STATE OF ARIZONA DISAPPOINTS
MANY.

MANY.
>> THAT'S LIKE PENALIZING

>> THAT'S LIKE PENALIZING
SOMEBODY FOR DOING THE RIGHT

SOMEBODY FOR DOING THE RIGHT
THING.

THING.
THE CUTS HAVE ALREADY BEEN MADE.

THE CUTS HAVE ALREADY BEEN MADE.
WE'RE PAST THE FAT.

WE'RE PAST THE FAT.
WE'RE FAST CUTTING MUSCLE.

WE'RE FAST CUTTING MUSCLE.
WE'RE CUTTING BONE.

WE'RE CUTTING BONE.
>> CUTS TO K-12 EDUCATION AND

>> CUTS TO K-12 EDUCATION AND
HIGHER EDUCATION.

HIGHER EDUCATION.
WHAT'S THE PLAN MOVING FORWARD.

WHAT'S THE PLAN MOVING FORWARD.
>> THESE ARE NOT CATASTROPHIC

>> THESE ARE NOT CATASTROPHIC
CUTS BY ANY STRETCH AND WE DON'T

CUTS BY ANY STRETCH AND WE DON'T
CHARACTERIZE THEM THAT WAY.

CHARACTERIZE THEM THAT WAY.
THE POINT IS ITS REALLY THE

THE POINT IS ITS REALLY THE
ACCUMULATION OF THE CUTS THAT

ACCUMULATION OF THE CUTS THAT
HAVE BEEN TAKING PLACE OVER

HAVE BEEN TAKING PLACE OVER
TIME.

TIME.
>> THIS IS ARIZONA WEEK.

>> THIS IS ARIZONA WEEK.
>>> HELLO AND THANKS FOR JOINING

>>> HELLO AND THANKS FOR JOINING
US.

US.
EARLIER THIS WEEK HE RELEASED

EARLIER THIS WEEK HE RELEASED
THE PROPOSAL FOR THE 2015-1016

THE PROPOSAL FOR THE 2015-1016
YEAR.

YEAR.
AN ESTIMATED $77 MILLION.

AN ESTIMATED $77 MILLION.
JOINING ME IS PRESIDENT OF THE

JOINING ME IS PRESIDENT OF THE
ARIZONA BOARD OF REGENTS.

ARIZONA BOARD OF REGENTS.
ILENE JOINS US.

ILENE JOINS US.
THANK YOU FOR YOUR TIME THIS

THANK YOU FOR YOUR TIME THIS
MORNING.

MORNING.
>> GLAD TO BE WITH YOU.

>> GLAD TO BE WITH YOU.
>> 77 MILLION YOU SAID IS ABOUT

>> 77 MILLION YOU SAID IS ABOUT
A 10% CUT FROM YOUR OPERATING

A 10% CUT FROM YOUR OPERATING
BUDGET.

BUDGET.
WHAT DOES THAT LOOK LIKE WHEN IT

WHAT DOES THAT LOOK LIKE WHEN IT
COMES TO NUMBERS?

COMES TO NUMBERS?
>> SO TODAY THE STATE IS ABOUT A

>> SO TODAY THE STATE IS ABOUT A
25% THUNDER ON OUR HIGHER

25% THUNDER ON OUR HIGHER
EDUCATION ENTERPRISE.

EDUCATION ENTERPRISE.
QUITE DIFFERENT THAN BEFORE THE

QUITE DIFFERENT THAN BEFORE THE
DOWNTURN.

DOWNTURN.
SO THESE CUTS REPRESENT A

SO THESE CUTS REPRESENT A
SIGNIFICANT REDUCTION TO OUR

SIGNIFICANT REDUCTION TO OUR
OPERATING BUDGET.

OPERATING BUDGET.
77 MILLION IS ABOUT 10% OF OUR

77 MILLION IS ABOUT 10% OF OUR
OPERATING FUNDS AND IT'S TO US A

OPERATING FUNDS AND IT'S TO US A
POINT WHERE WE THINK WE NEED TO

POINT WHERE WE THINK WE NEED TO
START A SERIOUS CONVERSATION

START A SERIOUS CONVERSATION
WITH THE STATE ABOUT THE FUTURE

WITH THE STATE ABOUT THE FUTURE
OF THE UNIVERSITY SYSTEM.

OF THE UNIVERSITY SYSTEM.
>> OVER THE YEARS THE

>> OVER THE YEARS THE
UNIVERSITIES HAVE CONTINUED TO

UNIVERSITIES HAVE CONTINUED TO
TAKE CUTS.

TAKE CUTS.
SO MOVING FORWARD I THINK PEOPLE

SO MOVING FORWARD I THINK PEOPLE
MIGHT WONDER WHAT DOES THIS DO

MIGHT WONDER WHAT DOES THIS DO
TO TUITION BECAUSE IN THE PAST

TO TUITION BECAUSE IN THE PAST
TUITION HAS GONE UP.

TUITION HAS GONE UP.
>> CORRECT.

>> CORRECT.
THE UNIVERSITIES LOST OVER $400

THE UNIVERSITIES LOST OVER $400
MILLION IN FUNDING.

MILLION IN FUNDING.
THE REDUCTIONS TO ARIZONA PUBLIC

THE REDUCTIONS TO ARIZONA PUBLIC
UNIVERSITIES WERE AMONG THE

UNIVERSITIES WERE AMONG THE
LARGEST IN THE COUNTRY AND WITH

LARGEST IN THE COUNTRY AND WITH
THAT CAME CORRESPONDING

THAT CAME CORRESPONDING
SIGNIFICANT INCREASES IN

SIGNIFICANT INCREASES IN
TUITION.

TUITION.
AGAIN THE LARGEST INCREASES IN

AGAIN THE LARGEST INCREASES IN
THE COUNTRY.

THE COUNTRY.
ULTIMATELY WE KNOW THAT REDUCING

ULTIMATELY WE KNOW THAT REDUCING
THE STATE BUDGET FUNDS AND

THE STATE BUDGET FUNDS AND
REPLACING THAT WITH TUITION IS

REPLACING THAT WITH TUITION IS
NOT A SUSTAINABLE COURSE.

NOT A SUSTAINABLE COURSE.
THAT CAN'T BE THE SOLUTION AND

THAT CAN'T BE THE SOLUTION AND
TUITION CAN'T BE THE BACKSTOP

TUITION CAN'T BE THE BACKSTOP
FOR THE STATE'S FISCAL

FOR THE STATE'S FISCAL
CHALLENGES.

CHALLENGES.
HOW DO WE GO FORWARD AND MAKE

HOW DO WE GO FORWARD AND MAKE
SURE WE CAN KEEP OUR PUBLIC

SURE WE CAN KEEP OUR PUBLIC
UNIVERSITIES AFFORDABLE?

UNIVERSITIES AFFORDABLE?
I DON'T ANTICIPATE THESE

I DON'T ANTICIPATE THESE
REDUCTIONS WILL RESULT IN DOLLAR

REDUCTIONS WILL RESULT IN DOLLAR
BY DOLLAR REPLACEMENT BUT THAT'S

BY DOLLAR REPLACEMENT BUT THAT'S
WHAT WE NEED TO GO THROUGH TO

WHAT WE NEED TO GO THROUGH TO
DETERMINE WHAT THE IMPACTS WILL

DETERMINE WHAT THE IMPACTS WILL
BE.

BE.
>> A LOT OF STUDENTS MIGHT BE

>> A LOT OF STUDENTS MIGHT BE
WATCHING THIS UNFOLD AND THEN

WATCHING THIS UNFOLD AND THEN
THEY HEAR YOU SAY WE'RE GOING TO

THEY HEAR YOU SAY WE'RE GOING TO
HAVE SERIOUS CONVERSATIONS.

HAVE SERIOUS CONVERSATIONS.
WHAT DO THE CONVERSATIONS ENTAIL

WHAT DO THE CONVERSATIONS ENTAIL
AND HOW QUICKLY WILL WE SEE

AND HOW QUICKLY WILL WE SEE
RESOLUTION TO ALL OF THIS?

RESOLUTION TO ALL OF THIS?
>> SO WE HAVE STARTED SOME

>> SO WE HAVE STARTED SOME
CONVERSATIONS, THE REGENTS AND

CONVERSATIONS, THE REGENTS AND
UNIVERSITY PRESIDENT WITH OUR

UNIVERSITY PRESIDENT WITH OUR
NEW GOVERNOR AND WITH OUR NEW

NEW GOVERNOR AND WITH OUR NEW
LEGISLATIVE LEADERS TO TALK

LEGISLATIVE LEADERS TO TALK
ABOUT EXACTLY THAT.

ABOUT EXACTLY THAT.
WE NEED TO MAKE SURE THAT WE CAN

WE NEED TO MAKE SURE THAT WE CAN
GET OUR UNIVERSITIES ON A

GET OUR UNIVERSITIES ON A
SUSTAINABLE FUNDING COURSE.

SUSTAINABLE FUNDING COURSE.
SO DURING THE PAST COUPLE OF

SO DURING THE PAST COUPLE OF
YEARS WE WERE VERY PLEASED

YEARS WE WERE VERY PLEASED
BECAUSE THE LEGISLATURE WAS

BECAUSE THE LEGISLATURE WAS
BEGINNING TO ADD DOLLARS BACK TO

BEGINNING TO ADD DOLLARS BACK TO
OUR PUBLIC UNIVERSITIES.

OUR PUBLIC UNIVERSITIES.
SO THESE REDUCTIONS, WHILE

SO THESE REDUCTIONS, WHILE
THEY'RE NOT CATASTROPHIC THEY

THEY'RE NOT CATASTROPHIC THEY
SIGNAL A CHALLENGE FOR US.

