
notice
of
this
is
how
much
money
your
school
is
generating
and
they
say,
and
they
are
required
to
submit
a
proposal
to
their
superintendents
of
hey.
K
This
is
what
we
need
and
it's
on
paper,
not
just
in
voice,
then
at
them
we
won't
have
to
pit
them
against
their
superintendents
when
the
accountability
hits
the
table,
and
so
and-
and
you
know-
and
I
hope
that
all
districts
do
the
right
thing
too.
But
at
the
end
of
the
day,
it's
going
to
be
a
cya
moment
for
everybody.
If
they
are
brought
up
here
to
face
these
folks
up
here
and
and
everybody's
going
to
be,
you
know,
shooting
arrows
at
the
other
person,
except
for
the
principals.
F
C
C
The
money
we
fund
our
lease,
we
know,
there's
a
teacher
shortage.
Nurses
aren't
growing
on
trees,
school
psychologists,
the
whole
thing,
and
I'm
assuming
the
answer
is
probably
yes
is.
If
they
can't
find
teachers
if
they
can't
find
whoever
to
fill
these
holes,
that
money
becomes
at
the
discretion
of
the
lea
for
what
they
want
to
use
it
for,
because
there's
no,
they
don't
have
to
use
it
for
anything,
but
what
they
want
to
use
it
for
correct.
H
Sorry
so
that
would
depend
on
on
the
allocation.
You
have
to
have
someone
in
a
classroom
right.
So
even
if
there
is
a
shortage,
then
maybe
that's
someone
on
a
permit
or
waiver.
We
have.
We
just
got
our
vacancy
data
back
about
a
thousand
vacancies
in
the
state
you
you
have
to
have
somebody
in
the
classroom
with
students.
H
You
have
to
have
supervision
at
recess,
so
there
are
certain
things
that
are
in
statute
or
elsewhere
in
code
that
must
be
funded,
but
that's
those
are
in
different
sections
of
code
if
you
think
about
kind
of
more
flexible
or
variable
expenses
that
remains
at
the
discretion
of
the
district,
but
you
have
to
have
a
credentialed
teacher
provide
supports
for
students.
You
have
to
have
someone
who's
certified
as
a
school
psychologist
to
provide
those
services,
so
that
would
not
change
this
bill
would
not
change
those
programmatic
requirements.
F
Thank
you
with
that
members.
Thank
you
department
for
your
information
and
your
your
time
with
that
members.
We
will
go
back
into
session
and
before
we
get
to
the
next
question,
I
want
to
give
information
on
the
the
request
on
a
roll
call
vote.
We
can
take
a
roll
call
vote
if
we
have
three
hands
in
support
of
it.
One
two
three
will
be
a
roll
call
vote
on
house
bill
zero,
one,
I'm
sorry
on
21
make
sure
I
get
21.43
next
on
the
list.
Question
for
the
sponsor
is
representative.
F
F
F
N
F
You
same
number
we're
showing
motion.
Second,
on
the
amendment
properly
motion
seconded
you
are
recognized,
is:
does
it
make
the
bill
chairman?
Yes,
it
does.
Okay,
members
without
objection,
we
will
be
voting
to
add
the
amendment
to
the
bill,
so
we
can
discuss
it
moving
forward.
All
those
in
favor
of
the
amendment
say
aye
opposed
no
eyes
have
it
chairman
sexton.
You
are
recognized
on
your
bill
as
amended.
Thank
you.
N
N
What
we've
decided
to
do
is
to
and
and
this
this
bill
has
went
around
the
world
a
few
times
to
get
with
all
of
the
jewish
community,
and
everyone
seems
to
be
in
agreement
to
adopt
the
international
holocaust
or
remembrance
alliance.
It's
the
ihra
definition
of
anti-semitism
and
the
same
definition
was
used
by
governor
lee
when
he
referred
to
the
proclamation
of
the
holocaust
remembrance
day
this
year,
and
it's
already
been
adopted
by
865
entities
worldwide.
So
I'll
be
glad
to
answer
any
questions.
N
L
N
N
N
F
F
O
F
O
Statewide
only
around
30
of
tennessee
third
graders
and
eighth
graders
are
reading
on
grade
level.
