Video Clip Transcript: Laura Levine Presentation
Best Practices Symposium - March 29, 2005

Justin Draeger’s Introduction:
I want to give you just a little bit of an introduction to Laura Levine. She is the Executive Director of the Jump$tart Coalition for Personal Financial Literacy. She became the Executive Director of the Jump$tart Coalition in April 2004. To give you some background, Jump$tart is a coalition of more than 160 national, corporate, non-profit, and federal partners, which work together to promote “financial smarts for students” in kindergarten through college, to help ensure that they have the skills to be financially competent young adults.
 
Before joining Jump$tart, Laura was director of the NASDAQ Educational Foundation and administrator of corporate giving for the NASDAQ Stock Market, Inc. for four and a half years. She joined NASDAQ and its parent, the National Association of Securities Dealers, Inc., in 1994 and also served as Director of Editorial Services and Director of Education and Information for the NASD Office of Individual Investor Services.
 
Laura came to the Washington, DC area in 1993 as a correspondent reporter for Credit Union News, assigned to cover Capitol Hill and the regulatory agencies governing credit unions. She began her career with Vista Federal Credit Union at Walt Disney Studios in Burbank, California and was vice president of communications and marketing for the California Credit Union League. A native of Los Angeles, Laura earned a degree in Broadcast Journalism from the University of Southern California and is a graduate of Western CUNA Management School. Help me give a warm welcome to Laura Levine.
 
 
Laura Levine’s Presentation:
Thank you very much. For those of you who saw me up here with Justin earlier, I wasn’t up here fiddling around with the equipment, I was standing up here trying to determine if I was tall enough to stand behind this podium. This is a good podium. I’m not always [tall enough], but anyway, thank you. Thank you for having me here. Thank you for letting me join you, and thank you especially to Justin. Justin worked very hard to get me here and to make this a really easy trip for me to make. The whole thing has just been so lovely especially sharing the program with my friend, Carl George. I’ve spoken on the same program as Carl in the past and certainly he always has some wonderful sage and very practical advice. I always enjoy hearing him. I think what I’d like to do is, I was mentioning to Justin earlier is, I’m going to be brief today with my remarks and what I’d like to do at the end is leave some time for any questions that you might have about Jump$tart and about the services we offer and anything about what might be going on in financial literacy today. That’s my plan and what I’d like to is do is talk with you about how financially literate your students are or are not actually and what I think what this might mean to you as default aversion specialists or others in the student loan profession. I also want to share with you some of the resources that are available both through Jump$tart and other organizations like the AICPA, but what I want to do then is jump right into the statistics. 
 
Beginning in 1997, Jump$tart started to conduct a biannual survey for high school students to take to test their knowledge about personal finance topics and this really is what we’ve learned. Over the years - this is four times in the last eight years - over the years, students who have taken the survey have not done very well. As you can see, the average score last year in 2004 was 52.3. In other words, students who took our test on our survey got 52.3 [percent] of the questions right or just more than half of them. Now if you look at a standard scale where 90 and above is an “A” and 80 and above is a “B” and so forth, you would need a 60 to get a “D” and our students are not getting this. The slight amount of good news, as you can see is in the red bar, is that in 2004 for the first time since we started taking this survey the score actually did go up a little bit, but just a very, very little bit. So we think this is a very accurate picture of students and what they know, or in fact don’t know, about personal finance. Because the scores have been so consistent over the past four times that we have done this survey, in fact we look at this little bit of movement. We have in the survey and results, and a lot of people have said you know that that movement isn’t statistically so we are looking at, as a full picture, that the students, by in large, do not know enough about personal finance. What I think maybe important to you is that keep in mind we test these students in their senior year in high school. In other words, they are 12th graders. They just really are months away from being on your campuses and so these scores reflect nationwide survey. In 2004 it’s more than 4,000 students nationwide and here are the results. 
 
