No,

So so you said something really important before, William, which is which is that this is not, you know, there's a lot of things out there that of practices that are out there and employers can also tick the same boxes.

Right.

And and so what we wanted to do was to get beyond.

stated practice to see how it actually bears out.

So rather than coming up with our point of view on what are the practices that move people forward and then trying to create some kind of inventory, what we do instead is we take a big data approach to be able to say, how do people's careers actually bear out? If two people start in the same role at directly competing firms, How likely are they each to move up? How likely are they each to stay? How does their pay change over time? And so we started with a database of 12 million people of their career histories, drawn from a much bigger database we've got of about 65 million, but 12 million people working at almost 1,800 of America's largest companies.

And then what we do is we, you know, we do all the math to sort of categorize what's the role that they're working in, how long have they been there, how to track the movements they've made.

They're

Yes, this is

dollars and cents earnings.

It needs to be dollars and cents earnings, not just one year out or three years out, but it needs to be five years out, 10 years out, 20 years out.

It also needs to look at other kind of dimensions of outcomes.

We hear a lot from schools that are concerned that these kind of financial measures reduce the value of an education.

to dollars and cents when we know that education has a richness to it.

And I think they're partly right, right? They're right in the sense that we need to look at other measures.

So can you talk a little about the employer's role in all this?