SIGNAL A CHALLENGE FOR US.
AS THE STATE CONTINUES TO COVER

AS THE STATE CONTINUES TO COVER
AND IT'S NOT RECOVERING AS

AND IT'S NOT RECOVERING AS
RAPIDLY AS WE WOULD LIKE, WE'RE

RAPIDLY AS WE WOULD LIKE, WE'RE
CONCERNED THEY'RE SEEING A LAPSE

CONCERNED THEY'RE SEEING A LAPSE
IN FUNDING.

IN FUNDING.
THE TREND IS TOWARD DEFUNDING

THE TREND IS TOWARD DEFUNDING
OUR UNIVERSITIES.

OUR UNIVERSITIES.
THE STATE IS AN IMPORTANT

THE STATE IS AN IMPORTANT
PARTNER AND CONTRIBUTOR AND

PARTNER AND CONTRIBUTOR AND
THEY'RE CONSTITUTIONAL ENTITIES.

THEY'RE CONSTITUTIONAL ENTITIES.
WE NEED CONVERSATIONS ABOUT

WE NEED CONVERSATIONS ABOUT
EXACTLY WHAT THE CONTRIBUTIONS

EXACTLY WHAT THE CONTRIBUTIONS
WILL BE IN TERMS OF REAL DOLLARS

WILL BE IN TERMS OF REAL DOLLARS
AND HOW WE GET THOSE DOLLARS

AND HOW WE GET THOSE DOLLARS
DISTRIBUTED TO THE UNIVERSITIES.

DISTRIBUTED TO THE UNIVERSITIES.
IT'S A REALLY, REALLY IMPORTANT

IT'S A REALLY, REALLY IMPORTANT
REFORM THAT NEEDS TO TAKE PLACE.

REFORM THAT NEEDS TO TAKE PLACE.
>> WHEN YOU ACTUALLY LOOK AT THE

>> WHEN YOU ACTUALLY LOOK AT THE
NUMBERS YOU'RE TALKING ABOUT A

NUMBERS YOU'RE TALKING ABOUT A
10% OPERATING CUT.

10% OPERATING CUT.
MAYBE SOME PEOPLE ARE WATCHING

MAYBE SOME PEOPLE ARE WATCHING
THIS AND SAYING THAT'S NOT TOO

THIS AND SAYING THAT'S NOT TOO
BAD BUT IT IS SIGNIFICANT.

BAD BUT IT IS SIGNIFICANT.
>> CORRECT.

>> CORRECT.
SO IT'S CERTAINLY -- AGREED.

SO IT'S CERTAINLY -- AGREED.
SO THESE ARE NOT SATS TRCATASTR

SO THESE ARE NOT SATS TRCATASTR
CUTS BY ANY STRETCH AND WE DON'T

CUTS BY ANY STRETCH AND WE DON'T
CHARACTERIZE THEM THAT WAY.

CHARACTERIZE THEM THAT WAY.
IT'S REALLY THE ACCUMULATION OF

IT'S REALLY THE ACCUMULATION OF
THE CUTS TAKING PLACE OVER TIME

THE CUTS TAKING PLACE OVER TIME
AND THE CONTINUED RELIANCE ON

AND THE CONTINUED RELIANCE ON
TUITION.

TUITION.
THAT'S THE TREND THAT NEEDS TO

THAT'S THE TREND THAT NEEDS TO
CHANGE.

CHANGE.
SO WHAT WE'RE LOOKING TO DO IS

SO WHAT WE'RE LOOKING TO DO IS
CLEARLY FIGURE OUT HOW WE CAN

CLEARLY FIGURE OUT HOW WE CAN
MAKE REDUCTIONS THOUGHTFULLY AND

MAKE REDUCTIONS THOUGHTFULLY AND
IN A WAY THAT DOES NOT IMPACT

IN A WAY THAT DOES NOT IMPACT
ACCESS OR AFFORDABILITY FOR OUR

ACCESS OR AFFORDABILITY FOR OUR
STUDENTS.

STUDENTS.
AND ULTIMATELY IF THE STATE

AND ULTIMATELY IF THE STATE
CAN'T CONTRIBUTE AT THE SAME

CAN'T CONTRIBUTE AT THE SAME
LEVEL AS BEFORE WHAT WILL THE

LEVEL AS BEFORE WHAT WILL THE
ANSWER BE?

ANSWER BE?
OUR PROPOSAL IS WE WORK ON A

OUR PROPOSAL IS WE WORK ON A
PERFORMANCE BASED FUNDING MODEL

PERFORMANCE BASED FUNDING MODEL
WHERE THE UNIVERSITIES ARE

WHERE THE UNIVERSITIES ARE
RECOGNIZED FOR THEIR

RECOGNIZED FOR THEIR
CONTRIBUTIONS TO ECONOMY WHETHER

CONTRIBUTIONS TO ECONOMY WHETHER
THAT BE IN TERMS OF RESEARCH OR

THAT BE IN TERMS OF RESEARCH OR
THE NUMBER OF GRADUATES BUT

THE NUMBER OF GRADUATES BUT
SOMETHING THAT GIVES A

SOMETHING THAT GIVES A
DEFINITIVE WAY AND CONCRETE SET

DEFINITIVE WAY AND CONCRETE SET
OF EXPECTATIONS AND A CERTAIN

OF EXPECTATIONS AND A CERTAIN
FUNDING LEVEL THAT THE STATE

FUNDING LEVEL THAT THE STATE
WILL CONTRIBUTE AT.

WILL CONTRIBUTE AT.
THAT NEEDS TO BE COUPLED WITH

THAT NEEDS TO BE COUPLED WITH
SERIOUS REGULATORY REFORM FOR

SERIOUS REGULATORY REFORM FOR
OUR UNIVERSITIES.

OUR UNIVERSITIES.
TODAY WE'RE REALLY LARGELY TIED

TODAY WE'RE REALLY LARGELY TIED
TO THE STATE'S ARCHITECTURE

TO THE STATE'S ARCHITECTURE
WHETHER THAT BE THROUGH BENEFITS

WHETHER THAT BE THROUGH BENEFITS
DESIGN OR REPORTING OR A HOST OF

DESIGN OR REPORTING OR A HOST OF
OTHER REGULATIONS THAT DON'T

OTHER REGULATIONS THAT DON'T
MATCH WITH THE CURRENT OPERATING

MATCH WITH THE CURRENT OPERATING
MODEL.

MODEL.
WE NEED TO MAKE ADVANCES EVER

WE NEED TO MAKE ADVANCES EVER
AND COMBINE THESE TWO THOUGHTS.

AND COMBINE THESE TWO THOUGHTS.
REVAMPING OUR FUNDING MODEL AND

REVAMPING OUR FUNDING MODEL AND
RESTRUCTURING OUR REGULATIONS SO

RESTRUCTURING OUR REGULATIONS SO
THAT WE ARE FREED UP TO BEING

THAT WE ARE FREED UP TO BEING
STRONGER AND MORE

STRONGER AND MORE
ENTREPRENEURIAL ENTERPRISES.

ENTREPRENEURIAL ENTERPRISES.
>> ON AVERAGE IT COSTS AN IN

>> ON AVERAGE IT COSTS AN IN
STATE STUDENT HERE ABOUT $10,000

STATE STUDENT HERE ABOUT $10,000
A YEAR.

A YEAR.
FOR THE STUDENTS WATCHING THIS

FOR THE STUDENTS WATCHING THIS
AND BECOMING DISCOURAGED ABOUT

AND BECOMING DISCOURAGED ABOUT
THEIR FUTURE AND FINISHING THEIR

THEIR FUTURE AND FINISHING THEIR
DEGREE AND STARTING AN EDUCATION

DEGREE AND STARTING AN EDUCATION
PROGRAM, WHAT DO YOU TELL THEM?

PROGRAM, WHAT DO YOU TELL THEM?
>> RIGHT.

>> RIGHT.
WELL, CERTAINLY, THE AVERAGE

WELL, CERTAINLY, THE AVERAGE
PRICE THAT PEOPLE PERCEIVE FOR

PRICE THAT PEOPLE PERCEIVE FOR
TUITION ISN'T EXACTLY WHAT

TUITION ISN'T EXACTLY WHAT
ANYBODY ULTIMATELY PAID BECAUSE

ANYBODY ULTIMATELY PAID BECAUSE
THE UNIVERSITIES WORK VERY HARD

THE UNIVERSITIES WORK VERY HARD
TO CREATE FINANCIAL AID

TO CREATE FINANCIAL AID
OPPORTUNITIES FOR STUDENTS AND

OPPORTUNITIES FOR STUDENTS AND
REALLY MAKE SURE THAT OUR MOST

REALLY MAKE SURE THAT OUR MOST
NEEDY STUDENTS HAVE THE FUNDING

NEEDY STUDENTS HAVE THE FUNDING
THAT THEY NEED AVAILABLE TO THEM

THAT THEY NEED AVAILABLE TO THEM
SO THEY CAN CONTINUE THEIR

SO THEY CAN CONTINUE THEIR
STUDIES.

STUDIES.
THAT COMMITMENT WON'T CHANGE.

THAT COMMITMENT WON'T CHANGE.
OUR BOARD IS CONCERNED WITH

OUR BOARD IS CONCERNED WITH
TRYING TO TURN THE TIDE AND

TRYING TO TURN THE TIDE AND
WORKING HARD ON EFFICIENT SYS TO

WORKING HARD ON EFFICIENT SYS TO
KEEP COSTS DOWN.

KEEP COSTS DOWN.
THERE'S NO BETTER WAY TO IMPROVE

THERE'S NO BETTER WAY TO IMPROVE
YOUR POSSIBILITIES THAN HIGHER

YOUR POSSIBILITIES THAN HIGHER
EDUCATION.