State specific. The picture really isn’t much prettier when you look at it state by state. As you will see, we will only have the break down for ten states because when we do our survey, we only release date-specific results from those states where we have a significant amount of participation. Where we have enough participation that we can, that we feel comfortable that that state’s score is a good reflection of the students in that state. In Michigan, in 2004, we only had one high school participate, unfortunately. Now we got a really good number of student participation in Michigan, but since they all came from one high school, we didn’t really state specific scores because we didn’t feel it could reflect demographically the entire state. What we’d like to do though is, certainly for next year, is we are hoping to improve that. We will be running this survey again in 2006. We hope to improve participation here in Michigan and one of the important ways that we are going to do that is, we were talking a little bit about this at lunch, is through the Michigan Jump$tart Coalition. And I want to introduce David Detterly, who is here with us today, who just joined us at lunchtime. Wave to everyone David. David Detterly, who is with the Michigan Council on Economic Education; maybe some of you already know him, but David is also on the board of our Michigan Jump$tart Coalition. The Jump$tart Coalition has actually been around for about four or five years, but it was just last year that they officially became one of our state-affiliated coalition. And now we’ve got that relationship, we will have an avenue to try to get more participation here in Michigan, so that hopefully, if I get back to visit you in the future, I will have some state-specific scores for you. But this is still very reflective information for a couple of reasons. First of all, these states, these are where kids went to high school so of course they could have gone to postsecondary anywhere including here in Michigan. The second thing to remember is that if you look at New Hampshire which has the highest state average at 56.6, that’s the state that did the best at 56.6 so I think it’s pretty safe to say that even if we looked specifically at the kids in Michigan, they would probably fall someplace in this range and again like the rest of the nation the indication is that they just don’t know enough about personal finance and I’m sure that you all in your profession probably know all too well. Now that I’ve introduced Dave, and I’ll talk a little more about Jump$tart later, but if any of you do have interest in joining our Michigan Jump$tart Coalition, I hope you’ll talk to Dave or go on our Web site where you will find more information. And it is certainly something that we all can do and certainly all of you in your profession. Carl, this morning, sort of gave us the call to get involved and participate and this is one of the ways that you all might be able to do that.
 
Let’s take a look at some of the statistics by ethnic breakdown. As Carl said this morning, financial literacy is colorblind and as you can see here, it sure is. I don’t think there are any big surprises here. I think that we certainly need to be particularly sensitive and concerned that African American students scored so low on an average of 44 in remembering the national average is 52.3, but the Caucasian students did slightly better than average at 55.5. Well that’s nothing to write home about. So across the board, you will see Asian students, Hispanic students and Native American students kind of in between. Across the board, students did not perform well and so our national average isn’t based with one of the groups way, way up in the higher levels and then balance it out with lower scores. It’s really where clustering in the 40s and 50s and that is where what we think students know the level of knowledge that they have. 
 
As Carl mentioned, so astutely this morning, he also said the problem cuts across all income lines and again our survey spells this out. Now this one is interesting for a couple of aspects. First of all, there are two schools of thought. One school of thought was that kids from more affluent families had advantages all the way around and would most likely know the most about personal finance and therefore have the most exposure. The other school of thought was that kids from poorer families probably had to deal with personal financial issues at a younger age and had to deal with those realities so perhaps by experience they would be more financial literate. It turns out to be the former as you can see the graduate sliding of the scale. The more affluent the student, the more financially literate that student is likely to be. The statistic that I find really fascinating is the bar at the end. That is the kids who didn’t know their family income scored the lowest and we don’t know if these kids are all from the poorer families or the wealthier families. But the kids who didn’t know their family income, did the least well on our tests. So I think what that is telling us is the importance of having financial conversations around the dinner table. I think it’s involving kids in personal finance topics. And I’ve also been asked, I’ve been asked this all the time, about talking to kids about money. I tell them, I always say I think that is a very personal decision. I think it is one of those things and we talked about this a little bit at lunch, how much did you talk about personal finances when you where growing up? And it varies from household to household and even today and certainly it varies among ethnic groups and among other social situations. So my point would never be to tell a family that they should sit down with their family or even older teenagers and tell them everything about your finances, the decision you make as a parent, but to have some sort of conversation probably does give your students a little bit of an advantage in just understanding how this personal finance works.
 
And finally what I call a speck of good news, while some people we know that thought girls had less knowledge of, about, or interest in topics such as personal finance. Our survey doesn’t hold this true. As you can see, girls did just about as well as the boys did. Keep in mind as you see here, that the genders are separated by two tenths of a point, that’s more than 4,000 kids surveyed from all across the country and the genders came out just two tenths of a point different. So I would call this a virtual dead heat. So take that Lawrence Summers. Girls like finance, they are engaged in finance, and we think they have the ability to do just as well.
 
