Feb 09, 2023 Education Workforce Committee Meeting

[00:00:04]

PERFECT. PERFECT.

IT'S 9 A.M..

AND WE ARE GOING TO CALL THE EDUCATION WORKFORCE COMMITTEE MEETING TO ORDER.

COMMITTEE CHAIR CONFIRMS A QUARTER OF THE PRESENT.

OUR ENTIRE COMMITTEE IS PRESENT.

SO THANK YOU VERY MUCH FOR THAT.

IN ACCORDANCE WITH CHAPTER FIVE FIVE, ONE OF THE TEXAS OPEN MEETINGS ACT, I CALL TO ORDER THE EDUCATION WORKFORCE COMMITTEE MEETING OF THE BOARD OF TRUSTEES AND DALLAS COLLEGE FEBRUARY NINE AT 9:13 A.M..

MEMBERS OF THE PUBLIC WHO HAVE FOLLOWED THE INSTRUCTIONS ON THE DALLAS COLLEGE BOARD OF TRUSTEES WEBSITE FOR REGISTERING TO SPEAK HERE.

THE PUBLIC COMMENT WILL BE GIVEN 5 MINUTES TO SPEAK.

THE EDUCATION WORKFORCE COMMITTEE MEETING IS BROADCAST OVER THE INTERNET.

AN AUDIO RECORDING AND TRANSCRIPT OF THIS MEETING ARE BEING MADE AND WILL BE MADE AVAILABLE TO THE PUBLIC ON THE BOARD'S WEBSITE.

AFTER ME AS EVERYDAY.

[2. Certification of Notice Posted for the Meeting]

OKAY. THANK YOU.

COMMENTS. CITIZENS, I NOTICE.

I DON'T KNOW ANYBODY.

ALL RIGHT. WE HAVE SEVERAL ITEMS THIS MORNING AND I APPRECIATE EVERYBODY'S ATTENTION.

I APPRECIATE EVERYBODY THAT HAS TAKEN THE TIME AND EFFORT TO READ THE PRESENTATIONS.

WE'VE GOT A LOT TO COVER AND WE'RE THE FIRST.

SO WE SET THE TONE FOR THE DAY.

SO WE'RE GOING TO BE MOVING THROUGH THIS OF PEOPLE IN THE AFTERNOON.

WILL THANK US FOR THE.

FOR HOW WELL WE CONDUCT BUSINESS THIS MORNING.

SO FIRST UP, STRATEGIES FOR ENROLLMENT RECOVERY FOR YOU SMITH AND KAREN AND I'M NEITHER ONE OF THOSE, BUT I'M

[4.1. Strategies for Enrollment Recovery]

WELL, ON BEHALF OF DR.

JAMES AND MYSELF, THANK YOU FOR HAVING US PRESENT TO YOU TODAY.

LET ME GIVE A LITTLE BACKGROUND ON WHY WE'RE DOING THIS, WHAT IT IS, AND TURN IT OVER TO THE EXPERTS HERE.

BUT THIS PRESENTATION TODAY IS ABOUT A CONTRACT THAT WE ARE PROPOSING WITH A PARTNER WE'VE BEEN WORKING WITH FOR A FEW YEARS NOW CALLED GRADUATION ALLIANCE.

THAT IS ON YOUR AGENDA TODAY TO VOTE ON.

AND WE DON'T TYPICALLY WANT TO DO A PRESENTATION ON THE SAME DAY THAT YOU ARE ASKED TO VOTE ON A CONTRACT.

BUT WE ARE WORKING IN REAL TIME HERE WITH ENROLLMENT, RECOVERY AND DATA THAT WE JUST GOT IN JANUARY AS A RESULT OF A PILOT WE DID IN DECEMBER.

THAT SHOWS REAL PROMISE IN HELPING US RECOVER STUDENTS THAT WE'VE LOST SINCE THE BEGINNING OF THE PANDEMIC.

WE ALSO ARE GOING TO SHOW YOU IN THIS PRESENTATION TODAY SOME DATA DIFFERENTLY THAN WE HAVE BEFORE.

YOU USUALLY SEE TERM DETERMINED MOMENTS AND YOU'RE HERE ENROLLMENT AND YOU SEE WHAT THAT LOOKS LIKE AND YOU'VE SEEN THOSE DECREASES SINCE THE PANDEMIC.

TODAY, YOU'RE GOING TO ACTUALLY SEE SOME NUMBERS THAT SHOW A NUMBER.

THAT'S PRETTY SCARY. AND THAT NUMBER IS HOW MANY STUDENTS WE'VE LOST THAT WE HAVE NOT BEEN ABLE TO RECOVER.

SO WE'VE JUST GOTTEN THAT DATA.

WE HAVE JUST BEGUN TO DIG IN.

WE WILL HAVE A LOT MORE ANSWERS AS TIME GOES ON, BUT WE WANTED TO SHARE IT WITH YOU TODAY SO YOU CAN SEE THE URGENCY WITH WHICH WE NEED TO ACT.

COUPLE OF THINGS AND THE REASONS WE WANT TO DO THIS NOW, WE CAN STILL CAPTURE PEOPLE FOR THE SECOND WEEK OF THIS SEMESTER.

WE CAN STILL CAPTURE PEOPLE FOR SUMMER AND FOR FALL, AND WE CAN DO THAT WITH THE ASSISTANCE OF HALF DOLLARS.

THAT WAS ONE OF THE MANY RELIEF PACKAGES THAT CAME FROM THE FEDERAL GOVERNMENT AND IT DOES FOR ALLOW FOR EXPENDITURES TO RECOVER INVESTMENTS DUE TO THE PANDEMIC.

WE HAVE THOSE DOLLARS THROUGH JUNE.

WE WANT TO ACT SWIFTLY TO USE THOSE AND TO USE THOSE IN A WAY THAT'S REALLY GOING TO MAKE A DRAMATIC DIFFERENCE.

SO WHAT THE EXPERTS ARE GOING TO SHOW YOU TODAY IS DATA THAT SHOWS THIS PARTNERSHIP HAS BEEN WORKING, THAT THERE IS A TREMENDOUS RETURN ON INVESTMENT POSSIBLE. AND I WILL TURN IT OVER TO GLORIA SMITH AND TO DR.

KAREN STOKES. GOOD MORNING.

GOOD MORNING. TRUSTEE, MAYOR, TO OTHER TRUSTEES, TO DR.

LONNIE CHANCELLOR LONG, AND THANK YOU FOR THE OPPORTUNITY TO SHARE THIS MORNING.

AND SO THE FIRST SLIDE JUST TO START OUT IS HOPEFULLY A SLIDE THAT IS FAMILIAR TO YOU AT THIS POINT.

IT IS THE DALLAS COLLEGE LEARNER CARE MODEL AND THE MODEL AND THE REASON WHY I BRING IT FORWARD IS REALLY TO HIGHLIGHT THAT WE ACKNOWLEDGE AND RECOGNIZE THAT WE HAVE A NUMBER OF AREAS, DEPARTMENTS AND TO.

[00:05:01]

WE MEAN BY BEING ABLE TO SUPPORT OUR STUDENTS IN HELPING THEM TO GET TO THEIR ACADEMIC GOAL, TO THE JOB THAT THEY WANT TO HELP THEIR FAMILIES, TO HELP OUR COMMUNITIES IN A SEAMLESS WAY AND ONE THAT IS BIGGER.

YOU'RE FREE. IN ORDER TO DO THAT, THAT REQUIRES COLLABORATION INTERNALLY, BUT IT ALSO REQUIRES COLLABORATION WITH EXTERNAL PARTNERS.

THE NUMBER OF STUDENTS THAT WE'RE AIMING TO SERVE IN DALLAS COUNTY IS VAST, AND WE ALSO ACKNOWLEDGE THAT THE CHALLENGES THAT THOSE STUDENTS AND THAT OUR COMMUNITIES ARE FACING ARE ALSO VAST.

THOSE CHALLENGES ARE MULTIFACETED, AND THE PROBLEMS THAT WE'RE TRYING TO SOLVE ARE FAR TOO LARGE FOR ANY ONE ENTITY TO TRY TO SOLVE ALONE.

AND SO PART OF WHAT GLORIA AND I WANTED TO TALK TO YOU ABOUT TODAY IS HOW WE CAN LEVERAGE AN EXTERNAL PARTNERSHIP TO HELP US ADDRESS SOME OF THOSE CHALLENGES, TO EXTEND OUR OUTREACH OPPORTUNITIES, TO BE ABLE TO REACH THE COMMUNITIES THAT WE'RE AIMING TO SERVE.

AND SO JUST RECENTLY AT THE BOARD RETREAT THAT YOU ALL ENGAGED IN, IN JANUARY, DR.

LYMAN'S COMMENTS INCLUDED A NUMBER OF COMMENTS AROUND THE CHALLENGES THAT OUR STUDENT SUCCESS AREAS ARE FACING, AND AMONGST THOSE, SOME OF THE PRIORITIES THAT HAVE BEEN IDENTIFIED AS CHALLENGES OUR ENROLLMENT RECOVERY, OUR NEED TO ADDRESS STUDENT RETENTION, IMPROVE OUR PERSISTENCE WITH OUR STUDENTS, AND ADDRESS JUST THE THE LONG TERM HISTORIC WORKFLOWS AND PROCESSES THAT WE NEED TO QUICKLY MAKE ADVANCES ON.

WE WANT TO MAKE SURE THAT WE ARE DOING ALL THAT WE CAN TO MAKE THOSE PROCESSES BARRIER FREE SO THAT STUDENTS CAN GET TO THEIR GAME, THOUGH, IN A MORE IN A MORE SEAMLESS FASHION.

AND SO GET INTO THE DATA.

RIGHT. TO GIVE SOME CONTEXT AS TO WHY WE HAVE THIS SENSE OF URGENCY AS IT RELATES TO ADDRESSING THE PRIORITIES THAT WE JUST TALKED ABOUT.

WHAT YOU SEE BEFORE YOU IS A LOOK AT PRE-PANDEMIC ENROLLMENT AND THREE YEARS OF ENROLLMENT DATA FROM SINCE 2019 IN THE FALL.

AND WHAT THIS DATA SHOWS IS OUR ENROLLMENT OVER THIS THREE YEAR TIME FRAME.

IT DOES EXCLUDE DUAL CREDIT STUDENTS, TRANSIENT STUDENTS, STUDENTS WHO HAVE COMPLETED, STUDENTS WHO HAVE TRANSFERRED CHARTER STUDENTS, STUDENTS WHO WERE NOT ANTICIPATE. THERE'S A LOT OF VARIANCE AS TO WHY THEY WOULD CONTINUE OR NOT.

BUT FOR OTHER STUDENTS, WHAT YOU'RE SEEING IS THE ENROLLMENT HERE AND THE RETENTION RATES THAT WE HAVE BEEN ABLE TO OBTAIN WITH THOSE STUDENTS, WHICH HAVE RANGED BETWEEN 61 AND 71%, AND THAT ACTUALLY THAT PERCENTAGE IS ON PAR WITH NATIONAL FIGURES, WITH STATE FIGURES.

BUT EVEN WITH THAT, BECAUSE OF THE VAST NUMBER OF STUDENTS THAT WE SERVE, WHEN WE DON'T RETAIN 30%, 40% OF OUR STUDENTS, IT STILL RESULTS IN THE NUMBER THAT YOU SEE BEFORE YOU HERE.

AND SO WHILE A LOT OF WORK IS HAPPENING, WE STILL HAVE A LONG WAY TO GO.

YES. OKAY. SO YOU SAID THIS NUMBER DOES NOT INCLUDE STUDENTS THAT, YOU KNOW, WENT OFF LIKE TRANSFERRED OR COMPLETED OR WHATEVER.

THESE ARE JUST TOTAL NUMBER AS FAR AS YOU KNOW, DIDN'T GO ANYWHERE.

IT DIDN'T COME BACK TO US. THAT'S EXACTLY RIGHT.

SO THERE'S A COLUMN HERE THAT SHOWS TERM TERM.

THERE'S A COLUMN THAT SHOWS THOSE THAT DIDN'T COME BACK TO US THE FOLLOWING TERM THAT THEY ORIGINALLY ENROLLED WITH US.

AND THEN THERE'S A DIFFERENT COLUMN THAT SHOWS STUDENTS WHO JUST NEVER RETURNED, PERIOD.

AND THE REASON WHY YOU HAVE TWO COLUMNS THERE IS BECAUSE SOMETIMES STUDENTS COME BACK TO US, RIGHT? WE THEY STOP OUT.

THEY COME BACK IN A SUBSEQUENT TERM.

BUT THE FINAL COLUMN THAT YOU HAVE THERE IS SHOWING THE NUMBER OF STUDENTS WHO NEVER RETURNED TO US.

AND SINCE 2019 AND THE FIVE THAT THAT IS 131,513 STUDENTS UNIQUE, UNIQUE AND DUPLICATED NUMBERS ON THE CREDIT SIDE.

THAT'S A HUGE NUMBER FROM 19 TO FALL 2022.

SO WE'VE NEVER LOOKED AT THIS BEFORE.

YOU ALL HAVE NEVER PROVIDED THIS TYPE OF DATA TO US BEFORE.

IS THAT CORRECT? THAT IS CORRECT.

AND, YOU KNOW, I THINK WE ALL HAVE TO STAND FIRM IN OUR IN OUR TRUTH OF THE REALITY OF WHAT THESE NUMBERS LOOK LIKE AND WHAT THEY MEAN.

AND SO NOW WE HAVE THIS DATA SET RIGHT AS A TEAM AND AS A COLLEGE FOR US TO NOW BEGIN TO UNPACK AND UNDERSTAND MORE.

WHO ARE THESE STUDENTS?

[00:10:01]

WELL, I WANT TO COMMEND YOU ALL FOR DOING THAT, BECAUSE TYPICALLY WITH INSTITUTIONS, WHEN THE NUMBERS LOOK BAD, THEY WANT TO HIDE.

THE TENDENCY IS TO HIDE THE BALL BECAUSE YOU DON'T WANT TO LOOK BAD.

BUT WE REALLY CAN'T GET TO SOLUTION IF WE DON'T KNOW WHAT THE REAL PICTURE IS.

SO I WANT TO COMMEND ALL Y'ALL FOR GIVING US THE TRUE PICTURE, BECAUSE THAT'S 131,530 13 LIVES THAT WE COULD HAVE HELPED TRANSFORM. AND NOT ONLY THEM, BUT THEIR FAMILIES AND THE COMMUNITY AS A WHOLE IF THEY HAD FINISHED WITH US.

THANK YOU. THE ONLY QUESTION I WANTED TO ASK IS, IS THIS ONLY GOING TO BE AVAILABLE TO US THIS SHORT TIME PERIOD DEALING WITH FOLLOWING THE PANDEMIC AND IF THE LOSSES UP TO THE PANDEMIC AND SUCH OTHER THINGS, THEN I WOULD LIKE TO CONTINUE LOOKING AT WHY PEOPLE DROP OUT SO WE CAN BEGIN INCREMENT BY INCREMENT REPAIRING WHATEVER IT IS.

ABSOLUTELY. WE'RE COMMITTED TO CONTINUING TO LOOK AT THIS TYPE OF DATA MOVING FORWARD AND AGAIN, USING THE DATA TO HELP US MAKE SMART DECISIONS TO TRY TO UNDERSTAND WHO THE STUDENTS ARE SO THAT WE CAN MAKE REAL TIME DECISIONS THAT WILL BE IMPACTFUL IN REENGAGING THEM.

SO I'M SORRY, GO AHEAD.

NO, GO AHEAD.

I JUST WAS GOING TO ASK THE QUESTION THAT YOU MIGHT HAVE PRESENTED EARLIER, BUT THE THE 131,000, THE THE NUMBER OF BY AGE DO WE SEE A TREND IN AGE.