EDUCATION.
WE NEED TO MAKE SURE THAT OUR

WE NEED TO MAKE SURE THAT OUR
UNIVERSITIES ARE STRONG, THEY'RE

UNIVERSITIES ARE STRONG, THEY'RE
AFFORDABLE, AND THEY'RE

AFFORDABLE, AND THEY'RE
POSITIONED TO PROVIDE THE HIGH

POSITIONED TO PROVIDE THE HIGH
QUALITY EDUCATION THAT OUR

QUALITY EDUCATION THAT OUR
ARIZONIANS NEED.

ARIZONIANS NEED.
>> THANK YOU SO MUCH FOR YOUR

>> THANK YOU SO MUCH FOR YOUR
TIME.

TIME.
THE BUDGET CUTS ARE HIKELY TO

THE BUDGET CUTS ARE HIKELY TO
HEADLINE DISCUSSION IN THE STATE

HEADLINE DISCUSSION IN THE STATE
LEGISLATURE.

LEGISLATURE.
THE REPRESENTATIVE IS ON THE

THE REPRESENTATIVE IS ON THE
HIGHER EDUCATION COMMITTEE AND

HIGHER EDUCATION COMMITTEE AND
BEFORE TAKING PUBLIC OFFICE

BEFORE TAKING PUBLIC OFFICE
WORKED AT THE UNIVERSITY OF

WORKED AT THE UNIVERSITY OF
ARIZONA.

ARIZONA.
>> WHAT WERE YOUR INITIAL

>> WHAT WERE YOUR INITIAL
THOUGHTS WHEN YOU SAW THE BUDGET

THOUGHTS WHEN YOU SAW THE BUDGET
AND 75 MILLION CUTS TO HIGHER

AND 75 MILLION CUTS TO HIGHER
EDUCATION.

EDUCATION.
>> A LOT OF CONCERN.

>> A LOT OF CONCERN.
WHEN YOU'RE TALKING ABOUT THAT

WHEN YOU'RE TALKING ABOUT THAT
AMOUNT OF CAP TO THE UNIVERSITY

AMOUNT OF CAP TO THE UNIVERSITY
OF ARIZONA WHICH MEANS RIGHT

OF ARIZONA WHICH MEANS RIGHT
AWAY WHAT I THINK, IT'S THE

AWAY WHAT I THINK, IT'S THE
TUITION GOING UP AGAIN.

TUITION GOING UP AGAIN.
AND THAT'S GOING BY A LOT OF

AND THAT'S GOING BY A LOT OF
STUDENTS.

STUDENTS.
THIS IS A TIME WHEN WE SHOULD BE

THIS IS A TIME WHEN WE SHOULD BE
INVESTING IN EDUCATION.

INVESTING IN EDUCATION.
INVESTING IN A FUTURE TO ATTRACT

INVESTING IN A FUTURE TO ATTRACT
BETTER EMPLOYERS TO ARIZONA.

BETTER EMPLOYERS TO ARIZONA.
AND THAT'S JUST COUNTER

AND THAT'S JUST COUNTER
PRODUCTIVE IN MY WAY OF LOOKING

PRODUCTIVE IN MY WAY OF LOOKING
AT IT.

AT IT.
THE UNIVERSITY HAS ALWAYS

THE UNIVERSITY HAS ALWAYS
DONE -- NOT BECAUSE I WORKED

DONE -- NOT BECAUSE I WORKED
THERE -- BUT IT'S ALWAYS BEEN A

THERE -- BUT IT'S ALWAYS BEEN A
LEADER IN HIGHER EDUCATION AND

LEADER IN HIGHER EDUCATION AND
THAT ATTRACTS AND TRANSFERS INTO

THAT ATTRACTS AND TRANSFERS INTO
TECHNOLOGY THAT WILL ATTRACT

TECHNOLOGY THAT WILL ATTRACT
EMPLOYMENT, ET CETERA, AND

EMPLOYMENT, ET CETERA, AND
DEVELOPMENT.

DEVELOPMENT.
THAT'S NOT GOING TO HELP IT.

THAT'S NOT GOING TO HELP IT.
WE NEED SOME SUPPORT AT THE

WE NEED SOME SUPPORT AT THE
UNIVERSITY.

UNIVERSITY.
AT ALL THREE INSTITUTIONS.

AT ALL THREE INSTITUTIONS.
>> YOUR BACKGROUND IS IN HIGHER

>> YOUR BACKGROUND IS IN HIGHER
EDUCATION.

EDUCATION.
>> YES IT IS.

>> YES IT IS.
>> YOU'RE ON THE COMMITTEE HERE

>> YOU'RE ON THE COMMITTEE HERE
AT THE LEGISLATURE SO WHAT CAN

AT THE LEGISLATURE SO WHAT CAN
YOU DO RIGHT NOW AS OF THE STATE

YOU DO RIGHT NOW AS OF THE STATE
LEGISLATOR TO TRY TO CHANGE

LEGISLATOR TO TRY TO CHANGE
THIS?

THIS?
WHAT DO YOU DO?

WHAT DO YOU DO?
>> WE'RE HOPING TO BE ABLE TO --

>> WE'RE HOPING TO BE ABLE TO --
THROUGH OUR COMMITTEES, FOR

THROUGH OUR COMMITTEES, FOR
EXAMPLE, SPEAK TO THE MAJORITY

EXAMPLE, SPEAK TO THE MAJORITY
IN CONTROL AT THIS POINT AND

IN CONTROL AT THIS POINT AND
CONVINCE THEM THAT LET'S TRY TO

CONVINCE THEM THAT LET'S TRY TO
DO MORE FOR HIGHER EDUCATION AND

DO MORE FOR HIGHER EDUCATION AND
COMMUNITY COLLEGE BECAUSE

COMMUNITY COLLEGE BECAUSE
COMMUNITY COLLEGES ALSO GOT A

COMMUNITY COLLEGES ALSO GOT A
CUT AND NOW THAT'S ANOTHER AREA

CUT AND NOW THAT'S ANOTHER AREA
WE SHOULD BE CUTTING BECAUSE AT

WE SHOULD BE CUTTING BECAUSE AT
THIS POINT THEY NEED ALL THE

THIS POINT THEY NEED ALL THE
SUPPORT THEY CAN GET TO IMPROVE

SUPPORT THEY CAN GET TO IMPROVE
THE GLOBAL TRAINING.

THE GLOBAL TRAINING.
WE TALKED ON MANY ASPECTS.

WE TALKED ON MANY ASPECTS.
BOTH PARTIES ARE OBVIOUSLY

BOTH PARTIES ARE OBVIOUSLY
TALKING ABOUT THE NEED FOR MORE

TALKING ABOUT THE NEED FOR MORE
TRAINING FOR GLOBAL SOCIETY.

TRAINING FOR GLOBAL SOCIETY.
FOR A VERY COMPETITIVE SOCIETY.

FOR A VERY COMPETITIVE SOCIETY.
WE TALK ABOUT MEXICO HAVING SUCH

WE TALK ABOUT MEXICO HAVING SUCH
A GIGANTIC ROLE NOW RELATED TO

A GIGANTIC ROLE NOW RELATED TO
OUR ECONOMY.

OUR ECONOMY.
THIS IS A TIME TO BEGIN TO

THIS IS A TIME TO BEGIN TO
PROMOTE PROGRAMS THAT WILL

PROMOTE PROGRAMS THAT WILL
IMPROVE THOSE CONDITIONS.

IMPROVE THOSE CONDITIONS.
I MYSELF WOULD BE LOOKING AT AND

I MYSELF WOULD BE LOOKING AT AND
AM LOOKING AT FOR EXAMPLE THE

AM LOOKING AT FOR EXAMPLE THE
REPEAL OF RESOLUTION 203 WHICH

REPEAL OF RESOLUTION 203 WHICH
MAKES IT AGAINST THE LAW TO USE

MAKES IT AGAINST THE LAW TO USE
SPANISH FOR SPANISH SPEAKERS WHO

SPANISH FOR SPANISH SPEAKERS WHO
HAVE DIFFICULTY WITH ENGLISH BUT

HAVE DIFFICULTY WITH ENGLISH BUT
THE IDEA IS TO PROMOTE LANGUAGES

THE IDEA IS TO PROMOTE LANGUAGES
FOR BOTH CULTURES TO COME OUT

FOR BOTH CULTURES TO COME OUT
WORLD VIEWS FOR THE ONES WE'RE

WORLD VIEWS FOR THE ONES WE'RE
PREPARING AT THE COMMUNITY

PREPARING AT THE COMMUNITY
COLLEGE AND UNIVERSITIES.

COLLEGE AND UNIVERSITIES.
>> COMMUNITY COLLEGES HAVE GROWN

>> COMMUNITY COLLEGES HAVE GROWN
OVER THE LAST DECADES.

OVER THE LAST DECADES.
MORE SITES, MORE AVAILABLE, MORE

MORE SITES, MORE AVAILABLE, MORE
OPTIONS FOR PEOPLE.

OPTIONS FOR PEOPLE.
EVEN WITH FAMILIES.

EVEN WITH FAMILIES.
PERHAPS THE SYSTEM GOT TOO BIG

PERHAPS THE SYSTEM GOT TOO BIG
AND THE STATE CAN'T SUSTAIN IT?

AND THE STATE CAN'T SUSTAIN IT?
IS THAT A VIABLE ARGUMENT?

IS THAT A VIABLE ARGUMENT?
>> I DON'T THINK SO.

>> I DON'T THINK SO.
IT'S NOT THAT IT'S TOO BIG OF A

IT'S NOT THAT IT'S TOO BIG OF A
SYSTEM.