Subject matter. Personal finance, financial literacy, all topics within financial literacy are not necessarily created equal. What we’ve learned here is this particular graph breaks down questions from within our survey, breaks them down into four subcategories. And as you can see, students know the most about income. On the questions just related to income, students got 63 percent of those right. Now the second bar which might be of particular interest to all of you. Students got 55.4 percent of the questions about spending and credit, particularly lending which would be interesting to you in the student loan profession. And that was the second highest category in terms of how well they did, but still the score is just over half the questions so the students got just over half the questions about lending and credit correct. That may tell you a lot. Again because they are high school seniors. Although this morning we talked a little bit about some of the classes on campus that introduced personal finance. We know a majority of the kids when they go on to college and they don’t have the opportunity to take a formal class in personal finance so what they know at the senior high school level certainly is a good indication at least of their early college years.
 
Another slide that I think will be of interest to you, in your profession, is this one because this slide shows how well students did on our survey by their intent to further their education. If you will see right there in the middle, it sort of peaks in the middle, students who did plan to go onto college scored better than their peers. Now over on the left, the percent in the parentheses, is the percentage of students who placed themselves in each category. Now we look at that four-year college or university, that is 68.6 of the students who took our survey placed themselves in that category. We think this is probably not accurate. It might be a little bit of wishful thinking. It might be students that thought they would go on to a four year university eventually, but at least at the senior level in high school, this was their intent. The students who intended to go on to college did better than their counterparts, but and always that but, those students still were only getting better than half of the questions right. So when we are thinking about students who plan to go on to higher education as being a little bit more sophisticated in terms of their knowledge of finance and their ability to handle things like credit, we really are talking about only a little bit more sophisticated or knowledgeable.
 
Oh come on, no reaction to this? [The slide shows a picture of a monkey.] He doesn’t really have anything to do with my presentation. I just bring him along because I don’t have any really good jokes so I like to bring him with me when I do presentations and plus it just lets me see who is still with me. Obviously we had a really good lunch because we are kind of fizzing out, but that’s okay. I said I would go short today. What I like to do is put him up on the screen while I talk about a few of the miscellaneous things that we learned from our survey. One thing we found is that less than one third of the students who took our test were aware that their own health insurance could stop if their parents became unemployed. Less than one third got that right. There was not a strong understanding for that many of us that work for a living, we get our insurance, and of course our dependant insurance coverage, through our job. And our kids didn’t understand that if the parents lost their job, they might also lose their health insurance. We found that only 18 percent, of the students who took the test this year, only 18 percent of the students, understood that federal law limited their liability on a lost or stolen credit card. Now most of the students thought they had no liability whatsoever. Now I can kind of understand that because there are a lot of credit card companies that have waved that liability; that is part of their marketing. But most of the students just didn’t know that there was any sort of federal limit on liability. Interestingly, despite not knowing a lot about credit cards, 32 percent, almost 32 percent of the students who took our survey, are already using credit cards. Either their own or they have regular access to a credit card in their parent’s name. So the learning and the using are not necessarily moving at the same rate. Here is a good one for all of you, 71 percent of the students in our survey, thought that the finance rate on their college loan would be lower than if they went to a state college rather than a private university. The finance rate, and of course, where you go to school does not effect the finance rate, but 71 percent and this is at the 12th grade level got that wrong. And another timely one we want, many of us have refinanced our homes before the interest rates began to rise again. To lock in the low fixed rate mortgages, 67 percent of the students that we surveyed did not understand how owning a home with the fixed rate, the low rate mortgage would protect them against inflation and protect them better than a savings instrument like a certificate or a bond. Students really didn’t have a sense of the connection between why do we all rush out and refinance, refinance our homes at a low fixed rate mortgage not just for the payments today, but to protect ourselves against long term inflation. So again just a little bit about, and this is just a snapshot of our survey, the full survey you can find on our Web site in the download section and we have it in two versions. We have it in a blank test so you can take it or administer it to your students. We also have the version with the answers. And the one with the answers shows the breakdown question by question of how our survey participants answered it. Again our survey encompassed 4,074 high school students at 215 schools in 33 states. The survey was conducted in non-finance classes like English or science or something like that. To help us ensure that we got a good cross section of students both who had taken personal finance and those who had not and this is how we’ve done it every year. Our survey is conducted by Dr. Lou Mandel who is a professor at the State University of New York in Buffalo. Dr. Mandel is well known for his research in financial literacy and he has conducted this ever since we began. Every year he publishes a book that is an analysis of our findings of our survey. But for free, you can get the survey results and a synopsis of the survey right off our Web site.
 