Reading
proficiency
is
not
improving
after
the
critical
third
grade
transition
point.
This
bill
addresses
one
factor
for
the
performance,
which
is
how
the
state
prepares.
Our
teachers
pre-pre
pandemic,
about
34
of
third
graders
were
reading
at
grade
level.
O
According
to
the
2018
2019
data
chalkboard
addresses
that
currently,
the
state
tennessee
has
44
teacher
training
programs,
but
no
common
requirements
when
it
comes
to
literacy
instruction
so
to
address
literacy.
This
general
assembly
passed
the
literacy
success
act
last
year.
The
first
special
session
and
house
bill
2343
holds
educator
preparation
programs
accountable
for
the
portions
of
that
literacy.
Success
act
aimed
at
improving
literacy
instruction
for
teacher
candidates.
J
F
L
Thank
you,
mr
chairman.
I'd
like
to
roll
this
bill
to
the
hill.
I
promised
this
committee
that
I
would
provide
them
or
I
promised
the
subcommittee
I'd,
provide
some
fiscal
information
and
I
just
received
it
right
before
the
start
of
this
committee
and
so
I'd
like
to
roll
this
to
the
hill.
So
I
have
the
opportunity
to
distribute
it
to
the
committee.
F
F
F
Yes,
can
you
give
us
that
amendment
number
one
five,
four,
five,
two
motion
property
motion.
Second,
that
is
the
amendment
we
have
you
or
is
that
amendment
make
the
bill?
Yes,
it
does.
Members
without
objection
will
be
voting
to
add
this
amendment
to
the
bill
and
get
explanation
later.
All
those
in
favor
adding
an
amendment
to
the
bill
say
aye
opposed
no
eyes
have
it.
Amendment
is
added
to
the
bill
chairman.
You
are
recognized
on
house
bill
1891,
as
amended.
P
Thank
you,
mr
chairman.
Right
now
on,
lea's
unused
coordinated
school
health
funds
revert
back
to
the
general
fund.
What
this
bill
does
is
allow
those
funds
to
stay
within
the
coordinate
school
health
program
and
be
used
for
approved
health
programs
in
our
lease
and
with
that
I'll,
be
glad
to
answer
any
questions.
F
F
F
That's
what
we
show
properly
motioned
and
seconded
does
it
make
the
bill
it
does?
Okay,
members
without
objection,
we'll
be
voting
to
add
this
amendment
to
the
bill.
All
those
in
favor
say:
aye
opposed
no
eyes
have
it.
Amendment
is
added
to
house
bill
2300.,
chairman
hasten.
You
are
recognized
for
explanation.
Thank.
P
F
Thank
you
for
that
explanation,
members.
Any
questions,
questions
being
called
without
objection,
we'll
be
voting
on
house
bill
2300
as
amended.
All
those
in
favor
say:
aye
opposed
no
eyes
have
it.
Bill
passes
to
calendar
and
rules.
Famous
chairman
of
members
and
we've
already
addressed
item
number
seven.
We
are
now
to
item
number
eight
house
bill
2730.
F
F
F
Q
Thank
you
chairman
and
members
of
committee.
This
is
the
companion
bill
to
the
bill
you
all
passed
out
last
week,
which
was
the
911
reporting
bill
for
crimes
on
college
campuses,
and
this
bill
came
out
of
kind
of
my
my
work
in
criminal
justice
and
judiciary,
where
I
was
looking
at
the
state
of
tennessee
and
just
to
see
how
we
stack
up
against
other
states.
Q
As
far
as
our
our
crime
numbers
on
our
campuses
in
the
state
and
to
to
my
surprise,
I
started
out
being
elated,
and
then
I
became
very
concerned
because
our
numbers
are
are
are
low
to
the
point
where
they're
problematically
low
and
just
to
go
through
some
of
the
numbers.
Real
quick
in
2018.
There
were
221
777
75
students
in
higher
ed
in
the
state
of
tennessee
and
of
those
who
experienced
approximately
90
sexual
crimes
in
this
state.