SYSTEM.
IT'S BEEN A VERY POPULAR SYSTEM

IT'S BEEN A VERY POPULAR SYSTEM
THERE'S A LOT OF STUDENTS THAT

THERE'S A LOT OF STUDENTS THAT
ORDINARILY, MANY TIMES

ORDINARILY, MANY TIMES
NONTRADITIONAL STUDENTS,

NONTRADITIONAL STUDENTS,
SOMETIMES STUDENTS WOULD HAVE

SOMETIMES STUDENTS WOULD HAVE
DIFFICULTY GOING STRAIGHT TO A

DIFFICULTY GOING STRAIGHT TO A
UNIVERSITY BUT IT OPENED A DOOR

UNIVERSITY BUT IT OPENED A DOOR
AND THAT DOOR GAME OPEN AND WE

AND THAT DOOR GAME OPEN AND WE
HAVE A LOT OF STUDENTS

HAVE A LOT OF STUDENTS
PARTICIPATING.

PARTICIPATING.
THAT IS GOOD.

THAT IS GOOD.
LET'S SUPPORT THAT EFFORT.

LET'S SUPPORT THAT EFFORT.
LET'S MAKE SURE THAT WE PROVIDE

LET'S MAKE SURE THAT WE PROVIDE
THEM THE TYPE OF EDUCATION WHERE

THEM THE TYPE OF EDUCATION WHERE
THEY WILL BE GOING INTO A

THEY WILL BE GOING INTO A
UNIVERSITY AND THEY'RE GOING

UNIVERSITY AND THEY'RE GOING
INTO A PROFESSION THAT REQUIRED

INTO A PROFESSION THAT REQUIRED
TRAINING.

TRAINING.
IT'S A GOOD THING.

IT'S A GOOD THING.
>> THERE ARE PEOPLE EVEN

>> THERE ARE PEOPLE EVEN
CONSTITUENTS PROBABLY SAYING

CONSTITUENTS PROBABLY SAYING
THIS HAD TO BE DONE BECAUSE IT'S

THIS HAD TO BE DONE BECAUSE IT'S
SO STRAINED.

SO STRAINED.
>> WE NEED TO IMPROVE IN MANY

>> WE NEED TO IMPROVE IN MANY
STATES.

STATES.
THEY'RE PROVIDING -- YOU'RE

THEY'RE PROVIDING -- YOU'RE
INVESTING SOME IN A DIFFICULT

INVESTING SOME IN A DIFFICULT
TIME BUT THIS IS THE TIME TO

TIME BUT THIS IS THE TIME TO
MAKE THE INVESTMENTS SO THAT WE

MAKE THE INVESTMENTS SO THAT WE
CAN COMPETE WITH OTHER STATES.

CAN COMPETE WITH OTHER STATES.
IT'S THAT WE HAVE LEFT IT ASIDE

IT'S THAT WE HAVE LEFT IT ASIDE
FOR SO LONG AND IT'S TIME TO

FOR SO LONG AND IT'S TIME TO
TAKE, YOU KNOW, TAKE THE MOVE,

TAKE, YOU KNOW, TAKE THE MOVE,
THE HARD MOVE AND INVEST AND

THE HARD MOVE AND INVEST AND
MAKE THE RETURNS.

MAKE THE RETURNS.
THE RETURNS ARE ALREADY COMING

THE RETURNS ARE ALREADY COMING
THROUGH FOR ASU AND NORTHERN

THROUGH FOR ASU AND NORTHERN
ARIZONA ARE PROVIDING NEW

ARIZONA ARE PROVIDING NEW
TECHNOLOGY, NEW, NEW ADVENTURES.

TECHNOLOGY, NEW, NEW ADVENTURES.
NEW DIRECTIONS AND FOR THE LAST

NEW DIRECTIONS AND FOR THE LAST
FEW YEARS IT'S HAD AN IMPACT.

FEW YEARS IT'S HAD AN IMPACT.
>> COMMUNITY COLLEGES FALL UNDER

>> COMMUNITY COLLEGES FALL UNDER
HIGHER EDUCATION.

HIGHER EDUCATION.
COMMUNITY COLLEGE HAS SIX

COMMUNITY COLLEGE HAS SIX
CAMPUSES AND IS EXPECTED TO TAKE

CAMPUSES AND IS EXPECTED TO TAKE
A $3 MILLION CUT FROM THE STATE.

A $3 MILLION CUT FROM THE STATE.
HERE'S MY INTERVIEW WITH

HERE'S MY INTERVIEW WITH
CHANCELLOR HEWY LAMBERT.

CHANCELLOR HEWY LAMBERT.
>> WHEN YOU LOOK AT OUR STATE

>> WHEN YOU LOOK AT OUR STATE
AID BUDGET BASED ON OUR FTE,

AID BUDGET BASED ON OUR FTE,
CALCULATION AND STEM COMPONENT,

CALCULATION AND STEM COMPONENT,
WE'RE LOOKING AT ABOUT

WE'RE LOOKING AT ABOUT
$6.6 MILLION THAT ALL OF THAT

$6.6 MILLION THAT ALL OF THAT
EQUATES TO AND WHEN YOU TAKE 50%

EQUATES TO AND WHEN YOU TAKE 50%
OF THAT WHICH IS THE GOVERNOR'S

OF THAT WHICH IS THE GOVERNOR'S
PROPOSAL FOR US WHICH WOULD MEAN

PROPOSAL FOR US WHICH WOULD MEAN
WE HAVE TO REDUCE THE BUDGET BY

WE HAVE TO REDUCE THE BUDGET BY
$3.3 MILLION.

$3.3 MILLION.
>> SOUNDS LIKE A LOT OF MONEY.

>> SOUNDS LIKE A LOT OF MONEY.
HOW DO YOU MANAGE?

HOW DO YOU MANAGE?
>> THIS HAS TO BE THOUGHT OF IN

>> THIS HAS TO BE THOUGHT OF IN
A LARGER CONTEXT.

A LARGER CONTEXT.
JUST A FEW YEARS BACK THE

JUST A FEW YEARS BACK THE
COLLEGE TOOK CLOSE TO $9 MILLION

COLLEGE TOOK CLOSE TO $9 MILLION
STATE AID REDUCTION.

STATE AID REDUCTION.
NOW THIS IS COMING ON TOP OF

NOW THIS IS COMING ON TOP OF
THAT.

THAT.
SO IT'S SIGNIFICANT AND WHEN YOU

SO IT'S SIGNIFICANT AND WHEN YOU
ADJUST IT FOR THE EARLIER

ADJUST IT FOR THE EARLIER
AMOUNT, THAT MEANS THERE'S

AMOUNT, THAT MEANS THERE'S
THINGS THAT YOU DID BACK THEN

THINGS THAT YOU DID BACK THEN
THAT ARE NO LONGER AVAILABLE FOR

THAT ARE NO LONGER AVAILABLE FOR
US TO TRIM AROUND NOW.

US TO TRIM AROUND NOW.
SO AS YOU TAKE A SERIES OF CUTS

SO AS YOU TAKE A SERIES OF CUTS
YOU'RE MOVING MORE AND MORE

YOU'RE MOVING MORE AND MORE
AGAINST THE MUSCLE AND THE HEART

AGAINST THE MUSCLE AND THE HEART
OF THE INSTITUTION IN SOME

OF THE INSTITUTION IN SOME
CASES.

CASES.
SOME OF YOUR OPTIONS ARE NOT

SOME OF YOUR OPTIONS ARE NOT
AVAILABLE THAT WERE AVAILABLE

AVAILABLE THAT WERE AVAILABLE
BEFORE.

BEFORE.
>> DO STUDENTS PICK UP THE COSTS

>> DO STUDENTS PICK UP THE COSTS
OR DO YOU REDUCE SERVICES?

OR DO YOU REDUCE SERVICES?
WHAT'S THE NEXT STEP?

WHAT'S THE NEXT STEP?
>> WELL, YOU KNOW, THERE'S

>> WELL, YOU KNOW, THERE'S
DIFFERENT WAYS.

DIFFERENT WAYS.
YOU CAN CONTROL IT ON THE

YOU CAN CONTROL IT ON THE
EXPENSE SIDE.

EXPENSE SIDE.
MEANING LOOK AT YOUR CURRENT

MEANING LOOK AT YOUR CURRENT
EXPENDITURES AND TRY TO ADJUST

EXPENDITURES AND TRY TO ADJUST
ON THAT SIDE OR YOU CAN LOOK AT

ON THAT SIDE OR YOU CAN LOOK AT
THE REVENUE SIDE ONLY AND SAY

THE REVENUE SIDE ONLY AND SAY
ARE THERE OTHER SOURCES OF

ARE THERE OTHER SOURCES OF
REVENUE WHERE WE CAN MAKE UP

REVENUE WHERE WE CAN MAKE UP
THAT REDUCTION.

THAT REDUCTION.
SO TUITION AND FEES.

SO TUITION AND FEES.
CERTAINLY ONE OF THE OPTIONS

CERTAINLY ONE OF THE OPTIONS
THAT ARE AVAILABLE TO US AND

THAT ARE AVAILABLE TO US AND
CERTAINLY LOOKING AT OUR

CERTAINLY LOOKING AT OUR
PROPERTY TAX AND THOSE TWO

PROPERTY TAX AND THOSE TWO
REVENUES COULD OFFSET THE

REVENUES COULD OFFSET THE
REDUCTIONS BUT IT DOESN'T ALLOW

REDUCTIONS BUT IT DOESN'T ALLOW
YOU TO -- YOU'RE JUST TREADING

YOU TO -- YOU'RE JUST TREADING
WATER.

WATER.
YOU'RE TAKING IT FROM HERE AND

YOU'RE TAKING IT FROM HERE AND
PLACING IT OVER THERE BUT YOU'RE

PLACING IT OVER THERE BUT YOU'RE
NOT GROWING OR INNOVATING.