SO WE HAVE STARTED TO DIG INTO THAT INFORMATION.

WE'VE DONE SOME VERY CURSORY GLANCES BECAUSE THIS IS BRAND NEW DATA.

BUT WHAT I CAN TELL YOU IS AT FIRST GLANCE, WHAT WE ARE OBSERVING IS THAT THE POPULATION THAT WE ARE NOT RETAINING THAT GETS THE AGE GROUP BETWEEN 18 AND 24.

AND SO IT'S AN INTERESTING DYNAMIC BECAUSE WE PUT A LOT OF FOCUS ON OR WE HAVE BEEN PUTTING A LOT OF FOCUS ON THE ADULT LEARNER AND OUR NEEDS TO ENGAGE THE ADULT LEARNER.

AND THAT'S STILL TRUE FROM A STANDPOINT OF OUR NEED TO RECRUIT MORE ADULT LEARNERS.

BUT WHAT WE'RE SEEING BY WAY OF RETENTION IS THAT WE NEED TO DO A BETTER JOB OF REENGAGING STUDENTS BETWEEN THE AGES OF 18 AND 24.

APPARENTLY A FAIRLY CONSISTENT NUMBER ON AN ANNUAL BASIS.

WHAT WOULD BE INTERESTING TO LOOK AT WHEN YOU GET EACH ONE OF THOSE YEARS TO LOOK AT THE AGE AND SEE IF THINGS HAPPEN IN THE ONE YEAR BUT DIDN'T HAPPEN THE NEXT YEAR.

THE AGE CHANGE IS GOING TO START.

THAT'S THE AUDITOR IN ME.

I HAVE TO DRILL DOWN TO THAT KIND OF STUFF BECAUSE THAT'S GOING TO TELL YOU YOUR ANSWER MORE THAN YOU CAN.

THAT'S ABSOLUTELY OUR PLAN.

BUT WE REALLY JUST STARTED JUST GOT THIS DATA WEEK AND A HALF AGO TO BEGIN TO BE ABLE TO REALLY DELVE INTO IT.

SO THERE'S A WHOLE LOT THAT WE DON'T KNOW BUT THAT WE ARE WORKING TO KNOW, RIGHT? THAT'S GOOD. SO I'M JUST GOING TO MAKE A COMMENT TO HEAR MYSELF TALK.

COULD I TRUST YOU? SO DAN MADE THE COMMENT 131,000 LOST SOULS.

COULDN'T SAY EXACTLY THAT WAY, BUT THAT'S THE WAY I HEARD IT.

ARE THESE SOULS REALLY LOST? I MEAN, WHY ARE THESE HUNDRED AND 31,000 LEAVING? YOU KNOW, WE KNOW AND THIS IS FOR CREDIT STUDENTS ONLY.

AND SO WE KNOW WE'RE UP AGAINST NOT UP AGAINST, BUT THAT A LOT OF OUR STUDENTS AND A LOT OF OUR EMPLOYERS ARE NOT NECESSARILY VALUING FOR CREDIT.

ACADEMIC DEGREES ARE GOING INTO THE THE NON CREDIT OR THE CREDENTIALING SPACE.

MANY, MANY WOULD HAVE GONE ON TO OTHER INSTITUTIONS, MAYBE WOULD HAVE GONE ON TO TAKE A JOB.

BUT WE'VE GOT A GREAT ECONOMY IN LOW UNEMPLOYMENT.

SO SO I MEAN, THERE'S A LOT TALK ABOUT WHAT'S BEHIND THAT.

131 AND AND HOW MUCH CAN WE GIVE THAT? CAN WE REALISTICALLY EXPECT TO RECOVER? WELL, AND I THINK WE DO HAVE ELEMENTS IN THE PRESENTATION THAT WILL SPEAK TO SOME OF THAT.

AND WE ACTUALLY DO HAVE SOME OF THE NON CREDIT IMPACT THAT WE WANT TO SHARE WITH YOU AS WELL.

BUT AS DR.

WILKINS MENTIONED, WE'RE STILL UNPACKING THAT 131 TO REALLY BE ABLE TO GIVE YOU AN ACCURATE ASSESSMENT OF WHO THEY ARE AND THEN THE INTERVENTIONS THAT ARE APPROPRIATE.

SO IF YOU IF YOU COULD IF WE CAN SHOW YOU THE CREATIVE PIECES THAT MIGHT ANSWER SOME OF YOUR QUESTIONS.

I JUST WANT TO MAKE A POINT, BECAUSE THIS IS ONE OF THE THINGS THAT I EARLY ON WANTED DONE.

SO I'M DELIGHTED TO SEE THIS.

BUT I THINK THE IMPORTANCE THAT WE CAN'T FORGET IS THOSE PEOPLE THAT DROP OUT HAVE HOURS ALREADY, HAVE CREDIT, THEY HAVE SOMETHING TO BUILD ON

[00:15:02]

SO I THINK THAT WE COULD REALLY DO A GREAT DEED HERE FOR THE COUNTY IF WE CAN GET SOME OF THIS CREDIT BACK IN GEAR AND GET THEM TO THE POINT WHERE THEY CAN GET TO WHERE THEY WANT TO BE.

AND I THINK THAT'S WHAT WE'RE GOING TO BE ADDRESSING.

AND I CAN JUST SAY ONE THING, MR. CHAIR. THE REASON I THOUGHT IT WAS IMPORTANT FOR US TO TALK ABOUT THIS AND TO SHOW THIS, FIRST OF ALL, IS TO ACKNOWLEDGE THE ISSUE AND THE CHALLENGE.

AND YOU HEARD DR. STILLS SAY THAT WHEN YOU LOOK AT A TERM OVER TERM, IT'S IT'S KIND OF BEEN THE NORM NOT JUST FOR US, BUT OTHER COMMUNITY COLLEGES.

AND NATIONALLY THAT'S BEEN THE TREND.

THE REASON AS AS DR.

WILKINS SAID, THAT WE'RE JUST NOW GETTING A HANDLE ON SOME OF THE DATA IS WE HAVE BEEN SPENDING THE LAST COUPLE OF YEARS DOING DATA CLEAN UP THAT WAS SOMETIMES DONE AND CAPTURED DIFFERENTLY AMONGST THE SEVEN IN THE OLD STRUCTURE.

SO WE HAVE A BETTER HANDLE ON IT.

BUT WHAT THIS REPRESENTS IS, FIRST OF ALL, THAT ENROLLMENT RECOVERY IS ALL HANDS ON DECK FOR ALL OF US.

AND I APPRECIATE WHAT TRUSTEE FLORES SAID, THAT THAT'S 131,000 PEOPLE THAT ARE TAKING ADVANTAGE PERHAPS OF THE OPPORTUNITY THAT WE CAN OFFER THEM TO BETTER THE LIVES AND THE LIVES FOR THEIR FAMILY.

AND SO WE'RE GOING TO HAVE TO USE A LOT OF DIFFERENT INTERVENTIONS AND A LOT OF DIFFERENT STRATEGIES.

AND, YOU KNOW, SOME OF THESE STUDENTS, YOU KNOW, 2019, HAVE WE GONE BACK TO 2017? HAD WE GONE FURTHER BACK? WE HAVE DONE A LOT. WE HAVE INVESTED A LOT IN IN THAT LEARNER CARE MODEL THAT MAY NOT HAVE EXISTED.

THERE MAY HAVE BEEN SERVICES WE COULD HAVE PROVIDED THEM, BUT THEY DON'T EVEN KNOW ABOUT AT THIS POINT.

AND SO THAT'S WHAT'S IMPORTANT ABOUT THIS THIS OUTREACH EFFORT THAT WE'RE GOING TO TALK ABOUT.

SO WE ALWAYS TALK ABOUT NORMS IN HIGHER ED, BUT DALLAS COLLEGE IN MANY AREAS HAS SET THE STANDARD.

SO I HOPE IN ENROLLMENT, RECOVERY AND RETENTION, WE SET WE SET OURSELVES UP TO SET THE STANDARD FOR OUR STUDENTS.

THANK YOU. WELL, I'LL JUST TO PEEL BACK JUST A LITTLE BIT FURTHER.

AND THIS GOES BACK TO MY DAYS WHEN WHEN I WAS RESPONSIBLE FOR OUR MARKETING EFFORTS.

THE REALITY IS, IS THAT WE COULD LOSE 40% OF OUR STUDENTS AND WE DO A LITTLE BIT OF MARKETING.

WE'RE A LARGE MARKET HERE.

SO NEW STUDENTS WOULD COME AND OUR ENROLLMENT WOULD ACTUALLY GO UP WITH THOSE NEW STUDENTS.

BUT THE QUESTION IS, WHAT DISSERVICE ARE WE DOING TO THOSE THAT HAVE ALREADY BEEN CONNECTED WITH US? AND WE HAVEN'T BEEN AS INTENTIONAL AS WE CAN TO DO EVERYTHING WE CAN TO SUPPORT THEM ON THE JOURNEY? SO LET'S TAKE A LOOK AT THE NONCREDIT ENROLLMENT MODEL.

SO BEFORE YOU HAVE A SNAPSHOT OF THE NONCREDIT ENROLLMENT LOSS AND A COMPARISON OF PRE-PANDEMIC NUMBERS AND NUMBERS FROM 2020 THROUGH THE PRESENT AND IN PREVIOUS PRESENTATIONS, WHEN WE ANALYZE OUR LOSS AS IT WAS IMPACTED TO THE DUE TO THE PANDEMIC, WE WERE AT ABOUT A 68% DECLINE IN OVERALL STUDENT ENROLLMENT.

AND WE HAVE MADE PROGRESS BETWEEN THE PANDEMIC AND PRESENT DAY BECAUSE THAT OVERALL ENROLLMENT DROP IS 41%. BUT WHAT I WILL SHARE WITH YOU, WHILE WE MADE PROGRESS, IT IS SLOW PROGRESS AND WE WOULD LIKE TO RECAPTURE MORE STUDENTS AND LOWER THAT NUMBER SIGNIFICANTLY.

WE'VE HAD A 38% DECREASE IN HIGH SCHOOL EQUIVALENCY ATTAINMENT, AS WELL AS A 53% DECREASE IN INDIVIDUALS THAT HAVE PARTICIPATED IN NONCREDIT AND WORKFORCE RELATED TRAINING OPPORTUNITIES.

ARE YOU GOING TO PROVIDE US WITH STRATEGIES THAT ARE BEING USED ON THE RECOVERY EFFORTS? THANK YOU. TRUSTEE VERSUS PSYCHIC? YES. I WANTED TO NOTE GOING BACK TO THE OTHER SLIDE, BECAUSE ONE OF THE SAID ADULT EDUCATION POPULATION AND NON NATIVE ENGLISH LANGUAGE LEARNERS, I WOULD LIKE THAT BROKEN OUT TO TELL ME IF ONE GROUP THAT YOU'VE LISTED UP THERE IS MORE EFFECTIVE THAN OTHERS AND WHERE.

AND SO AS FAR AS THE ROLE, AS FAR AS THE ENROLLMENT RECOVERY PIECE, THAT PERCENTAGE DROP IS A LARGE PORTION OF THAT IS ATTRIBUTED TO ENGLISH AND SECOND LANGUAGE LEARNERS.

WE HAVE SEEN A LARGER INCREASE OF ENGLISH AS A SECOND LANGUAGE LEARNERS RETURN TO ADULT EDUCATION AND LITERACY SERVICES.

WE HAVE HAD FAR LESS OF AN IMPACT ON NATIVE ENGLISH LANGUAGE LEARNERS, AND THAT IS THAT IS A VERY SERIOUS ISSUE FOR US AND WE ARE TRYING TO TACKLE THAT IN OUR OUTREACH IN COMMUNITIES THAT SERVE UNDERSERVED COMMUNITIES THAT HAVE HIGH POPULATIONS OF

[00:20:09]

AND SO JUST THE FLOOR.

WE DO HAVE WE HAVE WE ARE DEVELOPING ENROLLMENT RECOVERY STRATEGIES AS WE SPEAK.

AND LET ME BE THE FIRST TO SAY WHAT YOU SEE ON THIS SLIDE ARE VERY BROAD BUCKETS BECAUSE TODAY WE'RE GOING TO ZERO IN ON ONE PARTICULAR STRATEGY.

BUT WHEN YOU RECEIVE THE UPDATED ENROLLMENT MANAGEMENT UPDATE NEXT MONTH, YOU WILL HAVE A MORE COMPREHENSIVE, ROBUST CONVERSATION AROUND THE DETAILED PLANS AROUND OUR ENROLLMENT. SO RECOVERY STRATEGIES, THE ENROLLMENT RECOVERY STRATEGIES IS THAT A PART OF DALLAS COLLEGE'S ENROLLMENT MANAGEMENT PLAN? THAT IS CORRECT.

WELL, AT SOME POINT WE'LL ALL BE SHARING THE ENROLLMENT MANAGEMENT PLAN WITH US IN MARCH.

WHEN YOU RECEIVE THE UPDATE ON ENROLLMENT, YOU WILL HEAR FROM FROM DR.

PIERCE ON THAT. THANK YOU.

YES. AND SO JUST TO TO WE WANTED TO MAKE SURE YOU KNEW WE WEREN'T COMING FROM THIS FROM A SINGLE STRATEGY APPROACH AND THAT THERE ARE OTHER CONVERSATIONS TAKING PLACE AROUND STRATEGIC MARKETING EFFORTS, REALLY MAKING SURE WE'RE LEVERAGING OUR FINANCIAL SUPPORT TO BE ABLE TO SUPPORT STUDENTS, AS WELL AS LEVERAGING THE VAST NUMBER OF RESOURCES WE HAVE INTERNALLY AND WITH OUR EXTERNAL PARTNERS TO ADDRESS BASIC NEEDS.

BUT TODAY, THIS STRATEGY IS ALIGNED WITH VERY TARGETED OUTREACH AND ENGAGEMENT EFFORTS.

AND SO WE WANT TO INTRODUCE YOU TO A PARTNERSHIP THAT WE'VE ALREADY BEEN LEVERAGING AND WE'VE SEEN SUCCESS IN THAT PARTNERSHIP.

AND SO GLORIA IS GOING TO TELL YOU A LITTLE BIT ABOUT WHO GRADUATE ALLIANCE IS AND WHAT THEY'VE BEEN DOING TO PARTNER WITH DALLAS COLLEGE.

SO GRADUATION ALLIANCE IS THE THIRD PARTY PARTNER THAT WE'VE USED OF SINCE THE PANDEMIC.

WE WERE ACTUALLY HAVING CONVERSATIONS WITH THEM PRIOR TO THE PANDEMIC ON HOW WE CAN PARTNER WITH THEM TO DEVELOP A HIGH SCHOOL DIPLOMA OPTION FOR OUR ADULT EDUCATION AND LITERACY LEARNERS THAT REALLY WERE JUST A FEW HOURS AWAY OF OBTAINING THAT HIGH SCHOOL DIPLOMA AND DIDN'T GET IT AND REALLY WANTED THE HIGH SCHOOL DIPLOMA OPTION VERSUS THE HIGH SCHOOL EQUIVALENCY OPTION.

AND OUT OF THOSE CONVERSATIONS THAT EVOLVED THAT THIS SAME COMPANY ALSO PROVIDED OUTREACH AND RE-ENGAGEMENT SERVICES TO STUDENTS, MAYBE STUDENTS WHO HAD ALREADY ATTENDED DALLAS COLLEGE BUT DID NOT RETURN.

I WILL TELL YOU THAT ONE OF THE BIGGEST CHALLENGES IS WE HAVE A LARGE TEAM THAT'S DOING THIS WORK AND WE'RE SERVING THOUSANDS OF STUDENTS.