Q
During
their
four-year
term
on
a
higher
ed
campus,
so
when
you
run
those
numbers
for
me
to
do
13
of
that
number,
I
expected
them
to
be
somewhere
within
a
standard
deviation
of
the
national
averages
and
and
we're
not
even
close
to
the
point
where
I
I'm
I'm
troubled
by
this
report.
So
with
doing
the
research
and
asking
people
to
look
at
this
report
and
analyze
this
and
tell
me
what
could
be
possibly
be
wrong.
Q
The
report
also
can
be
audited
by
the
comptroller,
the
state
of
tennessee,
to
clarify
and
that
all
that
data
submitted
is
probably
documented
and
the
reason
for
this
annual
report
that
we
have
it's
actually
as
a
result
of
what's
called
the
cleary
act
and
jane
clary
was
a
college
student
that
was
actually
raped
and
murdered.
At
a
college
university,
the
family
had
looked
at
the
college,
they
had
researched
it
and
all
the
information.
The
college
had
and
said
this:
there
was
a
safe
campus.
Q
There
was,
there
was
almost
no
crime
and
they
they
vetted
the
institution.
They
looked
at
it
but
later
found
out
after
the
crime
occurred
that
in
fact
they
did
have
a
high
level
of
crime
and
the
the
higher
ed
institution
actually
hid
that.
So
that's
why
we
have
this
report
every
year
to
the
general
assembly
and
with
that
we
have
the
highest
ranking
law
enforcement
officer
in
the
state
director
rouse
signs
and
clarifies
that
the
information
in
this
is
correct
and
accurate,
and
this
comes
to
the
general
assembly.
Q
So
my
amendment
simply
says
is
that
the
highest
ranking
individual
at
the
university
will
also
certify
that
the
documentation
that's
given
to
the
state
is
accurate
and
to
the
best
knowledge
done
and
meets
the
federally
required
clery
act,
which
is,
I
mean,
we're
supposed
to
be
doing
this.
We
have
to
do
this.
Every
violation
of
the
clery
act
in
the
state
of
tennessee
is
actually
subject
to
a
59,
000
fine.
So
every
crime
that
happens
on
a
campus-
that's
not
properly
documented
and
reported,
is
subject
to
a
59
thousand
dollar
plus
federal
fine.
Q
F
D
D
Q
Q
Q
D
I
hear
what
you're
saying
and
I
I
get
what
you're
trying
to
do,
but
have
you
if
the
numbers
aren't
matching
up
from
what
you're
you're,
putting
these
percentages
and
from
national
standards
and
stuff.
What
does
the
tbi
why
those
anomalies
exist
or
have
you
asked
those
questions?
I'm
just
I'm
just
curious.
Q
A
Thank
you
chairman.
First
of
all,
thank
you.
I
don't
think
anybody
disagrees
with
what
you're
trying
to
get
at
our
campuses
need
to
be
safe.
You
and
I
have
had
this
discussion
for
the
last
number
of
weeks.
Our
challenge
was
who
is
the
responsible
party
at
the
institution
to
certify
this,
and
you
know
we
started
out
with
with
your
bill
where
it
was
kind
of
in
general,
with
whoever
put
the
report
together
then
we
talked
about,
we
said
we'll
have
the
person
top
of
the
totem
pole
sign
off.
A
It's
since
kind
of
my
attention
that
sometimes
the
prince
president
or
the
chancellor
is
not
necessarily
the
person
because
they're
not
involved
and
for
them
to
sign
on
they
could
be
putting
themselves
in
jeopardy
on
some
of
some
fines
and
things.
So
my
question
at
the
will
the
committee:
what
would
you
do
at
the
least
now
I
know
in
the
senate?
This
is
in
a
different
version
than
what
than
what
you're
adding
here
that
they
took
your
previous
bill.
A
That's
where
it's
come
out
over
there,
but
would
you
consider
if
we
stick
with
your
amendment
or
whatever
the
will?
The
committee
is
where
it
says
to
be
certified
by
the
president
or
the
chancellor.
Would
you
be
willing
to
if
legal
will
allow
us
on
a
voice,
amendment
or
destiny,
whoever
they
may
designate
designate?