So now that we have taken a quick look at the personal finance and what students know or don’t know about it, let’s talk about what we are going to do about it. And to illustrate this, I have a modern day fable that I like to tell. I don’t know if any of you have heard me tell this, because I tell it a lot. I call it “The Pepsi Generation” and it goes something like this. A generation or two ago, coffee was the most widely consumed beverage in the United States, but then starting around the 60s and 70s, we started to see television commercials that had sort of hip music and dancing and young kids. They were advertising soft drinks and the Pepsi generation was born. Do you remember that jingle? Please nod because I’m not going to sing it. Okay, if you don’t remember that one, you might remember, “Have a Coke and a smile.” So this isn’t product specific. What we are talking about is the soft drink companies came to understand that their opportunity was to influence the tastes of a whole new generation that had not already developed the taste for the so called adult drink like coffee, tea, and alcohol and grow this whole generation up on soft drinks. And as a result, many of us grew up on these commercials. And as a result, soft drinks today are now the most widely consumed beverage in the world. So what we learned from this is that I think our professions - and I mean the student loan profession along with us that work in some area of financial services - I think all of us not only have the opportunity. But the obligation to steer the next generation down a good money management path before they have the opportunity to develop some bad habits that we have to change as adults. So that’s my little story about the Pepsi generation. A little bit about what I think, why I think education is so important. 
 
Jump$tart has always believed in personal financial education and formally it has always been from kindergarten to 12th grade because we believe that as teaching students at a very young age helps prepare them as financial literate adults. One of the things that happens to me every summer, the reporters start to call because they are writing their back-to-school articles. And I get calls from reporters who are looking for advice that we can either give to college freshman or their parents about credit cards. We’ve probably all read them. The question is always what kind of advice can you give these young people about how to use credit cards? And for me, I practically bite a hole in my lip to keep from saying what I’m really thinking which is “You’re too late.” Students aren’t going to learn everything that they need to learn about credit cards, and likewise about student loans in the summer between high school and college. It’s not that simple as writing an article that a family can read together; although I am in favor of them doing that, it’s not that simple. It can’t be learned all that quickly. And Jump$tart believes that you need to start early. When we start kids at a very young age, really it’s to give them familiarity with money and with financial topics and if we grow that learning process through the years, by the time they are in high school and have the ability to take a class in personal finance, it’s not all at once, they have already heard the terms and become familiar with it. And most importantly they have developed a comfort level. So starting young, I always say, Jump$tart officially says financial literacy can be from kindergarten through college. I often say, don’t wait for kindergarten. Start kids talking about money, get them interested in money and financial topics as young as you can. 
 
I also think this all can’t be taught all in one place. So the other thing we like to say at Jump$tart, is financial literacy needs to take place in school, after school, and at home. And I really believe that, Jump$tart works to get financial education into schools, but we also work with after school programs like Junior Achievement and Boys and Girls Clubs and we encourage parents to talk to their kids about personal finance at home. Now this slide is one that I use a lot and have lots of audiences that I talk to and it really does pertain to the kindergarten through 12th grade crowd. But let’s think about it for college age. This morning’s breakout session is a great example of this, talking about in school, after school, and at home. And I did hear some folks talking about classes, the College 101 classes and things that some of your institutions are doing to help teach college students about money. Something formal that takes place in the classroom. After school, well those are some of the things that you are doing in your financial aid offices, some of the programs you deliver, some of the things that you do to help your clients, your student loan clients, to understand personal finance beyond just their student loan. At the college level, at home, has an entirely different feel, but this morning we heard conversations about having some of those programs in dorms, in sorority houses, and what have you. So what it is that, if we reinforce these topics in lots of places, it will help students not only learn them, but embrace them and understand the relevance of their own lives. So I largely believe in this not only for younger kids, but it really does apply to the college students as well. 
 