AND AS WE'RE ASKING THAT TEAM TO FOCUS ON OUR CURRENT STUDENTS, SOMETIMES THOSE STUDENTS THAT DROP OFF DON'T GET THE ATTENTION THAT THEY DESERVE. AND IT'S NOT INTENTIONAL THAT WE SAY, OKAY, YOU'RE NOT RETURNING, WE WISH YOU WELL.

IT IS JUST ABOUT REALLY HAVING THE RESOURCES AND THE MANPOWER TO FOCUS ON THOSE CUSTOMERS THAT DID NOT RETURN TO US.

AND SO GRADUATION ALLIANCE WAS ESTABLISHED IN 2007.

MANY OF THEIR GOALS, MISSIONS AND PRIORITIES ALONG WITH ALUMS, THEY HAVE STRATEGIC PARTNERSHIPS WITH STATE AGENCIES AS WELL AS OTHER INSTITUTIONS OF HIGHER AND HIGHER EDUCATION AND INDEPENDENT SCHOOL DISTRICTS.

WHAT THEY DO, THEY DO HIGH SCHOOL DIPLOMA OUTREACH INTAKE AND ELIGIBILITY SUPPORT FOR LEARNERS, AND THEY ALSO OFFER A CASE MANAGEMENT SERVICES FOR HIGH RISK POPULATIONS OF STUDENTS, THOSE STUDENTS WHO ARE, FOR WHATEVER REASON, BECAUSE OF SOCIAL AND ECONOMIC OR BASIC SKILL BARRIERS, ARE MORE LIKELY TO DROP OUT.

AND THEN THEY ALSO ARE AVAILABLE TO OFFER REGISTRATION AND ENROLLMENT SUPPORT.

NOW, THE WAY THAT THEY HAVE HELPED US IS THEY CAN CONNECT LEARNERS WITH THE HIGHER EDUCATION EXPERIENCE THEY'RE LOOKING FOR.

IT'S A VERY CUSTOMIZED EXPERIENCE THAT WE DEVELOP WITH THEM BASED ON THE TARGET AUDIENCE WE'RE TRYING TO REACH.

THEY CAN HELP WITH ENROLLMENT BY HANDING US THOSE STUDENTS THAT ARE READY TO ENROLL THERE.

THEY'VE GONE THROUGH ALL THE STEPS, BUT FOR WHATEVER REASON, THEY DIDN'T QUITE FINISH THE REGISTRATION PROCESS SO THEY CAN HELP US GET THOSE STUDENTS TO TO FINISH, AND THEN THEY CAN ALSO AUGMENT THAT SUPPORT.

AND THAT GOES BACK TO MY PREVIOUS COMMENT OF HOW OUR TEAMS ARE WORKING VERY HARD TO SERVE THESE POPULATIONS.

AND IN SOME WAYS IT'S A HUGE JOB.

AND BECAUSE OF THAT, SOMETIMES YOU JUST NEED A LITTLE HELP FROM AN OUTSIDE ENTITY TO GET THOSE STUDENTS INTO THE PIPELINE.

[00:25:06]

ON THE NONCREDIT SIDE, WHEN THE PANDEMIC HIT, AND WE WERE REALLY LOOKING AT HOW WE COULD REENGAGE DALLAS COUNTY PROMISE STUDENTS, WE WERE ABLE TO PIVOT THOSE DOLLARS FROM THE WORKFORCE.

AND I'LL LET DR.

STILL'S REFERENCE HOW WE USE THEM TO REENGAGE DALLAS COUNTY STUDENTS.

SO AGAIN, JUST REFERENCING THE OPENING COMMENTS THAT I MADE ABOUT THE VAST NUMBER OF STUDENTS THAT WE'RE TRYING TO MAKE SURE WE CONNECT WITH, WE LEVERAGE THEM TO BE ABLE TO DO THE FOLLOW UP CALL STUDENTS THAT HAD PLEDGED, BUT MAYBE THEY HAD DONE THE APPLICATION BUT NOT COMPLETED THE FAFSA.

AND SO KNOWING WHERE THE STUDENTS WERE IN THE PIPELINE, PROVIDING THEM WITH INFORMATION AND SCRIPTS.

RIGHT. TO TELL THEM THIS THIS SENSE STUDENTS IS WHERE WE NEED TO SEND THIS PARTICULAR MESSAGE AND WRAP THEM BACK TO US.

AND SO THEY REALLY WERE AN EXTENSION OF OUR ABILITY TO DO THE SEARCHING AND THE FINDING AND THE CALLING THAT WE REALLY DIDN'T HAVE THE CAPACITY TO DO AT THAT TIME.

AND SO WE WERE ABLE TO FOCUS OUR ATTENTIONS MORE, MORE NARROWLY ON THOSE STUDENTS WHO DID INDICATE INTEREST AND PUT OUR RESOURCES IN MAKING SURE THOSE STUDENTS GOT TO THE FINISH LINE. AND SO OF THOSE OTHER PROJECTS, JUST SOME RESULTS ON THAT FIRST PROJECT OUT OF THE 2500 LEADS THAT WE SUBMIT TO THEM, THEY OUTREACH TO OVER 12, MAYBE OVER 12,000 ATTEMPTS TO OUTREACH TO THOSE POPULATIONS.

AND WHEN YOU THINK ABOUT THE MAGNITUDE OF MAKING THAT MANY PHONE CALLS, SENDING TEXT MESSAGES, EMAILS, THE FOLLOW UP, IT IS IT'S A HUGE UNDERTAKING THAT RESULTED IN 650 ENROLLMENTS THAT WE POTENTIALLY PROBABLY WOULD NOT HAVE BEEN ABLE TO OBTAIN ON OUR OWN WITHOUT THAT ADDITIONAL SUPPORT.

IN 2021, THEY CONTINUED THAT WORK AND THEN OUTREACH TO 4000 GRADUATING HIGH SCHOOL SENIORS BY WORKING WITH THE DALLAS COUNTY PROMISE ONCE AGAIN. OF THAT, THEY WERE ABLE TO ENGAGE 1750 ENROLLMENTS AND THE ESTIMATED RETURN ON INVESTMENT.

WHEN WE CALCULATE THAT AND WE HAVE A SLIDE LATER ON IN THE PRESENTATION THAT GOES INTO MORE DETAIL ON THAT WAS 1.5 MILLION AND THAT'S MINUS WHAT WE PAID THEM TO PROVIDE THE SERVICE.

AND CURRENTLY NOW WE'RE WORKING WITH THEM TO ACROSS A VARIETY OF PROJECTS TO ENGAGE 5000 LEARNERS.

AND THIS INCLUDES WORKFORCE DEVELOPMENT, POTENTIAL CANDIDATES AS WELL AS CREDIT.

YES, WE HAVE AN AVERAGE.

I WAS LOOKING AT THOSE NUMBERS.

THIS IS MORE THAN ONE ATTEMPTED TO STUDENT DO YOU KNOW WHAT THEY'RE AVERAGING $2,003. SO THAT'S A GREAT QUESTION.

TRUSTEE COMPTON AND WHAT IT IS, IS ON AVERAGE AROUND 14 TO 15 OUTREACH EFFORTS.

THAT'S A COMBINATION PER STUDENT, PER STUDENT, AND THAT IS A COMBINATION OF TEXT, PHONE CALLS AND EMAILS.

AND SO BEFORE THEY SHIFT THE STUDENT TO THE UNABLE TO BE CONTACTED BUCKET, THEY HAVE ATTEMPTED TO REACH OUT TO THEM AT LEAST 14 TO 15 TIMES USING THOSE THREE METHODOLOGIES.

AND THEY DOCUMENT IN A SPREADSHEET THAT WE CAN ACCESS WHERE I KNOW THIS PARTICULAR INDIVIDUAL STUDENT DID NOT RESPOND TO ANY EMAILS, ANY CALLS OR ANY TEXT MESSAGES FROM THESE 15 ATTEMPTS.

AND THE OTHER PIECE THAT'S CRUCIAL, JUST TO ADD TO WHAT YOU'RE SAYING IS TRUSTEE FLORES'S COMMENT ABOUT THE STUDENTS WHO ARE LATE MAY BE LOST TO US.

THEY ALSO UPDATE THOSE RECORDS FOR US.

SO IF THAT STUDENT IS TRANSITION TO ANOTHER INSTITUTION OR MAYBE WHEN IT'S A MILITARY SERVICE, WE NOW HAVE THAT AND WE KNOW THAT STUDENT IS ON A DIFFERENT PATH. WELL, AND MY POINT IS.

THOSE ARE WONDERFUL NUMBERS.

BUT HOW DO YOU GET UP TO 14 OR 15 ATTEMPTS TO ONE STORE OVER A SPAN OF

[00:30:01]

THIS IS OVER SEVERAL WEEKS OF OF ATTEMPTED EFFORT.

AND SO THEY HAVE A SET OF ENROLLMENT.

RIGHT. AND WHAT THEY HAVE, THEY ACTUALLY HAVE PEOPLE THERE'S A THEY HAVE 14 TEAM MEMBERS THAT ARE FOCUSED ON THE DALLAS MARKET.

THAT INCLUDES BILINGUAL, SPANISH SPEAKING TEAM MEMBERS.

AND THEY ACTUALLY MAKE THE PHONE CALLS THEMSELVES AND THEY'RE COLLECTING THE DATA BACK.

SO IT'S NOT A 14 OR £15 TO ONE PERSON.

THAT SEEMS EXCESSIVE TO ME.

14 OR 15 OUTREACH, NOT OUR PHONE CALLS.

SO IT'S A COMBINATION. I'M SAYING YOU'RE TALKING ABOUT A COMBINATION OF MY PHONE CALLS BASED ON ME.

I UNDERSTAND THAT, BUT THAT SEEMS EXCESSIVE.

BUT IT DOES MAKE ME A STUDENT RATHER THAN A, YOU KNOW, MOVING ON TO A NEW NAME, EVELYN, THIS IS GRADUATING HIGH SCHOOL SENIORS.

ARE YOU COMING TO COVERING DALLAS COUNTY? THEY TAKE THE LIST THAT WE HAVE IDENTIFIED AS THE TARGET MARKET IN THE PAST.

WE FOCUSED ON THE DALLAS PROMISE, BUT WE'RE GOING TO TALK IN A MINUTE ABOUT THE WAYS WE'VE BEEN FOCUSING ON TARGETED GROUPS CURRENTLY.

JUST HOW DO YOU SELECT THE 10500 TO 4000, 5000 THAT THEY'RE GOING TO FOCUS ON? SO WE USE THE DATA THAT SHOWS US WHICH STUDENTS HAVE NOT BEEN RETURNING.

WE LOOK AT THOSE DEMOGRAPHICS, WE LOOK AT STUDENTS WHO ARE CLOSE TO COMPLETION.

WE TRY TO USE DATA TO HELP IDENTIFY WITH THOSE LISTS, WHO THOSE LISTS ARE, AND THEN WE PROVIDE VERY FOCUSED SCRIPTS THAT SPEAK TO THAT POPULATION.

AND THEY THEY THEY HAVE A KIND OF A MARGINALIZED GROUP THAT WORKS WITH EACH CAMPAIGN, AND THEY PROVIDE US FEEDBACK ON EACH SPECIFIC CAMPAIGN AS WE HAVE ASKED THEM TO DO BASED ON THE DATA THAT WE USE TO IDENTIFY THOSE GROUPS.

ONLY. THE ONLY THING IS THAT THAT IT'S NOT A VERY BIG TASK TO CALL 15 TIMES.

THEY'RE GOING TO USE AUTO DOLLARS, THEN THEY'LL USE AUTOMATION TO SEND EMAILS AND TO PUT THE LIST.

I MEAN, WHEN I WAS AT SELLING CERTAIN MARKETING SERVICES, I COULD TOUCH A MILLION HOUSES A DAY.

BUT IF THEY DON'T ANSWER THE PHONE, NOBODY'S INVOLVED EXCEPT THE MACHINE.

SO THEY MAY CALL 15 TIMES.

AND IF IT DOESN'T GET ANSWERED OVER THE LAST TEN DAYS OR WHATEVER, THERE'S NO RESOURCE WASTED, IT JUST DIES.

AND THAT'S THE WAY IT WORKS.

AND IT'S HARD.

IT JUST SEEMS TO ME THAT YOU COULD LOOK FOR DIFFERENT AVENUES OR YOU GET NEW NAMES BECAUSE, SEE, THAT'S WHY PEOPLE START THINKING WITH ALL THIS TECHNOLOGY AND STUFF THAT YOU'RE BECOMING A PEST WHERE THEY CAN BE SITTING AND LOOKING AT WHATEVER IT IS AND NOT RESPOND TO IT.

SO THAT'S WHY I JUST DON'T WANT IT TO BE A WASTED EFFORT WHERE YOU COULD GO TO MORE FRUITFUL GROUND. DEFINITELY UNDERSTOOD.

AND THAT'S WHY WE GIVE THEM LISTS OF NAMES AND BATCHES.

AND THEY WILL GO, THEY WILL GO, THEY WILL SPEND AN INTENSIVE AMOUNT OF TIME.

SO THERE'S A TARGET AMOUNT OF TIME THAT THEY SPEND ON THAT BATCH.

AND WHAT THEY DO IS FROM THE EMAILS, THE TEXTS, THE PHONE CALLS, THEY SHRINK THOSE LISTS TO TURN THOSE INTO VIABLE LEADS.

AND THEN THOSE INDIVIDUALS THAT RESPOND, THEY USE THE SCRIPTS THAT WE DEVELOP TO HELP THOSE INDIVIDUALS BE CONVERTED INTO RE ENROLLMENT OPPORTUNITIES FOR US.

SO IT THEY DO MOVE ON ONCE THEY DON'T SPEND THE ENTIRE TIME AND WE SEND THEM 2500 NAMES AND THAT'S ALL WE'RE FOCUSING ON.

THEY DO SHRINK THAT AND PROVIDE WEEKLY REPORTS.

WE HAVE ANOTHER PRESENTATION TO BE FINISHED BY 1030.

SO WHERE ARE WE IN THIS? ARE WE? WE ARE JUST A COUPLE SLIDES AWAY.

OKAY, PERFECT. I JUST WANT TO MAKE SURE THAT WE'RE WE DON'T ENCROACH ON TRUSTEE BOYD'S FINANCE COMMITTEE.

I WILL RELINQUISH TIME.

SORRY, GRACIOUS. THIS IS A OLD SPEND TO ME WASHINGTON THIS WEEK.

SO I YIELD TO YOU.

I YIELD TO THE GENTLEMAN FROM GARLAND FOR GARLAND.

PLEASE CONTINUE. OKAY, SO LET'S FOCUS ON THE ACTUAL CURRENT SUPPORTS THAT WE'RE ENGAGING IN.

AND SO I'LL TALK A LITTLE BIT ABOUT HOW MY TEAM HAS ENGAGED AND GLORIA WILL SHARE ABOUT HERS.

[00:35:04]

AND SO WE PROVIDED THAT LIST TO GRADUATE ALLIANCE AND THEY ACTUALLY HELPED US TO CONVERT 85% OF THOSE STUDENTS INTO PAID DALLAS COLLEGE STUDENTS.

AND SO THAT WAS A REALLY EFFECTIVE UTILIZATION OF THAT EXTENDED ARM TO BE ABLE TO OUTREACH AND CONTACT THOSE STUDENTS.

WE HAD A DIFFERENT SET OF STUDENTS WHERE WE IDENTIFY STUDENTS WHO HAD A LIST OF STUDENTS WHO WERE ONLY SIX CREDITS AWAY FROM EARNING THEIR CREDENTIAL.