Yes,
do
you
recognize.
Q
A
White,
thank
you
and
I
just
don't
want
us
to
create
a
situation
where
we
put
this
language
in
there
and
then,
as
you
mentioned,
it's
a
violation
of
federal
law
where
they
would
get
fined
being
in
violation,
something
that
they
really
didn't
have
the
background
on.
So
I'm
just
concerned
about
that.
That's
why
you
know
let
the
president
do
the
designating.
Q
Thank
you,
and
I
I
don't
think
their
name
being
on
the
report,
says
that
they
did
all
the
work
and
compiled
all
the
information.
It's
simply
saying
that
it
came
across
their
desks.
They
reviewed
it
they're
aware
of
the
crime
on
their
campus
and
they've,
submitted
it
to
tbi
and
relayed
that
information.
I
would.
Q
I
would
hate
to
think
that
a
chancellor
president
of
any
institution
of
higher
ed
in
the
state
would
not
want
to
see
that
report
would
not
sign
on
that
and
would
not
either
take
action
to
ratify
it,
make
it
better.
I
would
be
proud
for
my
name
to
be
on
that
report
and
if,
when
those
numbers
came
in,
I
would
do
everything
I
could
to
to
make
them
better.
A
Thank
you
all
along
I've.
We've
been
trying
to
make
sure
like
what
you're
trying
to
do
is
the
right
thing,
but
in
working
these
bills
I
know
what
they
passed
out
in
the
senate.
If,
if
they
don't
agree
to
this,
then
your
bill
dies
and
that's
why
I'm
trying
to
get
at
you?
If
you
can't
come
to
an
agreement
to
do
the
right
thing
for
the
bill,
then
I'm
just
throwing
these
options
out
for
you
right.
D
Thank
you,
mr
chairman,
and
to
the
sponsor,
so
I
was
going
to
get
just
a
little
bit
of
clarity.
Also,
you
know
I'm
not
trying
to
with
this
question,
I'm
not
trying
to
hem
you
in
on
any
kind
of
semantics
or
anything,
but
like
earlier
when
you
were
when
we
were
discussing
this.
You
had
mentioned
that
the
by
having
that
president's
signature
or
the
chancellor's
signature,
they
would
be
certifying
that
the
information
on
the
document
is
true
and
accurate.
D
If
I,
if
I
heard
what
you
said
correctly,
that
that
I
can,
I
can
see,
maybe
being
an
issue,
because
the
chancellor
or
the
president
didn't
prepare
the
report,
and
so
I
I'm
even
okay
with
the
chancellor
or
president's
signature
being
on
the
form,
but
I
think
probably,
what
would
be
more
proper
is
that
you
have
the
signature
of
who
prepared
the
report,
whether
that
be
the
chief
of
campus
police
or
whatever,
and
then
then,
the
president
or
chancellor's
signature.
Basically
just
saying
hey,
I've
reviewed
this
right.
D
The
this,
the
the
highest
officials,
the
signatu
signature,
is
on
there
saying
that
they've
seen
the
report.
So
I
guess
maybe
that's
the
bit
of
clarity.
What
is
that
signature
saying
that
they
that
they
are
testifying
to
its
accuracy
because
they
didn't
prepare
their
report
or
are
they
just
saying
that
they
reviewed
the
report?
What
does
the
signature
mean?
K
Mr
chair-
and
you
know,
I
think
this
is
I
you
know-
I
love
transparency
bills,
so
you
know
so
I
think
I
think
you're
on
the
right
path.
My
only
concern
is
this.
I
think
that,
ultimately,
the
buck
stops
with
the
chancellor
anyway,
with
the
number
with
the
highest
ranked
individual
at
that
university.
So,
ultimately
I
don't,
regardless
of
what
happens
on
that
campus.
K
Ultimately,
it's
on
their
watch
and
so
and
whoever
is
you
know
in
that
position
ultimately
is-
is
on
their
watch
so
and
but
it
it
it's
kind
of
like
you
know
you,
you
have
these,
you
have
these
individuals,
that's
over
these
universities
and
they
and
there's
so
many
different
moving
parts
in
these
universities
right
and
so
they
hire
people
to
handle
certain
things,
and
it
would
be
like
us
going
to
to
the
governor
and
saying,
hey,
you
know,
sign
off
on
the
crime
report
for
the
state
of
tennessee.