NOT GROWING OR INNOVATING.
YOU'RE TRANSFERRING MONEY FROM

YOU'RE TRANSFERRING MONEY FROM
ONE PLACE TO ANOTHER AND BY

ONE PLACE TO ANOTHER AND BY
SHIFTING THAT COST BURDEN TO THE

SHIFTING THAT COST BURDEN TO THE
STUDENTS FOR EXAMPLE SUE IS

STUDENTS FOR EXAMPLE SUE IS
GOING TO PAY MORE.

GOING TO PAY MORE.
SO YOU HAVE OTHER IMPLICATIONS.

SO YOU HAVE OTHER IMPLICATIONS.
HOW IS THAT GOING TO EFFECT

HOW IS THAT GOING TO EFFECT
ACCESS?

ACCESS?
IT'S AFFORDABLE THEN THAT'S

IT'S AFFORDABLE THEN THAT'S
GOING TO IMPACT YOUR ASSESS AND

GOING TO IMPACT YOUR ASSESS AND
YOUR ENROLEMENT DOWNSTREAM WHICH

YOUR ENROLEMENT DOWNSTREAM WHICH
WILL HAVE OTHER IMPLICATIONS.

WILL HAVE OTHER IMPLICATIONS.
>> RIGHT NOW YOU HAVE ABOUT

>> RIGHT NOW YOU HAVE ABOUT
60,000 STUDENTS BUT ENROLLMENT

60,000 STUDENTS BUT ENROLLMENT
IS DECLINING YOU SAY.

IS DECLINING YOU SAY.
>> YEAH, SO REMEMBER THAT 60,000

>> YEAH, SO REMEMBER THAT 60,000
ROUGHLY NUMBER IS ALL COMBINED

ROUGHLY NUMBER IS ALL COMBINED
EFFORT.

EFFORT.
BUT WHEN WE TALKED ABOUT THE

BUT WHEN WE TALKED ABOUT THE
BUDGET, WE ARE USUALLY TALKING

BUDGET, WE ARE USUALLY TALKING
ABOUT THE FTE SIDE, THE FOR

ABOUT THE FTE SIDE, THE FOR
CREDIT SIDE OF THE HOUSE AND

CREDIT SIDE OF THE HOUSE AND
THAT NUMBER IS CERTAINLY SMALLER

THAT NUMBER IS CERTAINLY SMALLER
THAN THAT NUMBER OVERALL AND

THAN THAT NUMBER OVERALL AND
THAT'S SOMETHING NOT TO LOSE

THAT'S SOMETHING NOT TO LOSE
SIGHT OF.

SIGHT OF.
SO AS WE THINK ABOUT THAT SIDE

SO AS WE THINK ABOUT THAT SIDE
OF THE EQUATION.

OF THE EQUATION.
THAT'S WHAT DRIVES OUR FUNDING

THAT'S WHAT DRIVES OUR FUNDING
AND REVENUE.

AND REVENUE.
IF WE CAN'T KEEP NUMBERS IN A

IF WE CAN'T KEEP NUMBERS IN A
CERTAIN PLACE IT WILL HAVE OTHER

CERTAIN PLACE IT WILL HAVE OTHER
IMPLICATIONS.

IMPLICATIONS.
>> YOU'VE BEEN HERE FOR, YOU

>> YOU'VE BEEN HERE FOR, YOU
SAID, 18 MONTHS.

SAID, 18 MONTHS.
BUT THIS IS NOT NEW TO YOU IN

BUT THIS IS NOT NEW TO YOU IN
THE SENSE THAT YOU HAVE

THE SENSE THAT YOU HAVE
EXPERIENCED THIS AT COLLEGE

EXPERIENCED THIS AT COLLEGE
CAMPUSES BEFORE.

CAMPUSES BEFORE.
>> RIGHT.

>> RIGHT.
>> WHAT ARE YOU DOING TO RALLY

>> WHAT ARE YOU DOING TO RALLY
THE TROOPS SURROUNDING YOU TO

THE TROOPS SURROUNDING YOU TO
ENCOURAGE THEM THAT WE CAN

ENCOURAGE THEM THAT WE CAN
HANDLE THIS.

HANDLE THIS.
>> FIRST OF ALL IS TO

>> FIRST OF ALL IS TO
COMMUNICATE WHAT'S GOING ON.

COMMUNICATE WHAT'S GOING ON.
TO BE AS OPEN AND HONEST ABOUT

TO BE AS OPEN AND HONEST ABOUT
THE CHALLENGES THAT WE'RE

THE CHALLENGES THAT WE'RE
FACING.

FACING.
SECO

SECO
SECONDLY PUT TOGETHER A GROUP

SECONDLY PUT TOGETHER A GROUP
THAT WILL START TO DEVELOP A

THAT WILL START TO DEVELOP A
PROCESS ALONG WITH A CRITERIA

PROCESS ALONG WITH A CRITERIA
AND TIME FRAME WHEN WE CAN START

AND TIME FRAME WHEN WE CAN START
TO MAKE ADJUSTMENTS.

TO MAKE ADJUSTMENTS.
WE HAVE TO START THINKING ABOUT

WE HAVE TO START THINKING ABOUT
AREAS THAT WE MAY HAVE TO

AREAS THAT WE MAY HAVE TO
REENGINEER IF YOU WILL IN SOME

REENGINEER IF YOU WILL IN SOME
CASES.

CASES.
SO INVOLVING EMPLOYEES IN THAT

SO INVOLVING EMPLOYEES IN THAT
PROCESS.

PROCESS.
INVOLVING STUDENTS THAT MAYBE

INVOLVING STUDENTS THAT MAYBE
HAVE A WAY TO INPUT INTO THE

HAVE A WAY TO INPUT INTO THE
PROCESS.

PROCESS.
SO I THINK THAT'S IMPORTANT.

SO I THINK THAT'S IMPORTANT.
SO AS PART OF THIS, WHAT WE DID,

SO AS PART OF THIS, WHAT WE DID,
LONG BEFORE THE BUDGET -- THE

LONG BEFORE THE BUDGET -- THE
GOVERNOR ANNOUNCED HIS BUDGET,

GOVERNOR ANNOUNCED HIS BUDGET,
WE WERE ALREADY BEGINNING THE

WE WERE ALREADY BEGINNING THE
PLANNING BECAUSE I'M THE KIND OF

PLANNING BECAUSE I'M THE KIND OF
PERSON I BELIEVE YOU HAVE TO TRY

PERSON I BELIEVE YOU HAVE TO TRY
TO ANTICIPATE WHAT'S GOING ON

TO ANTICIPATE WHAT'S GOING ON
AND LOOKING AT THE TRENDS AND SO

AND LOOKING AT THE TRENDS AND SO
FORTH AND WE WERE GETTING EARLY

FORTH AND WE WERE GETTING EARLY
INDICATIONS.

INDICATIONS.
WE HEARD ABOUT THE CHALLENGES

WE HEARD ABOUT THE CHALLENGES
WITH K-12 AND ALL OF THAT.

WITH K-12 AND ALL OF THAT.
SO JUST TAKING THAT AS AN

SO JUST TAKING THAT AS AN
EXAMPLE I KNEW THIS WAS GOING TO

EXAMPLE I KNEW THIS WAS GOING TO
BE A TOUGH BUDGET YEAR THAT THE

BE A TOUGH BUDGET YEAR THAT THE
NEW GOVERNOR WAS GOING TO FACE.

NEW GOVERNOR WAS GOING TO FACE.
SO WE WENT TO THE BOARD BEFORE

SO WE WENT TO THE BOARD BEFORE
THE END OF LAST YEAR AND HAD

THE END OF LAST YEAR AND HAD
THEM APPROVE THREE DOLLAR

THEM APPROVE THREE DOLLAR
SCENARIOS.

SCENARIOS.
WE START TO DEVELOP THREE

WE START TO DEVELOP THREE
SCENARIOS THAT ARE NOT REDUCING

SCENARIOS THAT ARE NOT REDUCING
OUR BUDGET BY 5 OR 15 MILLION OR

OUR BUDGET BY 5 OR 15 MILLION OR
HOW DO YOU MIX IN A REVENUE AS

HOW DO YOU MIX IN A REVENUE AS
PART OF THE OVERALL MIX.

PART OF THE OVERALL MIX.
WE'RE WELL INTO THAT PROCESS.

WE'RE WELL INTO THAT PROCESS.
>> YOU SOUND OPTIMISTIC BUT

>> YOU SOUND OPTIMISTIC BUT
YOU'RE ALSO USING WORDS LIKE

YOU'RE ALSO USING WORDS LIKE
REENGINEER OR ADJUSTMENTS WHICH

REENGINEER OR ADJUSTMENTS WHICH
MIGHT SIGNAL POTENTIAL CUTS ON

MIGHT SIGNAL POTENTIAL CUTS ON
YOUR END.

YOUR END.
LAYOFFS PERHAPS.

LAYOFFS PERHAPS.
>> WELL, SEE, AT THIS EARLY

>> WELL, SEE, AT THIS EARLY
STAGE OF THE GAME IT'S HARD TO

STAGE OF THE GAME IT'S HARD TO
TALK ABOUT SPECIFICS BUT YOU

TALK ABOUT SPECIFICS BUT YOU
HAVE TO HAVE ALL THE TOOLS

HAVE TO HAVE ALL THE TOOLS
AVAILABLE TO YOU.

AVAILABLE TO YOU.
THAT'S THE WAY I LIKE TO GO INTO

THAT'S THE WAY I LIKE TO GO INTO
THIS.

THIS.
REMEMBER THIS IS AGAIN IN THE

REMEMBER THIS IS AGAIN IN THE
LARGER CONTEXT.

LARGER CONTEXT.
CUTS THAT HAVE ALREADY BEEN MADE

CUTS THAT HAVE ALREADY BEEN MADE
YEARS PRIOR.