AND SO WE DEVELOPED A SCRIPT TO SAY, HEY, DID YOU KNOW THAT YOU HAVE MADE STRIDES AND YOU'RE ONLY SIX CREDITS AWAY? AND WE HAVE CLASSES IN THE SECOND EIGHT WEEKS THAT ARE AVAILABLE AND APPLY TO YOUR CREDENTIAL, TO YOUR TO YOUR DEGREE, YOUR PATHWAY.

AND WE'D LOVE TO GET YOU IN ROAD.

AND SO WE SO FAR HAVE CONVERTED 10% OF THOSE STUDENTS INTO REGISTERED STUDENTS.

AND KEEP IN MIND, THIS IS IN ONE MONTH'S TIME.

THIS IS ONLY IN ONE MONTH'S TIME.

SO WE STILL HAVE A LOT OF OPPORTUNITY TO REALLY LEVERAGE THIS SERVICE, WHICH IS WHY WE'RE HERE TODAY TO TALK TO YOU ABOUT EXPANDING THE OPPORTUNITY TO PARTNER HERE.

AND SO JUST BRIEFLY TO SHARE HOW WE SEE THIS WORK WITH GRADUATION ALLIANCE, THEY PROVIDED THREE SUPPORTS FOR 3000 ADULT LEARNERS BECAUSE OF THE GREAT WORK THAT WE ARE ABLE TO DO WITH DR.

FREEMAN'S TEAM IN SECURING ADDITIONAL GRANT FUNDS TO SUPPORT ADULT LEARNERS AND CAREER CONNECTED LEARNERS.

WITH THAT COMES HUGE NUMBERS TO DELIVER SERVICES TO.

AND WE WOULD LOVE TO BE ABLE TO JUST PUT AN AD OUT AND PEOPLE WILL COME.

BUT IT DOES NOT ALWAYS WORK THAT WAY.

AND SO WHAT WE TRY TO DO IS USING THAT SAME DATA THAT DR.

STILL'S REFERENCED IS PULL THAT DATA TO IDENTIFY INDIVIDUALS WHO COULD BENEFIT FROM BEING RECEIVING THESE GRANT FUNDS.

IN ORDER TO ACCOMPLISH THAT, WE WORK WITH GRADUATION ALLIANCE AND ON OUR TEXAS RESKILLING AND UPSKILLING GRANT EFFORTS, OUR ADULT EDUCATION AND LITERACY EFFORTS. WE USE THE DATABASE THAT WE PUT ALL OF OUR ADULT LEARNERS IN.

AND WHEN WE HAVE STUDENTS WHO DON'T RETURN, WE CAN GIVE THEM THOSE LEADS AND THEY CAN CONVERT THOSE TO STUDENTS WHO REENROLL AND PERSIST SEMESTER TO SEMESTER. SO THE PROPOSED ADDITIONAL SUPPORT PIECE THAT WE ARE ASKING FOR, WHAT WE WOULD LIKE TO DO IS ENGAGE 40,000 LEARNERS BETWEEN NOW AND THROUGH THE EXPIRATION OF THESE HALF HOURS THAT DR.

WILKINS REFERENCED.

AND WITH THAT 40,000 LEARNER OUTREACH, IT WILL INCLUDE NOT ONLY THE OUTREACH THAT WE REFER TO DURING THIS PRESENTATION, BUT ALSO THAT SUPPLEMENTAL CASE MANAGEMENT PIECE WOULD BE AVAILABLE TO US FOR THOSE VERY HIGH RISK POPULATIONS.

AND IN A FUTURE SLIDE, YOU'LL SEE SOME OF THE AREAS WE'VE IDENTIFIED INITIALLY THAT WE WOULD LIKE TO TARGET, BUT BY NO MEANS IT'S AN EXHAUSTIVE LIST OF THE INITIATIVES THAT WE WOULD LIKE TO PURSUE.

AND SO WHAT IS BEEN THE INITIAL INVESTMENT? TO DATE, WE'VE LEVERAGED 50,000 OF DALLAS COLLEGE FUNDS FROM THE WORKFORCE AT ADVANCEMENT WORK READY TO PURSUE.

AND WE'VE ALSO LEVERAGE GRANT FUNDED DOLLARS TO IN THE WAY OF TRAINING TEXAS RESKILLING AND UPSKILLING GRANTS THAT WE'VE RECEIVED TO PAY FOR GRADUATION ALLIANCE'S OUTREACH SERVICES.

THE AVERAGE COST PER PARTICIPANT IS $25 PER LEAD.

SO WHEN WE SEND THEM A LEAD, IT'S $25 A LEAD AND THEY WILL CALL THOSE INDIVIDUALS PERSISTENTLY OVER A FOUR WEEK PERIOD.

AS FAR AS THE RETENTION AND PERSISTENCE COACHING, THAT IS $69 A MONTH, BUT THAT IS TO AUGMENT THE GREAT WORK THAT THE SUCCESS COACHES THAT WE ALREADY HAVE ARE DOING FOR THOSE VERY, VERY HIGH RISK STUDENTS WHO ARE NOT DOING WELL WHILE THEY'RE ENROLLED. SO WHAT WE ARE ASKING FOR IS $1 MILLION IN

[00:40:04]

AND THEN WE ARE ASKING FOR $500,000 OF HER DOLLARS TO BE ALLOCATED FOR THE INTENSIVE CASE MANAGEMENT SERVICES THAT ARE REFERENCED. AND SO THIS IS JUST THIS IS OUR LAST SLIDE AND IT'S LOOKING AT THE RETURN ON INVESTMENT, THE POTENTIAL RETURN ON INVESTMENT OF SOME OF THOSE SAMPLE POPULATIONS THAT WE MENTIONED EARLIER.

AGAIN, LEVERAGING DATA THAT WE HAVE USED TO UNPACK WHO THOSE STUDENTS ARE THAT HAVE NOT RETURNED TO US.

THIS IS A SAMPLE, AGAIN, NOT AN EXHAUSTIVE LIST.

AND BASED ON THAT 40,000 STUDENT PROJECTION THAT'S HERE, WE'VE PLACED ESTIMATE AN ESTIMATE OF CONVERSION RATES BASED ON EXISTING OUTCOMES THAT WE HAVE WITH GRAND ALLIANCE CURRENTLY.

AND SO, AS I REFERENCED, THE UNPAID OUTREACH EFFORTS YIELDED US AN 85% RETURN.

THAT'S WHY YOU SEE A 65% ESTIMATED CONVERSION RATE FOR THAT PARTICULAR CAMPAIGN.

AND FOR THE OTHERS, WE HAVE AN 18% CONVERSION RATE ESTIMATED BECAUSE THE ADDITIONAL YIELDS THAT WE'VE SEEN FOR THE OTHER AREAS ACTUALLY ARE REALLY AROUND 20%.

BUT WE LISTED AN 18% TO BE SLIGHTLY CONSERVATIVE.

YES, 40,000.

I MEAN, THAT'S ROUGHLY A THIRD, LESS THAN A THIRD OF THE 131,000 THAT WE LOST.

ARE YOU CASTING THE NET BROADLY ENOUGH HERE? I MEAN, IT'S A GOOD POINT.

AND SO I THINK, YOU KNOW, WE WE LOOKED AT THESE PROJECTIONS PRIOR TO LOOKING AT THIS DATA OF ONE AND A HALF WEEKS AGO, IF I'M BEING HONEST WITH YOU.

AND SO WE MAY NEED TO GO BACK AND REASSESS IF THIS IS ENOUGH.

YOU'RE AFRAID OF JOHN AND THE FINAL COLUMN THAT PROJECTED RETURN ON INVESTMENT.

IT ACTUALLY DOES.

THE 1.5 MILLION THAT WE WOULD BE INVESTING IN THESE EFFORTS.

SO THOSE ARE NET DOLLARS.

YES. YES. HOW FAR BACK YOU ARE GOING IN THE RECOVERY EFFORTS? ONE SEMESTER. TWO SEMESTERS A YEAR? TWO YEARS. SO ON THE WORKFORCE SIDE, WE ARE GOING BACK TO TO THE PREVIOUS GRANT YEAR FOR US, WHICH STARTED JUNE OF 2022 AND I MEAN 2021.

AND THE REASON WHY? BECAUSE WE HAD THE 40,000 NUMBER.

WE ARE TRYING TO CONNECT WITH THE STUDENTS THAT WE CONSIDER TO BE LOW HANGING FRUIT WITH THE GREATEST POTENTIAL OPPORTUNITY BECAUSE THEY'VE BEEN RECENTLY CONNECTED WITH THE PROGRAM.

NOW, OUR HOPE IS THAT WE HAVE EXCELLENT RETURN ON INVESTMENT RATES FOR THAT GROUP, BUT WE ARE NOT AGAINST GOING BACK EVEN FURTHER ONCE WE SEE WHAT WE CAN RECAPTURE.

BUT WE FEEL THAT WE WILL GET THE GREATEST SUCCESS BY GOING BACK TO THE PREVIOUS YEAR'S ENROLLMENT FROM THE WORKFORCE AND ADVANCEMENT SIDE.

TRUST. YOU STILL NEED AN ANSWER.

SURE. SO FOR US, IT DEPENDS ON THE CAMPAIGN.

SO FOR A PAYMENT CAMPAIGN, THE TIMING IS FOR THE TERM IN WHICH WE'RE TRYING TO SECURE REGISTRATION.

BUT FOR COMPLETERS, WHAT WE'RE DOING IS LOOKING AT THE CATALOG YEAR TO MAKE SURE THAT WE'RE OUTREACHING THE STUDENTS WHO ARE STILL WITHIN THE TIME FRAME THAT ALL OF THEIR CREDITS WOULD BE APPLICABLE FOR A COMPLETION.

AND SO IT JUST DEPENDS ON THE THE CAMPAIGN.

THANK YOU. I JUST WANT TO SAY, YOU KNOW, I MEAN, I'M I THINK WE'RE ALL GOING TO SUPPORT THIS, I WOULD SUSPECT.

BUT, YOU KNOW, THE BOARD HAS MADE ENROLLMENT RECOVERY AND TOP PRIORITY FOR THIS COMING YEAR AND PUT IT IN HIS PERFORMANCE AND ALL THAT STUFF.

AND YOU GUYS ARE COMING TO US AND ASK HIM FOR SOME TOOLS TO DO THAT JOB.

AND I THINK IT MAKES GREAT SENSE THAT WE'RE WORKING WITH AN EXISTING PARTNER, DALLAS COLLEGE THAT WE HAVE EXPERIENCE WITH THEM.

IT'S DELIVERED RESULTS AND IT'S EMBEDDED IN THE COLLABORATIVE NETWORKS THAT WE HAVE ALREADY BUILT IN THIS COMMUNITY.

THEY'RE NOT COMING IN COLD AND THAT WE'RE GOING AFTER REALLY OUR BEST CUSTOMERS AND THE STUDENTS WHO ENROLLED WITH US ONCE, BUT FOR A VARIETY OF REASONS MAY HAVE LEFT THIS CASE.

MANAGEMENT THING I THINK IS ABSOLUTELY CRITICAL.

AND I'VE BEEN A LITTLE WORRIED WHEN I HEARD THE ENROLLMENT RECOVERY STRATEGIES HAVE ALL BEEN SORT OF BROAD CASTING.

YOU KNOW, I MEAN, WE'RE NEW, MORE MARKETING, WE'RE GOING TO CHANGE PROGRAMS, WE'RE GOING TO DO THIS.

BUT GETTING INTO THE HEADS OF THESE KIDS AS INDIVIDUALS AND GOING AFTER THEM AND, YOU KNOW, WE'VE SEEN THE SUCCESS OF THAT IN OTHER AREAS OF STUDENT SERVICES, IN PRESENTATIONS THAT YOU GUYS HAVE BROUGHT TO THIS BOARD.

SO THAT THAT IS SOMETHING THAT I HEAR WE'RE GOING TO GET A LOT MORE OF IF WE MAKE THIS DECISION, YOU KNOW, THE FINANCING OF IT, HER FUNDS.

I MEAN, THERE'S THERE ARE A LOT OF EDUCATIONAL INSTITUTIONS, ISD'S AND COMMUNITY COLLEGES THAT ARE REALLY GOING TO BE FACING A FUNDING CLIFF BECAUSE OF HOW THEY USE HER FUNDS.

AND THEY'RE MAKING COMMITMENTS FOR THINGS THAT ARE ONGOING.

THOSE DOLLARS ARE GOING TO GO AWAY.

THEY'RE NOT GOING TO BE ABLE TO COVER IT.

THIS IS EXACTLY THE TYPE OF PROGRAM THAT HURFORD WAS DESIGNED TO DO.

[00:45:05]

AND SO I THINK THAT'S A GOOD APPLICATION.

THERE'S GOOD ROI ON THAT.

THE ONE QUESTION I HAVE IS YOU HAD A BULLET IN ONE OF YOUR SLIDES THAT THERE ARE A LOT OF STUDENTS WHO MAY NOT HAVE COME BACK TO US BECAUSE THERE'S UNPAID BALANCES.

THEY FEEL THEY'RE. MATTERS TO US AND AND THE WORRY ABOUT HOW TO HANDLE THAT.

IS THERE ANYTHING SPECIFICALLY IN THAT AREA THAT FROM A POLICY POINT OF VIEW THAT WE OUGHT TO CONSIDER? WE ACTUALLY THE ONES THAT ARE REFERENCED ON THESE SLIDES ARE INDIVIDUALS WHO HAVE JUST REGISTERED IN THE FALL, THIS PAST FALL, AND THE SPRING WITHIN THEN BALANCE, BECAUSE WE DID A SIGNIFICANT SWEEP USING HALF DOLLARS AND WE COVERED UNPAID BALANCES FOR EVERYBODY FROM 2020 THROUGH SPRING OF 2020 TO 20.

SO THERE ARE NO ONES.

SO WE'RE DOING THAT. ALL RIGHT. WE'RE USING ALREADY DONE THAT.

SO SO THAT BARRIER TO RE ENROLLMENT IS.

AND THEN ONE LAST THING IS THAT YOU MADE REFERENCE TO HIGH RISK POPULATIONS.

AND I THINK IF ANYTHING, WE DO LIKE THIS REFOCUSING.

I MEAN, WE NEED TO HAVE NUMBERS AROUND DEFINE HIGH RISK POPULATIONS FOR PROGRAMS LIKE THIS AND OTHER STUFF THAT WE DO IN THE COMMUNITY COLLEGE COMMISSION.

THEY'RE GOING TO BE PAYING US MORE FOR RESULTS WITH RESPECT TO HIGH RISK POPULATIONS.

THE TWO, WE'VE TALKED ABOUT A WHOLE LOT FOSTER CARE AND JUSTICE INVOLVED KIDS.

I MEAN, IF WE CAN GET SOME NUMBERS AROUND THOSE POPULATIONS IN THE CONTEXT OF THIS SPECIFIC PROGRAM, I THINK IT WOULD BE VALUABLE TO US.

AND WE'VE REALLY GOT TO GET THAT MENTALITY GOING IN THE WAY WE MANAGE A LOT OF DIFFERENT THINGS, NOT JUST THIS ONE.

THANK YOU VERY MUCH AND LOOK FORWARD TO SUPPORTING IT.

HOW LONG HAVE YOU BEEN WORKING WITH THIS COMPANY? WORKING WITH THE COMPANY.

AS WE BEGAN CONVERSATIONS WITH THEM IN 2019 AND WE GAVE THEM A SMALL CONTRACT TO DO SOME OUTREACH SERVICES FOR US.

THEN THE FIRST CONTRACT ACTUALLY EXPIRED IN 2020, AND THEN WE REENGAGE THEM WHEN WE OBTAIN TEXAS RESKILLING AND UPSKILLING FUNDS.

BECAUSE OF OUR PREVIOUS WORK OF THE PREVIOUS WORK WE DID WITH THEM IN 2019, 2020.