He
has
a
person.
Q
Q
Q
Any
non-compliance
is
done
at
the
federal
level
through
a
cleary
act
or
title
ix
violation,
which
is
very,
very
rarely
audited.
Very,
very
rarely
rarely
done
so.
We're
really
dependent
on
the
way
the
legislation
was
passed
in
89
were
dependent
on
the
federal
government
to
do
any
type
of
enforcement.
K
You,
mr
chair,
and
I
know
we
all
love
federal
enforcement
here
at
this
state
and
I'm
being
facetious,
but
but
I
think
that
I
think
that
really
the
the
the
challenge,
the
issue
is
at
hand
is,
is
making
sure
that
there's
accurate
information,
correct,
and
so
maybe
we
need
to
look
at
a
different.
You
know
possibly
going
in
a
bit
of
a
different
direction
and
and
creating
some
oversight.
You
know
maybe
from
an
independent
body
or
somebody
or
even
tbi.
You
know
to
to
ensure
that
that
information
is
accurate.
K
I
would,
I
would
assume,
actually
I
would
assume
before,
and
I
don't
want
to
speak
for
the
director-
that
there
would
be
something
that
that
would
you
know
some
type
of
communication
that
would
allow
them
to
speak
to
the
universities.
You
know
presenting
this
information
to
ensure
accuracy
or
or
even
in
in
the
law.
That
would
ensure
accuracy
right
now
am
I
am
I
incorrect
in
that
assumption.
Q
Once
again,
the
the
policing
agent
right
now
is
really
the
federal
government
and
every
violation
that
they
would
find
would
be
in
excess
of
59
000
per
incident.
I
would
hate
to
see
that
happen
in
the
state
of
tennessee.
I
don't
think
that's
us
being
good
fiduciaries
for
resources
within
this
state.
Q
I
would
hope
that
we
would,
and
in
many
ways
I
feel
like
this
is
a
this
legislation
is
a
bit
of
self-policing
simply
to
say
that
we
need
to
be
sure
and
certify
that
we're
doing
this
right
so
by
adding
legislation
to
allow
the
comptroller
to
audit
the
universities
to
clarify
that
the
information
is
correct
is
is
one
checkpoint
and
I
believe,
having
your
chancellor,
your
president,
the
highest
ranking
official
sign
off
on
the
report.
That's
another
set
of
eyes,
another
person
to
say
hey,
you
know
we're.
Q
P
Thank
you,
mr
chairman
and
representative
cochran
and
chairman
white
made
made
some
points
that
I
want
to
just
echo,
but
also
building
on
chairman
white's
comment.
I
would
like
to
make
a
motion
at
the
end
of
section
one
to
adopt
a
verbal
amendment
that
just
added
or
the
president's
or
chancellor's
designee
at
the
end
of
section
one,
and
I
would
like
to
make
that
motion
for
a
verbal
amendment.
J
F
Q
Q
J
F
Q
To
the
representative,
there's
still
the
the
piece
of
verbiage
about
the
comptroller
auditing.
The
report
is
still
substantial
and
I
I
do
think
that
that
will
still
make
the
legislation
worthy
of
our
time
and
efforts
to
the
question
of
the
verbal
amendment.
So
is
the
amendment
to
add
or
designate
or
say,
president,
as
well
as
designee.
P
Yeah,
it
was
adding
to
the
end
of
section
one,
so
it
doesn't
change
anything
in
section,
one
just
added
or
the
president's
or
chancellor's
designee
and
I
believe
in
the
the
original
iteration
of
the
bill.
It
didn't
include
this
language
correct,
so
I
think
in
the
original
iteration
of
the
bill.
It
just
said
each
report
must
be
certified
by
an
official
at
the
institution
charged
with
submitting
the
report.
It
must
include
the
official's
position,
so
all
this
does
is
really
go
back
to
the
initial
build
as
it
started
with.
Thank
you.