So in wrap up, in talking a little bit about resources and this screen, a screen capture of the Jump$tart clearinghouse which it is an online clearinghouse of personal finance education materials that I hope you will use. Now this morning we heard Carl talking about the AICPA and 360 Degrees of Financial Literacy, we’ve got it. Many of you were talking about Life Skills USAFunds, we’ve got it. What the clearinghouse is, it is Jump$tart’s tool to help introduce all of you not only to products by a single producer or entity, but to introduce you to the over 500 titles we have from many, many different entities including the ones you already know. And it is why I feel very proud to go out and talk about the clearinghouse because I’m not promoting Jump$tart here. Jump$tart really only has a couple of titles here among the 500 at the clearinghouse. These come from organizations like the AICPA, like USAFunds, like many of the organizations you probably know. This morning, Carl said we all need to get involved and I think that for all of you, this is a wonderful tool in terms of directing your students. We have Web site links here, we have materials, about one third of the materials in our clearinghouse are free, a lot of them are electronic. We talked a little bit this morning about the Internet-based resources and a lot of them are CDs that you can hand to students to take home and work on their own. A lot of them are electronic and again about one third in the clearinghouse are absolutely free. So a wonderful resource for you and your students. I gave you the quick overview of lots of different things. What I’ll do today is end it right there and open up the floor and if you have any questions either about Jump$tart or the statistics or anything about personal financial literacy.
 
 
Question and Answer Session:
  
Q: Not Audible.
A: There are 50 some questions, 31 of them are the test itself and it takes about 45 minutes. It is a great opportunity for me to say that you can download the survey in its entirety and just deliver it or administer it to your students. Something else that Jump$tart is working on is a test bank of financial literacy questions that will have between 800-900 financial literacy questions that people can download to use in its entirety or incorporate into their other tests. We are working on that so we will be having that later this year.
 
Q: Not audible. 
A: We did not correlate a G.P.A. with the performance. We really only looked at things like their interest, like if they were interested in going to college, if they thought they would go into a profession or skilled labor or something like that, but we did not correlate the G.P.A.
 
Q: Financial literacy score and how that correlated to their math education.
A: We didn’t look at it for math. We did look at it for economics and personal finance. Students who did take at least a semester program in either economics or personal finance did better than their peers. We didn’t think they did significantly better, but they did clearly do better than their peers. Also some of us talked about the stock market game at lunch. If you don’t know about it, ask David about it at break. Students who played the stock market game or similar type of simulation in school also did significantly better than their peers. The education is working. What we have learned though is that only about one in five kids gets any kind of personal finance education before they graduate from high school. The kids that do get it, do benefit from it. The challenge is that not enough kids are exposed to these topics 
 
Q: What did we call financial literacy before it was financial literacy?
A: Really, I don’t think it had a name, certainly we looked at it in economics and one of the things we talked a lot about today is family and consumer sciences which use to be home ec. Certainly we are looking at it in business. Some elements of business courses are looking at personal finance. I don’t think we specifically identified financial literacy and that’s part of what we’ve done. Now Jump$tart is really excited because we are about to celebrate our tenth anniversary so since the beginning of Jump$tart in 1995 when it was just a bunch of organizations that got together and started talking about this. The term and the awareness and the movement has really built and we think during the duration of Jump$tart is when the terminology has come into use. A good and interesting and historical question.
 
Q: Free material.
A: We have a lot of free material. Programs like some of the government agencies, like the FDIC does the Money-Smart program. Certainly some of the corporate providers like Visa has the Practical Skills for Life and Well Banking curriculum and in some cases CDs that they can use. Those are some of the full scale. AICPA, of course, we learned the 360 Degrees of Financial Literacy is available online, a link for free. A lot of what we have is in addition to the actual titles in the clearinghouse, are links to a number of Web sites like the AICPA site which of course is public and you can go right to the site and download the materials. On our clearinghouse, there is actually a button you can click on to get the scroll list of just those materials that are free. Everybody asks so we just put it up there, I think right now it has 170 titles that are free.
 
Q: Are you going to continue with the survey?
A: Yes, plans for the 2006 survey are already underway. We are looking for a sponsor, last year our 2004 survey was sponsored generously by Merrill Lynch. We do look for a corporate sponsor to pay for the cost of executing the survey. We also, by the way, offer teachers who administer the survey in their classroom a $50 savings bond so there is an incentive for teachers to participate. That’s why we look for the corporate sponsorship. This year now that Jump$tart has officially broadened its target audience to go into the college level, we are examining the possibility of doing a version that we can deliver to college students. It wouldn’t work quite the same way because we don’t have the same situation where you would have classes where it could be administered, in class, but we are looking at online opportunities where things like through college centers and that sort of thing, looking at other avenues that might work and get us a baseline of also what college students know. More to come in the future, I guess.
 