BUT THEY HAD BEEN DOING WORK WITH SOME OF OUR SISTER ORGANIZATIONS ACROSS THE STATE, ALAMO COLLEGES AND LONESTAR COLLEGES, HELPING THEM RECAPTURE STUDENTS THROUGH TEXAS, RESKILLING AND UPSKILLING EFFORTS.

AND SO WE GAVE THEM ANOTHER CONTRACT WHEN THE COORDINATING BOARD ALLOWED US TO ALLOCATE FUNDING TO PAY FOR OUTREACH AND REPAY THIS REJECTED RETURN ON INVESTMENT.

DO YOU HAVE AN ANALYSIS OF THE ACTUAL RETURN ON INVESTMENT? SO THE NUMBERS THAT ARE REFERENCED ON SLIDE WHERE IT SAYS PREVIOUS AND ONGOING PROJECTS AND THOSE ARE ESTIMATES BASED ON ENROLLMENT RECOVERY OF STUDENTS THAT WE REENGAGE.

AND IF THOSE STUDENTS REENROLL FOR AT LEAST 12 SEMESTER CREDIT HOURS.

NOW, THE RETURN ON INVESTMENT HAS THE POTENTIAL TO BE HIGHER THAN THAT AS FAR AS TUITION IS CONCERNED, BECAUSE ON THE NONCREDIT WORKFORCE, OUR NUMBERS ARE NOT BASED ON THE $79 PER CREDIT HOUR.

THEY'RE BASED UPON THE PROGRAM THAT THE STUDENT ENROLLS AND THAT CAN RANGE ANYWHERE FROM ABOUT $2.72 PER HOUR UP TO IN SOME CASES 15 TO $16 PER HOUR THAT THE STUDENT SITS IN THE CLASSROOM.

SO THESE ARE JUST ESTIMATES.

THEY ARE NOT HARD NUMBERS, BUT THESE ARE JUST IF IF 650 OF THE DALLAS COUNTY PROMISED STUDENTS THAT THEY ENGAGED, ENROLLED, AND THOSE 650 STUDENTS EACH TOOK 12 SEMESTER CREDIT HOURS.

THE ESTIMATED RETURN ON INVESTMENT FOR THAT WAS 500,000.

AND TO BE SURE, I'M GOING TO BE REAL HONEST WITH YOU, I LOOKED AT OUTREACH TO 20,500 GRADUATING SENIORS, 650 ENROLLMENTS, AND YOU MADE 12,000 OUTREACH ATTEMPTS.

I'M NOT IMPRESSED WITH THAT.

AND SEE THE WAY YOU ALL HAVE IT REPRESENTED ON THESE SLIDES.

A VERY DECEIVING.

I DON'T KNOW WHO PUT THEM TOGETHER, BUT I KNOW THAT YOU CAN MANIPULATE NUMBERS AND YOU CAN GIVE A SCENARIO AND A CERTAIN WAY TO MAKE IT SAY WHAT YOU WANT, WANTED TO SAY.

BUT I LOOK AT THIS EVEN WHEN I LOOK TO LOOK AT THIS PROJECTED RETURN ON INVESTMENT.

[00:50:05]

WHAT PERCENTAGE IS NOT 95, 50, 49? SO ON AVERAGE, IT'S ABOUT 18%.

SO I WAS LOOKING AT THOSE PERCENTAGES AND YOU GET TO REGISTER AN UNPAID BALANCE AVERAGE.

THEN YOU GOT 65% BECAUSE THEY HAD A HIGHER AND EVERYTHING ELSE IS 18%.

THAT'S RIGHT. BASED ON EXISTING OUTCOMES OF THOSE PARTICULAR POPULATIONS.

SO WE NEEDED AN 85%.

SOUNDS LIKE SOME OF THEM ARE DOING WHATEVER THEY NEED TO DO TO PAY THEIR BILLS.

WELL, SO FOR PAY PAYMENT, SOMETIMES STUDENTS JUST DON'T KNOW THAT THEY CAN SECURE REGISTRATION WITH A $50 DOWN PAYMENT.

HEY, I'M NOT MAD AT YOU KNOW, YOU DO WHAT YOU HAVE TO DO TO GET TO THE NEXT SQUARE.

BUT IT SEEMS LIKE WHATEVER PROGRAM THIS IS, YOU NEED TO LOOK AT IT AGAIN AND SOME THINGS NEED TO BE CHANGED.

AND ONE OF THE BIGGEST THINGS THAT I SEE IS THAT YOU NEED TO GET SOME FRESH NEW NAMES TO MOVE ONTO.

BECAUSE I TELL YOU, I GET ONE OF THEM TELEMARKETING CALLS.

THEY SUBJECT TO CALL ME TEN OR 15 TIMES.

I DON'T EMAIL, SO I HANG UP, OKAY, OR I BELIEVE IT OR WHATEVER, BECAUSE BY THEN YOU'LL PASS.

IF I SAY I'M NOT INTERESTED, I DON'T WANT IT.

OR I'VE HEARD YOUR SPELL ONE TIME, WHY WOULD I WASTE MY TIME FROM THAT POINT ON? BUT YOU KNOW, YEAH, WE NEED THE SERVICES AND SOMETHING NEEDS TO BE DONE.

BUT I THINK YOU ALL NEED TO REEVALUATE YOUR PROGRAM AND WHAT YOU'RE DOING.

AND THAT IS A VERY VALID POINT.

AND I WILL SAY, WHEN A STUDENT INDICATES THAT THEY ARE NO LONGER INTERESTED, THEY DO UPDATE THAT STUDENT'S RECORD AND THEY DO NOT CALL THEM ANYMORE OR OUTREACH OR EMAIL TO THEM.

AND THAT'S WHAT'S HELPFUL TO US TOO, BECAUSE THE WAY WE TRADITIONALLY USE THIS DATA TO CONNECT WITH STUDENTS, WE DON'T ALWAYS GET THAT FEEDBACK AND WE'RE NOT ABLE TO SHRINK THOSE LISTS. SO SOME OF THESE LEADS THAT THAT WE ARE REACHING OUT TO OVER AND OVER ARE NO LONGER VIABLE LEADS, BUT WE DON'T HAVE A WAY TO UPDATE THAT. SO WE CAN FOCUS ON BRINGING IN NEW, NEW LEADS AND NEW NAMES, AS YOU REFERENCED.

SO THIS WILL HELP US DO THAT.

I JUST I JUST HAVE A QUICK, QUICK COMMENT TO SAY THAT I THINK YOU'RE DOING A GREAT JOB.

I THINK IT'S A GOOD JOB. I THINK IT'S A START.

IT'S NOT AN END. BUT I THINK THE OTHER THING THAT I WOULD ASK YOU TO BE AWARE OF AND THINK ABOUT IS THAT THERE'S VERY FEW TIMES WHERE I WILL SAY WE NEED TO CREATE AN INTERNAL PROGRAM FOR OURSELVES, BUT RETENTION IN OUR BUSINESS IS CRITICAL.

AND AND SO TELEMARKETING IS NOT A SCIENCE, IT IS A SCIENCE.

BUT YOU CAN HIRE THE SCIENCE AND WE HIRE STUDENTS.

SO I SEE THIS AS A AS A IS TO ENCOURAGE YOU TO THINK ABOUT DOING INTERNALLY.

I MEAN, A DOLLARS $5,000 AND THEY DON'T TOUCH A MILLION HOUSES.

SO, YOU KNOW, I THINK YOU COULD CREATE THIS CAPACITY SO THAT YOU CAN MAKE MORE QUICK ADJUSTMENTS AS THE DAY WENT ON.

IF YOU HAD SOMEONE MANAGING RETENTION AND THE STALENESS AND THE FRESHNESS AND YOU COULD GET TO SOME OF THE PEOPLE MUCH QUICKER THAN YOU WAIT TO SEND IT OFF TO A VENDOR.

AND THEN YOU ALSO A LOT OF OUR PEOPLE WOULD GET JOBS FOR LIKE THE BIG COMPANY OUT OF RED BIRD IS A TELEMARKETING COMPANY THAT SO WE COULD CREATE JOBS WHILE WE'RE SOLVING ONE OF OUR PROBLEMS. BUT I DON'T WANT IT TO BECOME LIKE PHIL SAID, IT'S NOT SOMETHING THAT YOU PUT A FUNDING INTO THAT THAT'S GOING TO REQUIRE FEEDING EVERY YEAR UNLESS SHE'S TALKING ABOUT A RETURN ON INVESTMENT.

IF IT'S A GREAT RETURN ON INVESTMENT, THEN IT SHOULD BE PART OF OUR BUDGET PROCESS AND WE SHOULD DO IT.

SO THAT'S WHY I GUESS WELL, AND I IMAGINE YOU'RE MAKING THESE PROJECTIONS BECAUSE YOU REALLY DON'T HAVE THAT MUCH DATA YET TO GO ON.

I WOULD ALSO IMAGINE THAT YOU CAN CONTINUE TO LOOK AT THE DATA TO SEE WHERE YOU NEED TO MAKE PIVOTS OR IMPROVEMENTS, ETC., TO GET BETTER RETURNS ON INVESTMENT.

BUT AGAIN, I COMMEND YOU FOR BEGINNING TO DO SOMETHING TO RECOVER THESE STUDENTS, BECAUSE PREVIOUSLY, I MEAN, I'VE HEARD OF A SMALL RECOVERY EFFORT, BUT WE HAVEN'T HAD

[00:55:02]

CORRECT. SO WE'VE GOT TO DO SOMETHING.

WE CAN'T BE LOSING THAT MANY STUDENTS IF THERE'S BARRIERS THAT WE CAN HELP THEM OVERCOME.

SO ANYWAY, AGAIN, I COMMEND YOU ALL.

AND I THINK WHAT TRUSTEE BOYD SAID IS INTERESTING.

SHOULD WE ONCE WE GET INTO THE DATA, THE ROI NUMBERS, WHAT THIS IS COSTING US, WHETHER WE BE MORE COST EFFECTIVE TO BRING THIS IN-HOUSE, BECAUSE I THINK YOU SAID THAT, WHAT, 14 OR 15 PEOPLE FOCUSED ON THIS.

WILL IT MAKE MORE SENSE TO BRING IN A TEAM OF 10 TO 15 INTERNAL TO CONTINUALLY DO THIS? YEAH, AND ALL THAT.

I'LL SAY QUICKLY, MR. CHAIR. WELL, FIRST OF ALL, I APPRECIATE THIS CONVERSATION DIALOG.

OUR INTENT IS TO BE VERY TRANSPARENT ABOUT WHAT WE'RE DEALING WITH, WHAT THE ISSUES AND CHALLENGES ARE, THAT WE'RE GOING TO TRY A MULTITUDE OF STRATEGIES.

AND SO KEEP IN MIND THAT WE'RE WE'RE NOT A TRUST ACCOUNT.

THAT I GOT A SPAM CALL JUST A MINUTE AGO.

WE WERE SITTING. YEAH, WE'RE NOT WE'RE WE'RE NOT DOING THAT KIND OF SALES THING, RIGHT? WE ARE REACHING OUT TO PEOPLE WHO HAVE ALREADY BEEN CONNECTED WITH US.

AND THERE'S A THERE'S A MULTITUDE OF REASONS WHY THEY COULD HAVE LEFT US WITH WHAT'S GOING ON IN THEIR LIFE.

AND WHAT WE'RE ASKING THEM IS TO GIVE OF THEIR TIME TO COME BACK TO PURSUE THE OPPORTUNITIES THAT WE OFFER.

AND SO WE WANT TO REENGAGE THEM, TO TELL THEM HOW WE HAVE DIFFERENT SUPPORTS WITH WHATEVER THOSE LIFE BARRIERS MAY BE.

AND TO THE QUESTION LONG TERM, WE HAVE OVER THE LAST COUPLE OF YEARS ENGAGED A LITTLE BIT ON AND THIS HAS BEEN WITHOUT SIDE A LITTLE BIT EXPERTISE TO LOOK AT A CALL CENTER.

AND WHAT DOES THAT LOOK LIKE? AND SO, YOU KNOW, THIS IS A STRATEGY THAT, AGAIN, WE'VE SEEN SEEN SOME PROVEN SUCCESS AND WE WANT TO DOUBLE DOWN ON.

AND SO, AGAIN, I APPRECIATE THAT I'M GOING OUTSIDE OF WHAT I NORMALLY DO, BUT WE'RE HAVING THIS CONVERSATION AND THEN THERE'S AN ITEM ON THE AGENDA TODAY FOR YOUR CONSIDERATION. BUT I HOPE YOU HAVE A BETTER UNDERSTANDING OF WHY WHY I'M DOING A POINT OF ORDER.

YOU NEED AN INDICATION FROM THE COMMITTEE TO MOVE FROM FLORIDA OR IS THAT IT'S ON THE AGENDA.

SO I'LL GET IT THIS AFTERNOON.

SO THANK YOU.

THANK YOU. GOOD JOB.

THANK YOU VERY MUCH. THANK YOU.

ALL RIGHT. I'M JUST GOING TO HANG AROUND.

CAN WE DO THIS? 20? THEY SAY YES.

AND THEY JUST START USING ANOTHER.

OH, YEAH. THAT'S ONE YOU NEVER GET AWAY FROM.

STOP CONTEMPLATING YOUR RESPONSE TO THIS CLIP.

ALREADY GAVE YOU SOME OF THIS TIME.

SO I HAVE A LITTLE BIT TO GET LIKE SPAMMERS ON YOUR PHONE.

THANK YOU. THANK YOU. THANK YOU.

THAT I APPRECIATE WHAT HAS GONE ON BEFORE.

AND I'VE BEEN. NOW THE SPIRIT OF THE GAVEL.

THE FLORIST IS HUMAN GAVEL.

SO THANK YOU FOR WHAT HAPPENED AND THANK YOU IN ADVANCE FOR.

I'VE BEEN TOLD THAT WITHOUT INTERRUPTIONS, THIS COULD BE A 20 MINUTE PRESENTATION WITHOUT WITHOUT COMPROMISING THE INTEGRITY OF THAT DEBATE.

SO WE HAVE. AND SO WITH THAT, EVEN WITH.

TRUSTEE BOY'S GRACIOUS, GIVING UP OF HIS WHOLE TIME.

MR. CHAIR, ARE YOU SPECIFICALLY ASKING THE BOARD TO WITHHOLD QUESTION SO THE PRESENTATION IS FINISHED? I WOULD RESPECTFULLY REQUEST.

I MEAN, I'M NOT GOING TO ANSWER.

SOMETIMES WE FORGET WHAT THEY'VE TALKED ABOUT.

DON'T HOLD IT TILL THE END.

YEAH. SO WE'RE GOING TO TALK ABOUT OUR BILLS.

OKAY? ALL RIGHT.

THANK YOU. THANK YOU. I'M HERE BECAUSE I AM REPRESENTING DR.

[4.2. Research to Support Student Success: New Multi-Unit Approach and Evictions Study]

WE HAVE GOTTEN SOME TREMENDOUS TALENT IN-HOUSE AND SOME REALLY AMAZING OPPORTUNITIES TO DO RESEARCH, AND SOME OF THIS EXISTED IN POCKETS.

BUT WHAT WE'VE DONE IN THE PAST THREE YEARS IS REALLY INCREDIBLE IN THE COMMUNITY COLLEGE WORLD ESPECIALLY.

AND WHAT YOU'RE GOING TO HEAR TODAY IS JUST A LITTLE PIECE OF THAT, BUT ONE THAT JUST TO SHOW YOU A LITTLE BIT, HERE'S OUR AGENDA FOR TODAY.

VERY QUICKLY, TALK ABOUT OUR THREE RESEARCH TEAMS AND HOW THEY ARE ALIGNED AND THEN TALK ABOUT SOMETHING YOU PROBABLY SEEN IN THE PAPER RECENTLY AND THE THINGS WE DO

[01:00:08]

WE'LL TALK ABOUT THOSE AND THAT EVICTION STUDY AS WELL.