YEARS PRIOR.
AS WELL AS THE FACT THAT OUR

AS WELL AS THE FACT THAT OUR
ENROLLMENTS HAVE DROPPED

ENROLLMENTS HAVE DROPPED
SIGNIFICANTLY.

SIGNIFICANTLY.
SO HOW DO WE ACCOUNT FOR THAT?

SO HOW DO WE ACCOUNT FOR THAT?
ESPECIALLY FROM A STEWARDSHIP

ESPECIALLY FROM A STEWARDSHIP
STANDPOINT BUT DO YOU HAVE THE

STANDPOINT BUT DO YOU HAVE THE
PEOPLE COMING TO YOU THAT NEED

PEOPLE COMING TO YOU THAT NEED
YOUR SERVICES AND EDUCATION.

YOUR SERVICES AND EDUCATION.
YOU HAVE TO ADAPT TO THAT

YOU HAVE TO ADAPT TO THAT
REGARDLESS OF YOUR FINANCIAL

REGARDLESS OF YOUR FINANCIAL
HEALTH.

HEALTH.
BY THE WAY, THE FINANCIAL HEALTH

BY THE WAY, THE FINANCIAL HEALTH
OF THE COLLEGE IS VERY STRONG.

OF THE COLLEGE IS VERY STRONG.
WE'RE IN A STRONG FINANCIAL

WE'RE IN A STRONG FINANCIAL
POSITION.

POSITION.
THAT'S ALWAYS THE PLACE YOU WANT

THAT'S ALWAYS THE PLACE YOU WANT
TO BE WHEN YOU WANT TO ENTER

TO BE WHEN YOU WANT TO ENTER
INTO THE MORE DIFFICULT

INTO THE MORE DIFFICULT
CONVERSATIONS AND HAVING TO

CONVERSATIONS AND HAVING TO
RETHINK, REENGINEER, REIMAGINE

RETHINK, REENGINEER, REIMAGINE
EDUCATION.

EDUCATION.
>> THE K-12 EDUCATION NOW, THE

>> THE K-12 EDUCATION NOW, THE
GOVERNOR PROPOSING 100 $16

GOVERNOR PROPOSING 100 $16
MILLION IN NEW SYSTEM WIDE

MILLION IN NEW SYSTEM WIDE
FUNDING BUT THE PRESIDENT OF THE

FUNDING BUT THE PRESIDENT OF THE
ARIZONA EDUCATION ASSOCIATION

ARIZONA EDUCATION ASSOCIATION
SAYS THE NEW FUNDING COMES WITH

SAYS THE NEW FUNDING COMES WITH
CUTS THAT WILL RUN DEEP.

CUTS THAT WILL RUN DEEP.
>> YOU WILL DO ANYTHING TO KEEP

>> YOU WILL DO ANYTHING TO KEEP
YOUR STUDENTS OUT.

YOUR STUDENTS OUT.
AND SCHOOL DISTRICTS DID

AND SCHOOL DISTRICTS DID
WHATEVER THEY COULD TO DEFLECT

WHATEVER THEY COULD TO DEFLECT
THE IMPACT OF THE CUTS AWAY FROM

THE IMPACT OF THE CUTS AWAY FROM
STUDENTS IN THE CLASSROOM.

STUDENTS IN THE CLASSROOM.
AS A RESULT, THEY CUT A LOT OF

AS A RESULT, THEY CUT A LOT OF
THE VERY ADMINISTRATIVE COSTS

THE VERY ADMINISTRATIVE COSTS
THAT THE GOVERNOR'S PROPOSED

THAT THE GOVERNOR'S PROPOSED
BUDGET SEEMS TO ASSUME ARE STILL

BUDGET SEEMS TO ASSUME ARE STILL
THERE.

THERE.
THE FACT IS ARIZONA IS ONE OF

THE FACT IS ARIZONA IS ONE OF
THE LEANEST, MOST EFFICIENT

THE LEANEST, MOST EFFICIENT
STATES IN TERMS OF

STATES IN TERMS OF
ADMINISTRATIVE COSTS IN OUR K-12

ADMINISTRATIVE COSTS IN OUR K-12
SYSTEM.

SYSTEM.
WE HAVE SOME OF THE LOWEST

WE HAVE SOME OF THE LOWEST
COSTS.

COSTS.
THEY ACCOUNT FOR SOME OF THE

THEY ACCOUNT FOR SOME OF THE
SMALLEST BUDGET PERCENTAGES OF

SMALLEST BUDGET PERCENTAGES OF
ANY STATE IN THE COUNTRY.

ANY STATE IN THE COUNTRY.
THAT'S WHY IT WAS SO

THAT'S WHY IT WAS SO
DISAPPOINTING TO HEAR THE

DISAPPOINTING TO HEAR THE
GOVERNOR IDENTIFY THOSE COSTS

GOVERNOR IDENTIFY THOSE COSTS
FOR A MANDATORY CUT.

FOR A MANDATORY CUT.
THAT'S LIKE PENALIZING SOMEBODY

THAT'S LIKE PENALIZING SOMEBODY
FOR DOING THE RIGHT THING

FOR DOING THE RIGHT THING
BECAUSE THOSE CUTS HAVE LARGELY

BECAUSE THOSE CUTS HAVE LARGELY
ALREADY BEEN MADE.

ALREADY BEEN MADE.
WE'RE PAST THE FAT.

WE'RE PAST THE FAT.
WE'RE PAST CUTTING MUSCLE.

WE'RE PAST CUTTING MUSCLE.
WE'RE CUTTING BONE.

WE'RE CUTTING BONE.
>> THE GOVERNOR IS PUTTING SOME

>> THE GOVERNOR IS PUTTING SOME
MONEY TOWARD EDUCATION.

MONEY TOWARD EDUCATION.
SOME MORE MONEY.

SOME MORE MONEY.
DOES THAT HELP OR HURT?

DOES THAT HELP OR HURT?
DOES IT MATTER ANYMORE.

DOES IT MATTER ANYMORE.
>> WELL THEN THAT GAIN MEANS

>> WELL THEN THAT GAIN MEANS
ALMOST NOTHING IN LIGHT OF THE

ALMOST NOTHING IN LIGHT OF THE
CUTS.

CUTS.
THE LOSS OF INFLATION FUNDING

THE LOSS OF INFLATION FUNDING
FOR A FOUR YEAR PERIOD.

FOR A FOUR YEAR PERIOD.
DEEPER CUTS EVEN THAN THAT TO

DEEPER CUTS EVEN THAN THAT TO
THE EDUCATION SYSTEM.

THE EDUCATION SYSTEM.
IT'S IMPORTANT TO REMEMBER THAT

IT'S IMPORTANT TO REMEMBER THAT
IN THE GOVERNOR'S PROPOSED BUDGE

IN THE GOVERNOR'S PROPOSED BUDGE
F

F
-- BUDGET, FOR EVERY DOLLAR

-- BUDGET, FOR EVERY DOLLAR
BEING FUNDED WELL OVER HALF OF

BEING FUNDED WELL OVER HALF OF
THAT IS COMING BACK OUT IN THE

THAT IS COMING BACK OUT IN THE
FORM OF CUTS.

FORM OF CUTS.
>> YOU MENTIONED WAITING LISTS

>> YOU MENTIONED WAITING LISTS
AND THE GOVERNOR TALKED ABOUT

AND THE GOVERNOR TALKED ABOUT
WAITING LISTS BUT YOU SEE

WAITING LISTS BUT YOU SEE
WAITING LISTS DIFFERENTLY THAN

WAITING LISTS DIFFERENTLY THAN
PROBABLY HIS ADMINISTRATION

PROBABLY HIS ADMINISTRATION
DOES.

DOES.
>> ARIZONA HAS A WAITING LIST

>> ARIZONA HAS A WAITING LIST
THAT IS LARGER THAN ANY FOUND IN

THAT IS LARGER THAN ANY FOUND IN
ANY OTHER SCHOOL SYSTEM.

ANY OTHER SCHOOL SYSTEM.
WE HAVE A WAITING LIST CONSI

WE HAVE A WAITING LIST CONSI
CONSISTING OF EVERY STUDENT

CONSISTING OF EVERY STUDENT
THAT'S GONE THROUGH ARIZONA

THAT'S GONE THROUGH ARIZONA
PUBLIC SCHOOLS UP THROUGH THE

PUBLIC SCHOOLS UP THROUGH THE
6th GRADE.

6th GRADE.
THEY HAVE BEEN WAITING FOR FULLY

THEY HAVE BEEN WAITING FOR FULLY
FUNDED CLASSROOMS.

FUNDED CLASSROOMS.
ARIZONA HAS NEVER FULLY FUNDED

ARIZONA HAS NEVER FULLY FUNDED
IT'S CLASSROOMS FOR A STUDENT IN

IT'S CLASSROOMS FOR A STUDENT IN
THE 6th GRADE OR LOWER.

THE 6th GRADE OR LOWER.
THAT'S A WAITING LIST OF

THAT'S A WAITING LIST OF
HUNDREDS OF THOUSANDS OF

HUNDREDS OF THOUSANDS OF
STUDENTS.

STUDENTS.
THE OTHER LIST I HEAR ABOUT

THE OTHER LIST I HEAR ABOUT
CONNECTED TO CHARTER SCHOOLS,

CONNECTED TO CHARTER SCHOOLS,
I'VE NEVER SEEN THEM, I DON'T

I'VE NEVER SEEN THEM, I DON'T
THINK ANYBODY HAS SEEN THE MATH

THINK ANYBODY HAS SEEN THE MATH
BEHIND THEM, I WOULD TELL THOSE

BEHIND THEM, I WOULD TELL THOSE
THAT PUT SO MUCH WEIGHT ON THOSE

THAT PUT SO MUCH WEIGHT ON THOSE
SO SHOW THEIR WORK, OFFER UP THE

SO SHOW THEIR WORK, OFFER UP THE
WAITI

WAITI
WAITING LISTS TO THE PUBLIC EYE

WAITING LISTS TO THE PUBLIC EYE
BUT I KNOW A WAITING LIST THAT

BUT I KNOW A WAITING LIST THAT
IS REAL AND IT'S THE HUNDREDS OF

IS REAL AND IT'S THE HUNDREDS OF
THOUSANDS OF STUDENTS IN

THOUSANDS OF STUDENTS IN
ARIZONA'S PUBLIC SCHOOLS WAITING

ARIZONA'S PUBLIC SCHOOLS WAITING
FOR PUBLIC FUNDING.