Q: Are students being educated in personal finance at school or at home or what have you?
A: This is interesting because the statistics contradict each other a little bit. One in five students, about 20 percent of the students, are getting some type of education in school. Fifty eight percent of the students who took our survey in 2004 said they had personal finance at home. Now the gap, the difference, I don’t know and we also don’t know if some of that 58 percent that say they are learning at home, they may also be some of the ones taking the course, but still feel that they learned the most about personal finance at home. The complete statistics of the breakdown, like where they learned it, whether they learned it from their own experience, whether they learned through their friends, or like they learned through the media like television or magazines. There is a breakdown, but there is 58 percent, most of the kids say they are learning at home. What is interesting is, this isn’t Jump$tart’s statistic, but another organizations statistic, they did find that while kids think they learned the most at home, parents don’t think so. This is a real disconnect. Parents really think kids learn the most about personal finance at school and, in reality, that’s not the case. So that’s an interesting contradiction in that material.
 
Q: Credit cards and some of the other establishments, not the major Visa and MasterCard, etc., but the credit cards that are being offered to kids.
A: That question is not really a Jump$tart statistic because Jump$tart focuses on education, we don’t really track a lot of the actual consumer uses, but those statistics are probably available someplace. Here is what we are thinking on that, what happens with kids, and I heard a little bit about this earlier this morning, is regulating aggressive marketers off of campuses. While I’m very much in favor of it, I also feel that it is not realistic because the kids will just go to the mall and just get hit with those same offers anyway. You can certainly slow it down and can certainly get it off the college campuses, but you can’t keep it away from the students and once they are 18, that’s really hard to do anyway. So Jump$tart’s position on that has been it’s all the more important to educate kids about credit cards and credit card usage and to educate them not just about things like bad credit, but total amount of debt, how you acquire that debt, what can happen to you as you acquire it. You see, the way I see it, and most of going out and speaking with people and talking with young people in college as well as parents of these students. Most of these students who wind up with too much debt didn’t set out to abuse the credit. They are not bad kids that just said that “You know what I’m going to have a good time and I don’t care who pays for this.” Most of the kids are really diligent students and diligent consumers who got a credit card and paid for it on time and as a result of paying for it on time, got rewarded with more credit and as they were gradually charging and paying only the minimum, pretty soon they are a couple of years into it and they’ve got a lot of debt. It was never a student who set out to misuse the credit or misuse the finances. It is not only important to talk to students about interest rates and paying on time, but the total number of credit cards and what happens when you acquire 70 credit cards. We don’t track those statistics, but I do think educating kids is the best way to protect them because you can’t keep them out of the mall. 
 
Q: Not audible. [Asked about specific schools that participate.]
A: The way we do our survey is entirely voluntary and as I mentioned we do offer the teacher a small savings bond as a thank you for doing it, but the teacher still has to figure out how to work it into his or her classroom day. The ten states that we had enough participation that we could do that, really were those states where they had lots of volunteers, but they were able to get enough participation to do that. Our agreement is certainly encouraged by our researcher Dr. Mandel is that this is why we don’t release statement-specific scores when there isn’t a lot of school participation and numbers participation because we are trying to protect the privacy of the kids. When it is just one school, we don’t release the name of the school.
 
Q: How often is the clearinghouse updated?
A: The clearinghouse is updated continually. We get material submissions all the time. We probably still get seven or eight new submissions a month. I think the only reason that has slowed down in recent months is because we’ve got a lot of them, we’ve already got 500 of the titles out there. Not just what new things that are coming in, but also what we have taken out. Last year we took out 150 titles. Every summer when we have student interns, student interns are good for these sort of things, every summer we go back through the clearinghouse and check them so that and go back to that producer and ask: “Do we have the most recent addition of this particular product”? And “Is there a new version available”? And if there is not, then we look at that material and say “Should it still be in here, is it still relative, is it still accurate”? We add new titles all the time and at least once a year we go through and purge things that are either out of print or are no longer relevant and, yes, we are always delighted to have more submissions.
 
Well thank you very much for letting me spend the afternoon and actually spend all morning with you. This has been just delightful. If you have any questions, you can get all my information from the Jump$tart Web site.

End of Clip