JUST A MOMENT ON THESE THREE RESEARCH TEAMS THAT I MENTIONED AND WHAT WE'VE WHAT WE'VE DONE.

THIS IS A TEMPLATE WE'RE GOING TO TRY TO START TO USE.

CHRISTY RITTER HAS ASKED AND A COUPLE OF OTHERS AS WELL, HELP US UNDERSTAND WHERE THESE THINGS FIT, HOW MUCH THE COST, WHO'S INVOLVED, THOSE SORTS OF QUESTIONS.

SO THERE ARE TWO RESEARCH TEAMS THAT LIVE ON THE STUDENT SUCCESS SIDE OF THE WORLD HERE AT DALLAS COLLEGE, THE STRATEGIC RESEARCH AND ANALYTICS TEAM THAT IS LED BY DR.

SHAH, WHO SAID THAT WHEN SHE'S FACULTY WILL RECOGNIZE AND THE RESEARCH INSTITUTE, WHICH IS LED BY DR. MEGAN DUCKWORTH, PLEASE STAND UP SO EVERYBODY CAN SEE YOU.

BOTH THOSE INDIVIDUALS AGAIN, LIVE IN STUDENT SUCCESS AND REPORT TO DR.

JOSEPH BUILDING MARKET INTELLIGENCE CENTER IS THE THIRD RESEARCH ARM OF DALLAS COLLEGE.

AND I THINK YOU ARE ALL FAMILIAR WITH BEN MCGILL IN STAND UP.

CAN'T SEE YOU LOOK FOR THE BEARD BACK HERE.

THEY REPORTS TO ME AND THESE INDIVIDUALS AT THE TABLE.

TODAY, TWO OF THOSE REPORTS HAVE BEEN AND THEN WE HAVE AN EXTERNAL PARTNER WITH US AS WELL.

WE'LL INTRODUCE THOSE.

YOU CAN SEE THE DIFFERENCE. WE WON'T GO THROUGH ALL THAT.

BUT THIS IS THIS IS SOMEWHAT THE BUCKET OF WORK THAT LIVES IN EACH OF THESE DIFFERENT RESOURCES.

AND AGAIN, AS PIPER SAID, THIS IS UNHEARD OF IN IN A COMMUNITY COLLEGE SYSTEM TO HAVE THIS LEVEL OF TALENT AND CAPABILITY AND INTENTIONALITY. IT GOES BACK TO OUR PREVIOUS CONVERSATION, EVEN IN THE RESTRUCTURING OF THE NEW DESIGN, TO BE VERY INTENTIONAL ABOUT HOW TO UNDERSTAND WHAT'S GOING ON WITH OUR STUDENTS AND HOW TO UNDERSTAND WHAT'S GOING ON WITH OUR BUSINESS AND INDUSTRY.

SO TO THE GOOD PART, OUR SPEAKERS TODAY, AS I MENTIONED, TWO OF THESE INDIVIDUALS ARE DALLAS COLLEGE EMPLOYEES AND DR.

TONYA HICKS, WHO'S HERE IN THE MIDDLE.

SHE IS THE SENIOR DIRECTOR IN CHARGE OF THE LABOR MARKET INTELLIGENCE CENTER, DOES A TON OF WORK AND A VERY SKILLED WE'RE VERY LUCKY TO HAVE DR.

HIGGS, CAMILLE GILCHRIST ON THE END.

EXTREMELY SKILLED PEOPLE TRY TO STEAL HER ALL THE TIME AND WE'VE MANAGED TO HOLD ON TO HER.

SO, CAMILLE, IT WAS REALLY, I WOULD SAY, THE HEART AND SOUL OF THE INVENTION STUDY THAT YOU'RE ABOUT TO HEAR ABOUT.

AND ASHLEY FLORES HERE ON THE END, WHO'S A SENIOR DIRECTOR WITH THE CHILD POVERTY ACTION LAB, WHO WAS OUR PARTNER IN THIS STUDY.

AND WE ARE APPRECIATIVE OF HER BEING HERE WITH US TODAY.

SO WITH THAT, I'M GOING TO TURN IT OVER TO YOU.

SORRY, TRUSTEE MAYOR, A QUICK QUESTION.

YES. SO WHY THE RESEARCH INSTITUTE HAS 7.5 EMPLOYEES IN THE BUDGET OF $750,000.

LABOR MARKET INTELLIGENCE HAS SEVEN EMPLOYEES, ONE HALF EMPLOYEE LESS, AND THE BUDGET IS 435,000.

WHY THE DISPARITY? WHY WE DON'T NEED TO GIVE TO ME RIGHT NOW IF IT IS LIKELY A DIFFERENCE IN COST IN THE SOFTWARE LICENSING AND THE PLATFORMS THAT THEY HAVE TO USE TO DO THE TYPE OF RESEARCH THAT THEY DO. YOU COULD SAY IN THIS BUILDING THAT WE'RE TRYING TO DEVELOP A TEMPLATE WITH THESE PRESENTATIONS SO YOU CAN GET THAT KIND OF INFORMATION THAT CERTAINLY CAME UP WITH A RETREAT AND LAST YEAR AND HAVE THAT SUGGESTION.

SO WE'RE TRYING TO DEVELOP, DEVELOP A TEMPLATE FOR THAT THAT SHOWS YOU WHAT THE INVESTMENT IS THAT YOU ARE MAKING IN THIS.

THANK YOU. THANK YOU, DR.

WILKINS, FOR THAT GREAT INTRODUCTION.

JUST TO REITERATE WHAT DR.

LEINEN POINTED OUT, WE HAVE THREE RESEARCH AREAS THAT UNIQUELY OVERLAP IN OUR PROJECTS, AND WE'VE BEEN ABLE TO COME UP WITH A RESEARCH AGENDA THAT IS A COLLECTIVE EFFORT OF ALL OF OUR THREE TEAMS. SO THE STRATEGIC RESEARCH AND ANALYTICS TEAM FOCUSES INTERNALLY ON OUR STUDENT DATA, ANALYZING THOSE DEMOGRAPHICS AND SITUATIONS OF THOSE STUDENTS. THE RESEARCH INSTITUTE LOOKS LONGITUDINALLY AT OUR STUDENTS BEFORE THEY ARRIVE AT DALLAS COLLEGE AND THEN HOW THEY FEAR AFTER THEY'VE LEFT.

AND THEN THE LABOR MARKET INTELLIGENCE CENTER FOCUSES ON PROGRAM ALIGNMENT.

BUT WE'VE ALSO MADE ROOM TO UNDERSTAND THOSE SOCIOECONOMIC BARRIERS THAT OUR STUDENTS FACE.

SO WE'VE COME TOGETHER TO TRY TO UNDERSTAND COLLECTIVELY HOW WE CAN ADDRESS ALL OF THESE CONCERNS.

AND AS WE THINK ABOUT COMING TO THE BOARD, WE'VE TRIED TO ORGANIZE A SERIES OF RESEARCH PRESENTATIONS TO PRESENT TO YOU.

SO WE ARE STARTING WITH THE EVICTION STUDY, BUT YOU'LL SEE FOLLOW UP PRESENTATIONS FROM EACH OF OUR RESEARCH AREAS FOCUSING ON SOME OF THESE THAT YOU SEE ON THE SCREEN.

I'M GOING TO SAY THAT WE'RE COMMITTED TO THESE BECAUSE AS WE KNOW, CERTAIN THEMES RISE TO THE TOP AND BECOME PRIORITY.

[01:05:04]

I KNOW DR.

SIEVERS WAS IN HERE, BUT I DON'T SEE HIM.

BUILDERS OF HOPE. WE MANAGED TO GENERATE REVENUE IN SLIDES.

WE'VE MANAGED TO GENERATE REVENUE TO ENHANCE THE WORK THAT WE'RE DOING.

SO WE HAVE A CONTRACT WITH BUILDERS OF HOPE, AND THEN WE'VE ALSO CONTRACTED WORK WITH ECONOMIC MOBILITY SYSTEMS TO PROVIDE THEM WITH DATA SO THAT THEY'RE ABLE TO STAND UP PROMISE PROGRAMS ACROSS THE STATE OF TEXAS.

AND WE ARE A CONSULTANT WITH SCALE UP LEVEL CONTRACTED FOR 25,000.

SO A TOTAL OF 155,000 REVENUE GENERATED FROM THE DEPARTMENT.

AND WE'VE KIND OF GONE OVER THIS.

DR. WILKINS GAVE AN OVERVIEW.

WE FALL UNDER WORKFORCE IN ADVANCEMENT AND ASSOCIATE VICE CHANCELLOR OF ECONOMIC OPPORTUNITY BEN MCGILL, AND WE HAVE SEVEN FOLKS ON THIS TEAM, BUT TWO OF THOSE SLOTS ARE VACANT.

AND AS YOU KNOW, THIS EVICTION STUDY THAT WE'RE GOING TO TALK ABOUT TODAY HAS BEEN IN THE NEWS, RIGHT.

SO WE'RE DEDICATING SOME TIME TO DO.

RESEARCH. THIS IS JUST THE FIRST STEP IN THE RESEARCH THAT WE'VE TAKEN.

SO WE'RE IN PRELIMINARY STAGES, BUT I WANT TO KIND OF SHOW HOW WE'VE MANAGED TO USE THIS OPPORTUNITY TO UNDERSTAND OUR STUDENTS WHO HAVE BEEN EVICTED BY COLLABORATING ACROSS ALL OF OUR TEAMS. SO YOU'LL SEE THE COLLABORATION HERE BETWEEN THE LABOR MARKET INTELLIGENCE CENTER, STRATEGIC RESEARCH AND ANALYTICS, OUR RESEARCH INSTITUTE.

AND WE'VE ALSO REACHED OUT TO THE STUDENT CARE NETWORK.

AND OF COURSE WE WOULDN'T HAVE BEEN ABLE TO DO THIS WORK WITHOUT THE COLLABORATION BETWEEN OUR EXTERNAL PARTNER CHILD POVERTY ACTION LAB.

SO I'LL PASS THIS ON TO ASHLEY TO GIVE AN OVERVIEW OF THE CLIMATE AND DOWN PAYMENT.

THANK YOU. THANK YOU FOR HAVING ME.

IT'S BEEN A REAL JOY TO GET TO WORK WITH TANA AND CAMILLE AND THE LABOR MARKET INTELLIGENCE CENTER ON THE STUDY.

AND BEFORE WE GET INTO THE DETAILS OF THE FINDINGS SPECIFIC TO DALLAS COLLEGE, WE THOUGHT IT MIGHT BE HELPFUL TO GIVE A LITTLE BIT OF LOCAL CONTEXT ON THE HOUSING MARKET AND HOW IT'S AFFECTING RENTERS BROADLY IN DALLAS AND THE DALLAS COLLEGE STUDENTS SPECIFICALLY.

SO WHAT YOU SEE HERE IS THAT BASED ON OUR MOST RECENT AMERICAN COMMUNITY SURVEY DATA FOR HOUSEHOLDS THAT ARE MAKING LESS THAN 50,000 PER YEAR, 78% ARE HOUSING COST BURDEN, MEANING THEY'RE SPENDING MORE THAN 30% OF THEIR INCOME ON RENT OR ON MORTGAGE. WHY THIS IS PROBLEMATIC IS THAT WHEN WE THINK ABOUT SORT OF A HOUSEHOLD BUDGET, A COMMONLY ACCEPTED THRESHOLD OF HOUSING AFFORDABILITY IS SPENDING ON RENT OR MORTGAGE 30% OR LESS OF YOUR INCOME ON THE HOUSING EXPENSE.

AND THEN THE BALANCE BEING FOR ALL OF YOUR OTHER EXPENSES.

BUT WHEN A HOUSEHOLD IS COST BURDEN, WHEN THEY'RE SPENDING A DISPROPORTIONATE SHARE OF THEIR INCOME ON HOUSING, THAT MEANS THEY'RE MAKING REALLY DIFFICULT TRADE OFFS OR SACRIFICING EXPENSES ELSEWHERE, MAYBE ON TRANSPORTATION OR HEALTH CARE OR EDUCATION TO KEEP A ROOF OVER THEIR HEADS.

AND FOR FOR ADDITIONAL CONTEXT, WHEN WE LOOK AT OUR BIG CITY PEERS, WHEN WE LOOK AT THE CITY OF DALLAS RELATIVE TO OTHER CITIES WITH OVER A MILLION RESIDENTS, THE CITY OF DALLAS WAS SECOND IN RENTER COST BURDEN GROWTH BETWEEN 2019 AND 2021, SECOND ONLY TO PHENIX, ARIZONA.

A 6% INCREASE IN THAT TIME PERIOD OF RENTERS WHO WERE COST BURDEN.

AND THIS IS REALLY A REFLECTION OF OUR VERY HOT REAL ESTATE MARKET, WHICH I'M SURE EVERYONE IN THE ROOM IS VERY FAMILIAR WITH.

IN THE LAST COUPLE OF YEARS, WE'VE SEEN RECORD HIGH MARKET ASKING RENT, RECORD LOW VACANCY RATES.

AND SO IT'S VERY DIFFICULT FOR FOLKS TO FIND AFFORDABLE, ACCESSIBLE HOUSING RIGHT NOW IN DALLAS.

THE OTHER KIND OF CONTEXTUAL PIECE WE WANTED TO SHARE WAS SORT OF THE THE KIND OF REALITY THAT OUR WAGES ARE NOT KEEPING PACE WITH THE INCREASE IN RENT THAT WE'VE SEEN OVER THE LAST COUPLE OF YEARS.

SO WHAT THIS CHART SHOWS IS MARKET ASKING RENT FROM COSTAR DATA, WHICH COSTAR IS A REAL ESTATE DATABASE MARKET ASKING RENT AT THE END OF 2022.

SO THE FOURTH QUARTER FOR ONE, TWO AND THREE BEDROOM UNITS MARKET ASKING RENT IS WITH THE LANDLORDS ARE ASKING OF THE POSTED PRICE OF OF THE RENTAL UNIT AND FOR A ONE BEDROOM COSTAR REPORTED THAT MARKET ASKING RENT WAS JUST OVER 1300 DOLLARS IN DALLAS AT THE END OF 2020 TO JUST OVER 1700 DOLLARS FOR A TWO BEDROOM, ALMOST 1900 FOR A THREE BEDROOM.

[01:10:04]

SO JUST FOR THAT ONE BEDROOM, A RENTER WOULD NEED ALMOST $54,000 TO AFFORD THAT ONE BEDROOM UNIT WITHOUT SPENDING MORE THAN 30% OF THEIR INCOME ON RENT OR CONVERT IT TO AN HOURLY RATE.

THAT'S ALMOST $26 AN HOUR.

IF THEY'RE WORKING 40 HOURS A WEEK, 52 WEEKS A YEAR.

SO IN THAT CALCULATION, WE'VE NOT ACCOUNTED FOR SICK DAYS OR VACATION DAYS.

AND THEN IF YOU COMPARE THE INCOME NEEDED TO AFFORD OUR MARKET ASKING RENT TO SOME OF OUR SAMPLE LOCAL WAGES, THIS IS PULLED FROM THE BUREAU OF LABOR STATISTICS.

WE SEE A HUGE GAP BETWEEN WHAT SOME OF OUR MOST CRITICAL PROFESSIONS ARE PAYING AND WHAT RENT IS REQUIRING.

SO, FOR EXAMPLE, HEALTH CARE SUPPORT, ACCORDING TO THE BLS, IS MAKING AROUND $15 AN HOUR.

COMPARE THAT TO THE INCOME NEEDED.

THAT'S ALMOST $26 AN HOUR NEEDED TO AFFORD THAT ONE BEDROOM UNIT.