FOR PUBLIC FUNDING.
>> BEING A TEACHER AND AMONG THE

>> BEING A TEACHER AND AMONG THE
BOOTS ON THE GROUND WHAT ARE THE

BOOTS ON THE GROUND WHAT ARE THE
REPERCUSSIONS THAT THE STATE

REPERCUSSIONS THAT THE STATE
CONTINUES TO CUT FOR EDUCATION.

CONTINUES TO CUT FOR EDUCATION.
>> EVERYOMPTY CLASSROOMS.

>> EVERYOMPTY CLASSROOMS.
WE FACE ONE OF THE LARGEST

WE FACE ONE OF THE LARGEST
TEACHER SHORTAGES THAT WE HAVE

TEACHER SHORTAGES THAT WE HAVE
EVER DOCUMENTED.

EVER DOCUMENTED.
PEOPLE LEAVING IN DOVES AND

PEOPLE LEAVING IN DOVES AND
LEAVING IN TEARS BECAUSE THEY

LEAVING IN TEARS BECAUSE THEY
CAN'T AFFORD TO BE IN THIS

CAN'T AFFORD TO BE IN THIS
PROFESSION THE WAY THEY THOUGHT

PROFESSION THE WAY THEY THOUGHT
THEY COULD.

THEY COULD.
THEY REALLY DON'T FEEL THAT THE

THEY REALLY DON'T FEEL THAT THE
STATE IS A WILLING PARTNER

STATE IS A WILLING PARTNER
INVESTING IN THEIR SUPPORT AND

INVESTING IN THEIR SUPPORT AND
THEY FEEL THAT THE EVALUATION

THEY FEEL THAT THE EVALUATION
SYSTEM AND SOME OF THE OTHER

SYSTEM AND SOME OF THE OTHER
LAWS THAT HAVE BEEN PASSED

LAWS THAT HAVE BEEN PASSED
IRONICALLY AT THE SAME TIME THE

IRONICALLY AT THE SAME TIME THE
CUTS CAME WE'RE ALMOST SETTING

CUTS CAME WE'RE ALMOST SETTING
THEM UP FOR FAILURE.

THEM UP FOR FAILURE.
AND IT TOOK ME A LONG TIME AS AN

AND IT TOOK ME A LONG TIME AS AN
EDUCATOR TO UNDERSTAND HOW

EDUCATOR TO UNDERSTAND HOW
POLITICAL PUBLIC EDUCATION HAS

POLITICAL PUBLIC EDUCATION HAS
BECOME.

BECOME.
I NEVER THOUGHT OF THAT.

I NEVER THOUGHT OF THAT.
I JUST THOUGHT EVERYBODY WOULD

I JUST THOUGHT EVERYBODY WOULD
BE INTERESTED IN MY WORK

BE INTERESTED IN MY WORK
EDUCATING STUDENTS.

EDUCATING STUDENTS.
A LOT OF EDUCATORS DON'T

A LOT OF EDUCATORS DON'T
UNDERSTAND WHY THE STATE SEEMS

UNDERSTAND WHY THE STATE SEEMS
SO DEAD SET AGAINST THEIR

SO DEAD SET AGAINST THEIR
SUCCESS.

SUCCESS.
BECAUSE IN THE MIND OF A TEACHER

BECAUSE IN THE MIND OF A TEACHER
OR SOMEBODY THAT WORKS IN A

OR SOMEBODY THAT WORKS IN A
PUBLIC SCHOOL WHEN THEY'RE

PUBLIC SCHOOL WHEN THEY'RE
SUCCESSFUL HUNDREDS OF STUDENTS

SUCCESSFUL HUNDREDS OF STUDENTS
ARE SUCCESSFUL AND WE WONDER WHY

ARE SUCCESSFUL AND WE WONDER WHY
WOULDN'T THE STATE OF ARIZONA BE

WOULDN'T THE STATE OF ARIZONA BE
INTERESTED IN THAT.

INTERESTED IN THAT.
HEAR THE RIGHT THINGS FROM THOSE

HEAR THE RIGHT THINGS FROM THOSE
WE ELECT BUT WE DON'T SEE THE

WE ELECT BUT WE DON'T SEE THE
RIGHT ACTIONS.

RIGHT ACTIONS.
>> AT THE END OF THE DAY, THE

>> AT THE END OF THE DAY, THE
BUDGET CUTS, WHO DO THEY REALLY

BUDGET CUTS, WHO DO THEY REALLY
EFFECT?

EFFECT?
>> THEY HURT STUDENTS AS THEY

>> THEY HURT STUDENTS AS THEY
HAVE EVERY YEAR.

HAVE EVERY YEAR.
DEPRIVED ARIZONA STUDENTS OF

DEPRIVED ARIZONA STUDENTS OF
OPPORTUNITIES AND CHIP AWAY A

OPPORTUNITIES AND CHIP AWAY A
LITTLE BIT AT A TIME AT THEIR

LITTLE BIT AT A TIME AT THEIR
FUTURE BUT AGAINST THE CUTS YOU

FUTURE BUT AGAINST THE CUTS YOU
THE WILL OF EDUCATORS.

THE WILL OF EDUCATORS.
THE FOLKS THAT CONTINUE TO

THE FOLKS THAT CONTINUE TO
CHOOSE TO WORK IN OUR PUBLIC

CHOOSE TO WORK IN OUR PUBLIC
SCHOOLS AND UNFORTUNATELY THE

SCHOOLS AND UNFORTUNATELY THE
CUTS ALSO HURT PARENTS.

CUTS ALSO HURT PARENTS.
HERE'S THE CRUSHING IRONY TO ME.

HERE'S THE CRUSHING IRONY TO ME.
IN A STATE THAT IS RICH IN

IN A STATE THAT IS RICH IN
CHOICE OPTIONS.

CHOICE OPTIONS.
IN A STATE THAT SEEMS TO HAVE

IN A STATE THAT SEEMS TO HAVE
MORE CHOICE OPTIONS PER SCHOOLS

MORE CHOICE OPTIONS PER SCHOOLS
THAN ANY OTHER IN THE COUNTRY,

THAN ANY OTHER IN THE COUNTRY,
85% OF THE PARENTS IN ARIZONA

85% OF THE PARENTS IN ARIZONA
CHOOSE EVERY YEAR TO SEND THEIR

CHOOSE EVERY YEAR TO SEND THEIR
STUDENTS TO THEIR NEIGHBORHOOD

STUDENTS TO THEIR NEIGHBORHOOD
PUBLIC SCHOOL.

PUBLIC SCHOOL.
WHY ARE WE NOT SUPPORTING THAT

WHY ARE WE NOT SUPPORTING THAT
CHOICE?

CHOICE?
WHY ARE WE NOT DOING EVERYTHING

WHY ARE WE NOT DOING EVERYTHING
WE CAN TO SUPPORT THE NUMBER ONE

WE CAN TO SUPPORT THE NUMBER ONE
CHOICE THAT ARIZONA'S PARENTS

CHOICE THAT ARIZONA'S PARENTS
MAKE WHEN IT COMES TO EDUCATING

MAKE WHEN IT COMES TO EDUCATING
THEIR STUDENTS?

THEIR STUDENTS?
IT'S AS IF POLICY MAKERS ARE NOT

IT'S AS IF POLICY MAKERS ARE NOT
HAPPY WITH THAT CHOICE OR THINK

HAPPY WITH THAT CHOICE OR THINK
THAT PARENTS HAVE MADE THE WRONG

THAT PARENTS HAVE MADE THE WRONG
CHOICE.

CHOICE.
PARENTS SEEM PRETTY CLEAR THAT

PARENTS SEEM PRETTY CLEAR THAT
IT'S THE CHOICE THEY WANT TO

IT'S THE CHOICE THEY WANT TO
MAKE.

MAKE.
SO WE'RE ALL WAITING FOR

SO WE'RE ALL WAITING FOR
EDUCATORS TO BE SUPPORTIVE.

EDUCATORS TO BE SUPPORTIVE.
FOR PARENTS TO BE SUPPORTIVE IN

FOR PARENTS TO BE SUPPORTIVE IN
THE CHOICE THEY MAKE.

THE CHOICE THEY MAKE.
WE'RE WAITING FOR OUR POLICY

WE'RE WAITING FOR OUR POLICY
MAKERS TO SUPPORT THE

MAKERS TO SUPPORT THE
OVERWHELMING CHOICE OF ARIZONA

OVERWHELMING CHOICE OF ARIZONA
PARENTS.

>> THE BUZZ NOW WITH MY
COLLEAGUE AND CHRISTOPHER THE

COLLEAGUE AND CHRISTOPHER THE
PROPOSAL IS IN FOR THE BUDGE.

PROPOSAL IS IN FOR THE BUDGE.
WE HAVEN'T SEEN ANY FIREWORKS IN

WE HAVEN'T SEEN ANY FIREWORKS IN
LEGISLATURE JUST YET BUT WE

LEGISLATURE JUST YET BUT WE
LIKELY WILL.

LIKELY WILL.
>> WE HAVEN'T SEEN FIREWORKS BUT

>> WE HAVEN'T SEEN FIREWORKS BUT
WE SAW MAYBE SOME SPARKLERS.