AND WE SEE WHY INCREASINGLY, RENTERS ARE OVERSPENDING ON RENT BECAUSE THEY'RE HAVING TO DO SO MUCH TO KEEP A ROOF OVER THEIR HEAD.

SO THIS IS JUST A LITTLE BIT OF THE LOCAL CONTEXT OF WHAT DALLAS COLLEGE STUDENTS ARE TRYING TO NAVIGATE IN THEIR OWN HOUSING SEARCH.

AWESOME. SO THIS IS WHERE WE GET INTO THE DETAILS OF HOW EVICTIONS ARE IMPACTING DALLAS COLLEGE STUDENTS.

AND SO BEFORE WE GET INTO THIS, THIS IS A REALLY A FIRST LOOK AT HOW EVICTIONS ARE IMPACTING DALLAS COLLEGE STUDENTS.

AND WE ACTUALLY HAD TO DEVELOP THE METHODOLOGY TO ACTUALLY ASSESS EVICTIONS FOR DALLAS COLLEGE STUDENTS.

SO AS WE PRESENT UPDATES LATER ON, WE EXPECT SOME OF THESE NUMBERS TO CHANGE AND POTENTIALLY EXPAND.

SO WE REALLY WANTED TO KIND OF START WITH A SNIPPET OF WHAT A STUDENT'S EXPERIENCE REALLY LOOKS LIKE DEALING WITH EVICTIONS.

SO IN THE ACTUAL REPORT, WHICH YOU CAN IF YOU HAVE A DIGITAL COPY OF THE SLIDES, YOU CAN YOU CAN CLICK THIS LINK TO ACCESS IT.

WE KIND OF SHOW FOUR THREE STUDENTS USING OUR OUR REAL DATA, BUT NOT THE REAL NAMES OF OUR STUDENTS, KIND OF WHAT IT LOOKS LIKE FOR THEM TO HAVE TO DEAL WITH AN EVICTION WHILE THEY'RE A COLLEGE STUDENT.

OUR STUDENT, SARA, WHO WE'RE HIGHLIGHTING HERE, THIS IS A STUDENT WHO COMPLETED AN ASSOCIATE'S DEGREE WHILE SHE WAS AT DALLAS COLLEGE.

SHE LIVED IN THE SAME APARTMENT THE ENTIRE TIME SHE WAS A STUDENT HERE.

AND OVER HER, THE TIME THAT SHE WAS ATTENDING DALLAS COLLEGE, SHE SPENT OVER $40,000 IN RENT.

SO AFTER SHE COMPLETED HER CREDENTIAL, SHE SOMETHING MUST HAVE HAPPENED.

AND SHE SHE HAD AN EVICTION FILED AGAINST HER BY HER LANDLORD.

AND SO AFTER SHE HAD THAT EVICTION FILED AGAINST HER, SHE WAS REGISTERED FOR CLASSES THAT WOULD HAVE HELPED HER TRANSFER TO A FOUR YEAR, A FOUR YEAR PROGRAM.

AND THE DEGREE THAT SHE STUDIED FOR HER ASSOCIATE'S DEGREE, SHE SHE DROPPED OUT OF TWO OF HER CLASSES AND SHE HAS NOT RE ENROLLED SINCE.

SO SHE HAD THIS EVICTION.

SHE WAS A SUCCESSFUL STUDENT.

SHE HAD BEEN PAYING HER RENT FOR YEARS AND SPENDING ALL OF THIS MONEY INVESTING IN A PLACE TO LIVE.

AND SHE HAD THIS EVICTION AND IT DERAILED HER EDUCATION.

AND SO WHAT WE'RE ESSENTIALLY TRYING TO DO IS, IS IDENTIFY THOSE STUDENTS WHO HAVE THE SAME EXPERIENCE AS STUDENTS WHO WERE ENROLLED IN COURSES, HAD AN EVICTION AND THEN DID NOT COMPLETE OR WERE UNABLE TO COMPLETE.

SO IN THE AGGREGATE FOR DALLAS COLLEGE STUDENTS, WE LOOKED AT ALL STUDENTS.

SO WE LOOKED AT ALL EVICTIONS THAT WERE FILED BETWEEN ACADEMIC YEAR 2017 AND ACADEMIC YEAR 2022.

AND WHAT WE FOUND WERE THAT THERE WERE 3352 STUDENTS WHO HAD AN EVICTION FILED AGAINST THEM, AND MANY OF THOSE STUDENTS HAD MULTIPLE EVICTIONS FILED AGAINST THEM.

SO THAT WOULD BE 4114 EVICTION FILINGS.

AND SO WHAT THAT MEANS, IF THERE ARE MULTIPLE EVICTIONS FILED, LET'S SAY YOU HAVE AN EVICTION FILED AGAINST YOU, YOU YOU MANAGE TO MAKE AMENDS WITH YOUR LANDLORD, YOU PAY THE BACK RENT, BUT THE UNDERLYING ISSUE ISN'T ADDRESSED.

AND SO NEXT MONTH COMES AROUND.

YOU DON'T HAVE YOUR RENT, THE LANDLORD FILES AGAIN.

SO SOME OF OUR STUDENTS ARE DEALING WITH MULTIPLE EVICTIONS, SUCCESSFUL, SOMETIMES UNSUCCESSFUL AFTER MULTIPLE VIOLENCE.

WE ALSO FOUND THAT THAT SOME OF THESE EVICTIONS HAPPEN FOR STUDENTS BEFORE THEY ENROLL AT DALLAS COLLEGE AND SOME OF THEM HAPPEN AFTER THEY ENROLL IN DALLAS COLLEGE.

SO ESSENTIALLY WHAT THAT MEANS IS THAT WE HAVE TO WORK WITH OUR OUR ISD PARTNERS TO MAKE SURE THAT THOSE STUDENTS, WHEN THERE BEFORE THEY ENROLL IN DALLAS COLLEGE, THEY HAVE ACCESS TO SUPPORT.

IT ALSO MEANS THAT AFTER THEY HAVE COMPLETED THEIR TIME AT DALLAS COLLEGE AND THEY'RE IN THE WORKFORCE, THIS IS STILL AN ISSUE THAT THEY FACE.

SO IT'S SOMETHING THAT OUR EMPLOYER PARTNERS NEED TO BE AWARE OF AS WELL, THAT THE SUCCESS OF OUR GRADUATES IS INTERSECTING WITH THIS PARTICULAR CHALLENGE OF AFFORDING AND PAYING FOR HOUSING. SO FOR THE REST OF THE STUDY, WE'RE JUST GOING TO FOCUS ON THE SUBSET OF STUDENTS THAT WERE EVICTED OR FACED AN EVICTION FILING WHILE THEY WERE ENROLLED.

SO THIS IS KIND OF ONE SLICE, BUT IT'S THE STUDENTS WHO ARE IN CLASSES WHEN THEY GET THEIR EVICTION FILED AGAINST THEM.

[01:15:03]

SO WHEN YOU LOOK AT THIS CHART, THE BLUE BARS ARE THE DEMOGRAPHICS FOR ALL DALLAS COLLEGE STUDENTS, AND THE GREEN BARS ARE DEMOGRAPHICS FOR THAT SUBSET OF STUDENTS WHO RECEIVED AN EVICTION WHILE THEY WERE ENROLLED.

AND ESSENTIALLY WHAT WE SEE HERE IS THAT STUDENTS WHO RECEIVED AN EVICTION WHILE THEY WERE ENROLLED WERE 2.2 TIMES WERE 2.8 TIMES MORE LIKELY TO IDENTIFY AS BLACK OR AFRICAN AMERICAN IN THE GENERAL STUDENT BODY, AND TWO TIMES MORE LIKELY TO IDENTIFY AS AMERICAN INDIAN OR ALASKAN NATIVE.

SO THE EVICTION ISSUE IS REALLY AFFECTING STUDENTS WHO ARE IN GROUPS THAT WE WOULD WANT TO SUPPORT AS DALLAS COLLEGE.

AND WE ALSO LOOK AT THE GENDER AND FAMILY STATUS OF STUDENTS.

AGAIN, THE CHART ON THE LEFT HERE, THE BLUE IS OUR STUDENT BODY AND THE GREEN IS OUR EVICTION SUBSET OF STUDENTS WHO ARE IN THE STUDENT BODY.

IT'S ABOUT 54% FEMALE, BUT STUDENTS WHO ARE FACING EVICTIONS, IT'S 63% FEMALE.

SO YOU'RE 1.2 TIMES MORE LIKELY TO IDENTIFY AS FEMALE.

AND THEN IF WE LOOK AT STUDENTS WHO HAVE KIDS OR DEPENDENTS, WHICH IS SOME OF OUR OLDER STUDENTS OR ADULT LEARNERS, WE SEE THAT IN OUR STUDENT BODY.

THAT'S ABOUT 25% OF STUDENTS HAVE KIDS OR DEPENDENTS FOR OUR EVICTION SUBSET, IT'S ABOUT 42%.

SO YOUR 1.6 TIMES MORE LIKELY TO HAVE CHILDREN OR OTHER DEPENDENTS IN THAT EVICTION SUBSET.

AND SO ONE OF THE THINGS THAT WE DID AND THIS IS WHERE THE COLLABORATION REALLY COMES IN, WE WORK WITH OUR RESEARCH INSTITUTE TEAM HERE TO UNDERSTAND WHAT'S THE TRAJECTORY OF A STUDENT WHO EARNS AN ASSOCIATE'S DEGREE, WHAT ARE THEIR LIFETIME EARNINGS AND HOW DOES THAT COMPARE TO A STUDENT WHO ONLY HAS A HIGH SCHOOL DIPLOMA? WE ALSO WORKED WITH OUR STRATEGIC RESEARCH AND ANALYTICS TEAM TO REALLY UNDERSTAND WHERE OUR STUDENTS LIVE, RIGHT? AND SO WHEN WE KIND OF COMBINE ALL THESE PERSPECTIVES, WE HAVE THE MATH THAT YOU SEE HERE AND KIND OF THIS SUMMARY WHICH SAYS THAT FOR THAT SUBSET OF STUDENTS WHO ARE ENROLLED WHILE THEY RECEIVED AN EVICTION, I'M ASSUMING THEY'RE UNABLE TO COMPLETE THEIR PROGRAM OF STUDY.

WE COMPARE THEIR INCOME TO THAT SAME STUDENT EARNING A HIGH WITH JUST A HIGH SCHOOL DIPLOMA.

WHEN YOU AGGREGATE THAT OVER THEIR ENTIRE WORKING CAREER, THOSE STUDENTS ARE LOOKING AT $63.4 MILLION OF LOST INCOME, WHICH IS ABOUT $5,500 PER STUDENT PER YEAR BECAUSE OF NOT BEING ABLE TO COMPLETE THEIR PROGRAM DUE TO AN EVICTION.

AND YOU CAN SEE ON THIS MAP, THE DARKER COLORS ARE AREAS WHERE THERE'S A HIGHER AMOUNT OF OF LOST INCOME.

RIGHT. SO YOU SEE THE AREA NEAR RICHLAND, SOME OF THE AREAS KIND OF SOUTH OF EL CENTRO AND MOUNTAIN VIEW ARE AREAS THAT HAVE MORE LOST INCOME THAN OTHER AREAS OF THE COUNTY. SO WE CAN REALLY SAY THERE ARE NEIGHBORHOODS WHERE EVICTIONS ARE REALLY INTERFERING WITH DALLAS COLLEGE STUDENTS ABILITY TO EARN A HIGHER WAGE THROUGH COMPLETING THEIR THEIR ASSOCIATE'S DEGREE OR THEIR CERTIFICATE.

AND SO ONE OF THE LAST THINGS WE REALLY WANTED TO EMPHASIZE WAS THE WORKFORCE IMPACTS OF EVICTIONS.

SO WHEN WE LOOK AT THE PROGRAM OF STUDY THAT STUDENTS ARE IN WHEN THEY SEE THESE EVICTIONS, IT ESSENTIALLY LEADS TO 87 FEWER NURSES, 65 FEWER COMPUTER ENGINEERS AND SUPPORT SPECIALISTS, 39 FEWER ALLIED HEALTH PROFESSIONALS, 37 FEWER ACCOUNTANTS, 30 FEWER CHILDS EARLY CHILDHOOD INSTRUCTORS AND 16 FEWER PARALEGALS.

SO WE CAN REALLY SAY THAT THE EVICTIONS ISSUE IS IMPACTING THE WORKFORCE AND WE CAN EVEN SAY THESE SPECIFIC OCCUPATIONS, RIGHT? THESE ARE JOBS THAT ARE NOT GOING TO BE FILLED BY DALLAS COLLEGE STUDENTS WHO ARE DEALING WITH THESE EVICTIONS.

SO WHAT'S NEXT? WE'RE AT THE VERY BEGINNING STAGE OF THIS RESEARCH, AND DEFINITELY MORE RESEARCH NEEDS TO BE CONDUCTED.

WE'VE MET INTERNALLY RECENTLY, LAST FRIDAY WITH INTERNAL FOLKS WHO HAVE BEEN HAVING THIS CONVERSATION ABOUT HOUSING INSECURITY.

AND WE PLAN TO MEET AGAIN, BUT WE NEED TO THINK ABOUT POSSIBLE SOLUTIONS.

WHAT DO THOSE LOOK LIKE? LEGAL REPRESENTATION? WE HAVE A RELATIONSHIP WITH THE DALLAS EVICTION ADVOCACY CENTER, WHO IS OFFERED AT A LAWYER TO REPRESENT OUR DALLAS COLLEGE STUDENTS.

WE HAVE THINGS TO TALK ABOUT IN TERMS OF PROVIDING PERMANENT RELIEF AND UPPING OUR DALLAS COLLEGE STAFFING TO SUPPORT THIS EFFORT IN VARIOUS AREAS ACROSS THE COLLEGE.

AND I KNOW THAT ONSITE HOUSING HAS BEEN A CONVERSATION FOR MANY, MANY YEARS.

SO HOW DO WE THEN ENGAGE THOSE CONVERSATIONS WITH POSSIBLE ACTIONABLE SOLUTIONS? 20 MINUTES. KEEP GOING HERE.

WE HAVE TIME FOR QUESTIONS.

QUESTION MY QUESTION IS YOUR NUMBERS FOR EVICTIONS ARE RATHER SMALL COMPARED TO THE NUMBER OF HOMELESS STUDENTS THAT WE HAVE WHO'VE ALREADY EXPERIENCED EVICTION OR NEVER HAD A PLACE TO LIVE.

THAT'S 20, 35, 20, 25,000 STUDENTS, RIGHT, AND HOMELESS, ESTIMATED BETWEEN TEN AND 11,011 THOUSAND.

AND WE'RE TALKING MINUSCULE COMPARED TO THAT.

SO TO ME, USING EVICTION AS ITS IMPACT, THEN WHAT IS THE ABILITY FOR

[01:20:08]

NOT THAT IT WAS INDIVIDUALS.

EVERY PERSON MATTERED, BUT I WOULD REALLY, REALLY LOVE TO SEE Y'ALLS MINDS WRAP AROUND THE HOMELESS POPULATION THAT WE HAVE AND AND WHAT WOULD HAPPEN IF WE HAD A SOLUTION FOR THAT.

BECAUSE GUESS WHAT? IT MAY BE UNIVERSAL ACROSS THE UNITED STATES AND EVERYWHERE ELSE, BUT WE'RE PROBABLY REPRESENTATIVE OF ANY MAJOR CITY.

AND AND SO I'M SURE THERE ARE GRANTS AND STUDIES AND OTHER THINGS THAT ARE FUNDED BY THE HOMELESS ADVOCATES AND ALL FOR FOR THE HOMELESS PEOPLE THAT WOULD FUND AND PAY FOR THOSE TYPES OF SITUATIONS.

BUT I WAS SO I HAD NO IDEA THAT WE HAD 10,000, 11,000 HOMELESS STUDENTS.

BUT I ALSO JUST SPENT THE LAST FOUR DAYS.

WITH FOUR STUDENTS AND TWO OF THEM WE SAID THEY WERE HOMELESS.

BUT THEY OVERCAME AND DID WHAT THEY DID TO GET THERE.

SO AND THEN WE MET WITH A CONGRESSMAN WHO SHE SHARED THAT SHE WAS HOMELESS, BUT SHE TOOK A DIFFERENT APPROACH WITH LOANS AND EVERYTHING ELSE THAT TO GO A DIFFERENT ROUTE.

SO BUT SHE WENT TO BROOKHAVEN AND NORTH LAKE.

SHE WENT TO BROOKHAVEN AND NORTH LAKE, AND THEN SHE WENT AND CHOSE TO.

SO I'M JUST SAYING, I REALLY THINK THAT I ENCOURAGE YOU TO TO EXPAND UPON WHERE YOU ARE NOT I MEAN, I THINK WHAT YOU'RE WHAT YOU'RE REALLY DEALING WITH IS SOME OF THE CORE ISSUES THAT WE HAVE.

AND AND AND I UNDERSTAND THAT WE NOW WITH TECHNOLOGY AND ALL AND CAPACITY, WE'RE GETTING A LOT MORE DATA AND THE ABILITY TO PROCESS THAT DATA.

AND I THINK THAT WE CAN PROVE SOME THINGS THAT WE JUST.

EFFECT SUSPECTED BEFORE.

AND SO I PERSONALLY WOULD ENCOURAGE YOU TO LOOK AND SEEK OTHER FUNDINGS THAT WOULD HELP EXPAND THE ASSUMPTION THAT YOU ALL ARE COMING UP WITH EVEN FURTHER PROOF THAT EVICTIONS HAD AN IMPACT.

BUT HOMELESS HAS HAD A MAGNITUDE TEN TIMES THE IMPACT ON WORKFORCE DEVELOPMENT AND EDUCATION.

I APPRECIATE THAT. AND I THINK, YOU KNOW, WE'RE THINKING ABOUT HOUSING AND SECURITY AS A SPECTRUM.

AND WHAT YOU MEAN IS ONE OF THOSE ITEMS ON THAT SPECTRUM.

SO WE NEED TO THINK ABOUT HOW WE RESEARCH ALL OF THESE AREAS, BUT THAT'S DEFINITELY AN IMPORTANT ONE.

SO THANK YOU FOR THAT. YOU KNOW, I THINK WHAT YOU ALL ARE DOING IS SO IMPORTANT.

AND AS I READ IN ONE OF THE EMAILS THAT I GET.

VARIOUS THINGS RELATED TO EDUCATION THAT.

THINK IT'S UP TO HAS FIGURED A PLASTIC THE REPAIR ROAD IN ONE OF THEIR UNITS WITHIN TO THAT CAN CHANGE THE WAY THEY REPAIR ROADS.

I THINK THAT'S WHERE WE ARE AS DALLAS COLLEGE I THINK WE HAVE THE MAGNITUDE OF STUDENTS, WE HAVE THE GEOGRAPHICAL AREA WE'RE IN, THE POPULATION WE SERVE.

WE NOT ONLY HAVE THE OPPORTUNITY, I THINK WE HAVE THE OBLIGATION TO HELP ADDRESS SOME OF THE SOLUTIONS TO THESE ISSUES AND TO.

TO TRULY CHANGE LIVES OF PEOPLE IN THE LONG RUN.

SO I WHOLLY SUPPORT.

SO I WANTED TO ADD TO PIGGYBACK ON WHAT YOU WERE SAYING ABOUT OUR TWO STUDENTS THAT WE TOOK ON THE TRIP.

THEY TALKED ABOUT THEY WERE HOMELESS AT DIFFERENT POINTS.

ONE OF THEM LIVED AT A HOTEL FOR THREE WEEKS AND THEY BOTH SAID THAT THEY GOT RENT ASSISTANCE FROM US, RIGHT? YES. AND SO I KNOW THAT OBVIOUSLY THEY KNEW ABOUT THE PROGRAM.

BUT IN THIS DATA THAT YOU'RE GETTING, IT'S BASED ON WHAT YOU SEE THAT'S FILED.

RIGHT. BUT DO WE HAVE DATA ON HOW MANY OF THESE STUDENTS ACTUALLY SOUGHT HELP FROM US BECAUSE MAYBE THEY JUST DIDN'T KNOW OR DID THEY MAX OUT THEIR BENEFIT? DO WE KNOW AN ANSWER TO THAT YET? I DON'T SEE HOW ACTUALLY DIGESTED THAT STORY.

I DON'T THINK YOU DIGEST THAT INFORMATION BECAUSE WE'RE REALLY EVALUATING IT.

BUT THAT IS SOMETHING THAT WE TALKED ABOUT.

I WAS LOOKING AT THAT SPECTRUM OF HOUSING AND SECURITY AND LOOKING AT HOW THEY WERE ABLE TO UTILIZE THESE RESOURCES.

BUT WE HAVE BEEN ABLE TO CONNECT THOSE.

AND AS YOU CAN SEE, THEY HAVE A LOWER AMOUNT OF STUDENTS THAT ARE ACTUALLY GETTING EVICTED FOR THEM ENROLLED HERE BECAUSE THEY'RE CONNECTING WITH OUR SERVICES.

BUT IT'S RUN IT'S RUN FROM A 2017 TO NOW.

SO SOME OF THESE SERVICES WEREN'T AVAILABLE THEN, BUT NOW WE'VE EVOLVED AS AN ORGANIZATION TO DO THAT.

[01:25:03]

FROM MY UNDERSTANDING IN THE PAST, THERE'S LIKE A MAP THAT THEY CAN GET RIGHT FOR ASSISTANCE FOR HOUSING.

SO YEAH, THERE IS A MAXIMUM THEY COULD RECEIVE.

WHEN WE HAD THE PARTNERSHIP WITH OUR EXTERNAL COMMUNITY PARTNERS IN TERMS OF RENTAL ASSISTANCE.

SO THERE IS A BACK, BUT WE HAVE VARYING PARTNERS.

SO NOT ONLY WITH THE RENTAL ASSISTANCE THAT WE CAN GET THROUGH UNITED WAY IN THE CITY OF DALLAS, BUT ALSO WITH OUR EMERGENCY AID DOLLARS THAT WE HAVE AND NOW THAT WE RECEIVE SOME ADDITIONAL FUNDING, WE CAN INCREASE THAT CAPACITY TO OTHER STUDENTS.

SO DEPENDING ON HOW LONG THEY LAG, BECAUSE SOME CITIES MAY BE ONE OR TWO MONTHS AND SOME VERY SIX MONTHS.

RIGHT. SO BECAUSE THERE WAS AN EVICTION HALL AT THE TIME, THEY WERE KIND OF BUILDING THAT THAT THAT DEBT.

RIGHT. SO WE HELP OUR STUDENTS VARY ON THE CAPACITY THAT WE HAVE AND HOW WE CAN MAKE THEM SUSTAINABLE IN THEIR HOUSING AS THEY MOVE FORWARD.

YES, MA'AM. AND IF I MIGHT JUST BUILD ON THAT.

I THINK WE'RE AT A REALLY INTERESTING POINT IN TIME, BECAUSE WE HAD THIS UNPRECEDENTED FEDERAL INVESTMENT IN RENT RELIEF DURING COVID THAT'S REALLY WINDING DOWN.

AND SO NOW INSTITUTIONS, NOT JUST DALLAS COLLEGE, BUT THE CITY WHO MAINTAINED A RENT RELIEF FUND, THE COUNTY ARE NEEDING TO FIGURE OUT.

WE KNOW THAT THE HOUSING INSECURITY IS WILL PERSIST.

HOW DO WE CONTINUE TO SUSTAIN A ROBUST LOCAL RENT RELIEF FUND TO SUPPORT FOLKS WHO MIGHT BE AT RISK OF LOSING THEIR HOUSING? SO IT'S A GOOD TIME TO HAVE THIS CONVERSATION BECAUSE A LOT OF THOSE COVID ERA RESOURCES ARE WINDING DOWN.

AND NOW WE NEED TO THINK ABOUT WHAT SORT OF THE PERMANENT INFRASTRUCTURE TO SUPPORT, IN THIS CASE STUDENTS LONG TERM TO BE SUCCESSFUL.

AND ALSO ON THAT POINT, WE'VE HAD CONVERSATIONS WITH THE CITY AND THE PHILANTHROPIC COMMUNITY AS WELL THAT HAS AN INTEREST IN THOSE.

AND THEN I SHOULD ALSO MENTION, YOU RECALL OUR RECORD BREAKING EMPLOYEE GIVING CAMPAIGN WAS FOCUSED ON EMERGENCY AID.

AND SO OUR OWN EMPLOYEES ARE HELPING SUPPORT THIS TYPE OF SLIDE SEVEN ECONOMIC MOBILITY SOLUTIONS.

COULD YOU REPEAT WHAT THAT IS FOR OR WHAT THAT INITIATIVE IS? YES. SO WE'RE WORKING WITH ECONOMIC MOBILITY SYSTEMS I IN SOLUTIONS, BECAUSE I WAS PROBABLY THINKING ABOUT SOLUTIONS AND SYSTEMS. YES, WE ARE WORKING WITH THEM TO HELP STAND UP PROMISE PROGRAMS ACROSS THE STATE OF TEXAS.

SO WE'RE PROVIDING THEM WITH LABOR MARKET DATA TO ALIGN WITH THEIR PROGRAMS AT VARIOUS INSTITUTIONS.

AND THAT'S WHAT I THOUGHT I HEARD THAT WAS CONNECTED TO DALLAS PROMISE IN THE STATES.

GREAT. THANK YOU.

THE SLIDE THAT YOU HAVE 12.

THE RENT IS SET BASED ON NEW HOUSING, HOPE, HOUSING OR CONDEMNATION.

IT'S A COMBINATION OF NUMBERS.

IT'S A COMBINATION.

SO THE RENT THROUGH COSTAR IS BASICALLY WHAT LANDLORDS ARE POSTING IN THE MOMENT AS RENT FOR, SO THAT COULD INCLUDE NEW BUILDS. IT ALSO COULD INCLUDE OLDER UNITS WHERE FOLKS HAVE VACATED AND THEY'RE TRYING TO FILL THE UNIT.

THAT'S OUR CURRENT THINKING.

BACK FOUR OR FIVE YEARS AGO WHEN WE WERE DOING THE CAMPUS MASTER PLANNING PROCESSES AND PUTTING TOGETHER THE BOND PROGRAM AND THE ISSUE OF HOUSING CAME UP AND WE'VE HAD THE ISSUE OF WHETHER AND HOW ON TO DO SOMETHING ABOUT HOUSING FOR OUR STUDENTS DANGLING IN ABEYANCE FOR FOR SEVERAL YEARS NOW.

AND AND OBVIOUSLY IT'S SOMETHING THAT WOULD NEED TO BE APPROACHED VERY COLLABORATIVELY WITH HOST CITIES OF OUR CAMPUSES AND FENCELINE COMMUNITIES AND THINGS LIKE THAT.

BUT CHANCELLOR, HOW DO YOU SEE THAT DISCUSSION UNFOLDING AND ON WHAT TIMELINE? YEAH, NO, I THINK IT'S INCREASINGLY GOING TO RAMP UP EVEN AS WE HAVE DIALOG AND CONVERSATIONS ABOUT DOWNTOWN AND CENTRO SORT OF ADJACENCIES MAY EXIST THERE.

BUT ABSOLUTELY, WHEN WE BEGIN TO TALK ABOUT THE GATEWAY CONCEPT AT EACH OF OUR LOCATIONS, HOW DO WE USE OUR LAND, HOW DO WE USE OUR ASSETS TO SERVE OUR STUDENTS AND SERVE THE COMMUNITIES? YOU KNOW, THE CONVERSATIONS YOU HAVE THROUGHOUT THE COUNTY, THROUGHOUT THE CITY HALLS AROUND THIS COUNTY, HOUSING IS AN ISSUE AND CHALLENGE.

AND SO I THINK IT IS GOING TO BE INCREASINGLY INCUMBENT UPON US AS WE GO INTO THIS BARRIER BUSTING BUSINESS AND WE IDENTIFY THAT THIS IS A BARRIER. DOESN'T MEAN THAT WE NECESSARILY WILL BE THE ONE TO SOLVE IT OURSELVES, BUT HOW DO WE COLLABORATE AND PARTNERS WITH OTHERS TO MAYBE BE ABLE TO DO IT? SO. TIMELINE WAS PART OF THAT.

[01:30:01]

BUT PART OF THAT THEN IN A LATER CONVERSATION TODAY WITH THE PAGE GROUP THAT'S HELPING US KIND OF LOOK AT OUR ASSETS IS TO TO ENGAGE THEM TO TO LOOK BEYOND DOWNTOWN WITH OUR ASSETS.

HOW DO THEY CONNECT AND HOW IS HOUSING PART OF THAT? THEIR SCOPE OF WORK PAGE SPECIFICALLY INCLUDING HOUSING, IT WILL BE LOOKING AT THE USE OF OUR ASSETS FOR WHAT NEEDS, WHICH COULD CERTAINLY INCLUDE HOUSING.

THERE IS A MODEL THAT HAS, WHETHER PRIVATE, PUBLIC, PRIVATE OR THE HOUSING IS THAT COULD BE.

IT COULD BE. THERE ARE A LOT OF DIFFERENT MODELS.

ABSOLUTELY. AND AND SO WHAT THEY HAVE THERE COULD COULD BE THE MODEL TO DO THAT.

THERE ARE THERE'S CERTAINLY A LOT OF DIFFERENT COMPANIES THAT FOCUS ON STUDENT HOUSING.

WE'RE TALKING ABOUT HOUSING, WORKFORCE, HOUSING.

HOW DO OUR STUDENTS BENEFIT FROM THAT? WE'VE HAD SOME DIALOG WITH CITY HALL ABOUT WHAT? ABOUT LOOKING WITHIN DEFINED WITHIN DEFINED POPULATIONS AND PROFESSIONS THAT COULD BE FOR FIRST RESPONDERS, YOU KNOW, POLICE, FIRE, NURSES, TEACHERS, THOSE KIND OF PROFESSIONS.

ANYTHING ELSE. I WANT TO THANK MY FELLOW TRUSTEES FOR RESPECT.

THANK YOU FOR YOUR ACCOMMODATIONS FOR US.

GREAT INFORMATION.

AND AGAIN, THE SENSE I GET THROUGH ALL OF THIS IS THAT YOU'RE WORKING REALLY QUICKLY AND DILIGENTLY AND INTELLIGENTLY TO GET US THE DATA THAT WE NEED TO MAKE THE DECISIONS GOING FORWARD.

AND I THINK THAT'S A REMINDER.

IS THIS THE NEWEST KID ON THE BLOCK IS THAT WE'RE A 70 YEAR OLD ORGANIZATION THAT'S TWO YEARS OLD.

AND SO WE'RE BUT I THINK WE'RE DOING A GREAT JOB IN TERMS OF MITIGATING ALL THESE THINGS.

SO THANK YOU FOR WHAT YOU'RE DOING.

THERE'S NOTHING ELSE.

WELL, AGAIN, LET'S GET THIS.

JUST TO SEE IT GO AWAY.

SO IF THAT'S IF THAT'S IT FOR EDUCATION AND WORKFORCE, I GUESS I CAN GO TO THE MEETING AT 1045.

THANK YOU, TRUSTEE BOARD FOR GIVING THEM TIME TO.

SO.

* This transcript was compiled from uncorrected Closed Captioning.