WE SAW MAYBE SOME SPARKLERS.
NOT FULL FLIREWORKS.

NOT FULL FLIREWORKS.
WITHIN THE GOVERNOR'S BUDGET WE

WITHIN THE GOVERNOR'S BUDGET WE
TALKED ABOUT LAST WEEK THERE WAS

TALKED ABOUT LAST WEEK THERE WAS
A LINE MOVING JUST UNDER A

A LINE MOVING JUST UNDER A
MILLION DOLLARS OUT OF SOME

MILLION DOLLARS OUT OF SOME
VETERAN'S SUPPORT MONEY.

VETERAN'S SUPPORT MONEY.
IT WAS MONEY THAT ARIZONANS HAVE

IT WAS MONEY THAT ARIZONANS HAVE
DONATED TO HELP OUT MEN AND

DONATED TO HELP OUT MEN AND
WOMEN COMING BACK FROM IRAQ AND

WOMEN COMING BACK FROM IRAQ AND
AFGHANISTAN AND PLACES LIKE

AFGHANISTAN AND PLACES LIKE
THAT.

THAT.
THE GOVERNOR WANTED TO TAKE THAT

THE GOVERNOR WANTED TO TAKE THAT
MONEY AND MOVE IT OVER TO PAY

MONEY AND MOVE IT OVER TO PAY
FOR THE VETERAN CEMETERIES,

FOR THE VETERAN CEMETERIES,
SIERRA VISTA AND ONE IN

SIERRA VISTA AND ONE IN
FLAGSTAFF.

FLAGSTAFF.
WHEN THE LEGISLATURE GOT WORD OF

WHEN THE LEGISLATURE GOT WORD OF
THAT, MEMBERS OF HIS OWN PARTY

THAT, MEMBERS OF HIS OWN PARTY
POPPED UP AND SAID WE DON'T

POPPED UP AND SAID WE DON'T
THINK THIS IS A GOOD IDEA.

THINK THIS IS A GOOD IDEA.
VETERAN'S GROUPS STARTED GETTING

VETERAN'S GROUPS STARTED GETTING
ON THE GOVERNOR AND WITHIN ABOUT

ON THE GOVERNOR AND WITHIN ABOUT
A DAY EARLIER THIS WEEK HE

A DAY EARLIER THIS WEEK HE
REVERSED THAT AND PULLED IT BACK

REVERSED THAT AND PULLED IT BACK
AND SAID WE'LL FIND THE MONEY

AND SAID WE'LL FIND THE MONEY
FOR THE VETERAN'S CEMETERY

FOR THE VETERAN'S CEMETERY
SOMEWHERE ELSE THAT MONEY IS

SOMEWHERE ELSE THAT MONEY IS
BEING LEFT ALONE.

BEING LEFT ALONE.
NO FIREWORKS BUT MAYBE SOME

NO FIREWORKS BUT MAYBE SOME
SPARKLERS.

SPARKLERS.
>> OKAY AND MOVING ON TO HIGHER

>> OKAY AND MOVING ON TO HIGHER
EDUCATION AND EDUCATION WE'RE

EDUCATION AND EDUCATION WE'RE
LIKELY TO SEE THAT COMING UP IN

LIKELY TO SEE THAT COMING UP IN
THE NEXT FEW WEEKS.

THE NEXT FEW WEEKS.
>> WE'LL HEAR ALL THE BUDGET

>> WE'LL HEAR ALL THE BUDGET
THINGS COME UP.

THINGS COME UP.
WE'RE ABOUT TO START THE

WE'RE ABOUT TO START THE
COMMITTEE HEARINGS IN THE

COMMITTEE HEARINGS IN THE
LEGISLATURE IN THE COMING WEEKS.

LEGISLATURE IN THE COMING WEEKS.
THEY BEGIN THIS COMING WEEK TO

THEY BEGIN THIS COMING WEEK TO
LOOK AT THE GOVERNOR'S BUDGET

LOOK AT THE GOVERNOR'S BUDGET
AND THEIR OWN BUDGET BECAUSE

AND THEIR OWN BUDGET BECAUSE
THEY HAVE TO MEET IN THE MIDDLE

THEY HAVE TO MEET IN THE MIDDLE
SOMEWHERE.

SOMEWHERE.
AT THE SAME TIME IN ANOTHER WEEK

AT THE SAME TIME IN ANOTHER WEEK
THE ARIZONA BOARD OF REGENTS

THE ARIZONA BOARD OF REGENTS
WILL BE HOLDING THEIR REGULARLY

WILL BE HOLDING THEIR REGULARLY
SCHEDULED MEETING.

SCHEDULED MEETING.
WE KNOW THEY'RE GOING TO TALK

WE KNOW THEY'RE GOING TO TALK
ABOUT THE BUDGET THERE.

ABOUT THE BUDGET THERE.
HOW COULD THEY NOT.

HOW COULD THEY NOT.
IT'S THE ELEPHANT IN THE ROOM.

IT'S THE ELEPHANT IN THE ROOM.
SO WITH HIGHER EDUCATION WE'LL

SO WITH HIGHER EDUCATION WE'LL
START TO GET AN IDEA OF WHAT THE

START TO GET AN IDEA OF WHAT THE
BOARD OF REGENTS REALLY WANTS TO

BOARD OF REGENTS REALLY WANTS TO
DO.

DO.
WE SAW A REACTION THE DAY THE

WE SAW A REACTION THE DAY THE
GOVERNOR ISSUED HIS BUDGET LATE

GOVERNOR ISSUED HIS BUDGET LATE
IN THE AFTERNOON.

IN THE AFTERNOON.
THE UNIVERSITY PRESIDENT AND

THE UNIVERSITY PRESIDENT AND
BOARD OF REGENTS ALL CAME OUT

BOARD OF REGENTS ALL CAME OUT
AND NOW THEY HAD TIME TO LOOK AT

AND NOW THEY HAD TIME TO LOOK AT
IT AND THINK ABOUT IT.

IT AND THINK ABOUT IT.
THAT WAS A KNEE JERK REACTION IF

THAT WAS A KNEE JERK REACTION IF
YOU WILL.

YOU WILL.
NOW WHEN THEY'RE ALL TOGETHER

NOW WHEN THEY'RE ALL TOGETHER
WE'LL GET A BETTER LOOK IN THE

WE'LL GET A BETTER LOOK IN THE
COMING WEEK OR SO WHAT THEY

COMING WEEK OR SO WHAT THEY
REALLY THINK.

REALLY THINK.
>> HOW LIKELY ARE WE TO SEE FOR

>> HOW LIKELY ARE WE TO SEE FOR
EXAMPLE THE 75 MILLION TO HIGHER

EXAMPLE THE 75 MILLION TO HIGHER
EDUCATION BE CUT BACK

EDUCATION BE CUT BACK
DRAMATICALLY OR 77 MILLION I

DRAMATICALLY OR 77 MILLION I
THINK IT IS NOW.

THINK IT IS NOW.
HOW LIKELY ARE WE TO SEE THE

HOW LIKELY ARE WE TO SEE THE
GOVERNOR SAY NEVER MIND, HOW

GOVERNOR SAY NEVER MIND, HOW
ABOUT 30 MILLION FOR EXAMPLE?

ABOUT 30 MILLION FOR EXAMPLE?
>> THE GOVERNOR IS IN A TOUGH

>> THE GOVERNOR IS IN A TOUGH
PLACE BECAUSE HE STILL HAS THE

PLACE BECAUSE HE STILL HAS THE
BILLION DOLLAR SHORTFALL THEY

BILLION DOLLAR SHORTFALL THEY
HAVE TO DEAL WITH IN THE

HAVE TO DEAL WITH IN THE
UPCOMING BUDGET YEAR.

UPCOMING BUDGET YEAR.
THERE ARE CERTAIN THINGS THAT

THERE ARE CERTAIN THINGS THAT
HAVE TO BE FUNDED.

HAVE TO BE FUNDED.
EDUCATION BEING ONE OF THEM.

EDUCATION BEING ONE OF THEM.
THERE'S ONLY SO MANY PLACES THEY

THERE'S ONLY SO MANY PLACES THEY
CAN REALLY CUT AND 1 BILLION IS

CAN REALLY CUT AND 1 BILLION IS
A BIG CHUNK OF THE BUDGET.

A BIG CHUNK OF THE BUDGET.
>> OKAY.

>> OKAY.
A LOT TO LOOK FORWARD TO IN THE

A LOT TO LOOK FORWARD TO IN THE
NEXT FEW WEEKS HERE.

NEXT FEW WEEKS HERE.
CERTAINLY NOT ANY QUITE TIME.

CERTAINLY NOT ANY QUITE TIME.
>> NO.

>> NO.
>> THANK YOU FOR YOUR ANALYSIS.

>> THANK YOU FOR YOUR ANALYSIS.
AND THAT'S OUR PROGRAM.

AND THAT'S OUR PROGRAM.
THANK YOU SO MUCH FOR JOINING

THANK YOU SO MUCH FOR JOINING
US.

US.
BE SURE TO TUNE IN NEXT WEEK AS

BE SURE TO TUNE IN NEXT WEEK AS
WE TAKE A LOOK AT THE ISSUES

WE TAKE A LOOK AT THE ISSUES
SURROUNDING IMMIGRATION ON THE

SURROUNDING IMMIGRATION ON THE
FEDERAL LEVEL AND OF COURSE HERE

FEDERAL LEVEL AND OF COURSE HERE
ALONG THE BORDER IN SOUTHERN

ALONG THE BORDER IN SOUTHERN
ARIZONA.

ARIZONA.
FOR ALL OF US AT ARIZONA PUBLIC

FOR ALL OF US AT ARIZONA PUBLIC
MEDIA, GOOD NIGHT.