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Home Court filings Bofa Ca Unemployment In re: Bank of America California Unemployment Benefits Litigation — S.D. Cal., No. 21-md-02992 14R — In re Bank of America California Unemployment Benefits Litigation (Dkt. 591-52, S.D. Cal. No. 3:21-md-02992)

Court filing

14R — In re Bank of America California Unemployment Benefits Litigation (Dkt. 591-52, S.D. Cal. No. 3:21-md-02992)

Filed October 17, 2025 in In re Bank of America California Unemployment Benefits Litigation; one of 1415 filings from this case.

Record facts

CourtU.S. District Court for the Southern District of California
Filed2025-10-17

U.S. District Court for the Southern District of California · No. 3:21-md-02992-GPC-MSB · Doc. 591-52 · 2025-10-17 · Docket on CourtListener

Full text

DX 14.R 
REDACTED VERSION OF 
DOCUMENT SOUGHT TO 
BE SEALED PURSUANT TO 
STIPULATED 
PROTECTIVE ORDER 
Case 3:21-md-02992-GPC-MSB     Document 591-52     Filed 10/17/25     PageID.41985 
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         IN THE UNITED STATES DISTRICT COURT
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       FOR THE SOUTHERN DISTRICT OF CALIFORNIA
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                  SAN DIEGO DIVISION
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                       --oOo--
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 IN RE: BANK OF AMERICA
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 CALIFORNIA UNEMPLOYMENT          Case Number:
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 BENEFITS LITIGATION              21-MD-02992-GPC-MSB
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 _______________________________/
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 This document relates
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 to All Actions
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 _______________________________/
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14
15
16
17
 VIDEO-RECORDED DEPOSITION OF DAVID I. LEVINE, Ph.D.
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              SAN FRANCISCO, CALIFORNIA
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               WEDNESDAY, MAY 28, 2025
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21
22
23
 Reported by:
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 Anrae Wimberley, CSR No. 7778
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 Job No.  7309212
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 haven't talked about?                                       09:45:50
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      A.   No.
3
      Q.   Have you testified either in a deposition
4
 or at trial in anything other than what we've talked
5
 about with your expert work?                                09:46:09
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      A.   I've testified in two trials, I believe.
7
      Q.   What were those?
8
      A.   Let's see, when I was an undergraduate, my
9
 landlord took a shot at my roommate.  I testified in
10
 that trial, I believe.                                      09:46:43
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           And a few years later, I was across the
12
 street from where a murder was committed, and I
13
 testified about the timing of gunshots in that
14
 trial.
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      Q.   Exciting, perhaps too exciting.                   09:47:02
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           Have you testified under oath in any other
17
 scenarios that we haven't talked about yet?
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      A.   Not that I recall.
19
      Q.   What were you hired to do in this case?
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      A.   Plaintiffs' attorney asked me to come up          09:47:39
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 with a conservative lower bound on a discount rate
22
 for damages for a few class of people who hadn't
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 received their full unemployment insurance benefits
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 and a conservative lower bound for the value of time
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 for people who were kept on hold for unusually long         09:48:04
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 periods of time.                                            09:48:15
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      Q.   Okay.  I'm looking in your report -- you
3
 can refer to it, too.  It will probably be helpful
4
 as we get through these questions.
5
           I'm looking at the way you phrase those           09:48:27
6
 topics in paragraph 5.
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           The first one you described as "an
8
 appropriate methodology for determining the value of
9
 the lost opportunity costs to the class members
10
 whose access to UI benefits was delayed or denied."         09:48:41
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           Explain to me what you mean by "lost
12
 opportunity costs" in that phrase.
13
      A.   So you kind of misused the term
14
 "opportunity cost" of choice A as being the value of
15
 A compared to what your next best choice, B.                09:49:00
16
           So if you choose A, you forego B, and
17
 that's the opportunity cost.  Or if you would like
18
 to choose A and someone takes that option away from
19
 you and you're stuck with B, the difference in that
20
 value is the opportunity cost itself.                       09:49:18
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           A check is supposed to come in the mail
22
 today for you, and whoever is sending it says, Oh,
23
 it will be a month.  So instead of having 1,000 days
24
 now, you have 1,000 -- $1,000 today, you'll have
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 $1,000 in a month.                                          09:49:35
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 away one option, then the opportunity cost is, oh,          09:50:49
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 exactly the same inside, as you had just explained.
3
      Q.   Okay.  So what is -- clarify for me again
4
 what the two options are that you're considering
5
 here.                                                       09:51:00
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      A.   Getting the $1,000 today versus in a
7
 month.
8
      Q.   Okay.
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      A.   If I -- if -- and getting it in a month
10
 and taking out the loan so that I have as close to          09:51:09
11
 $1,000 as I can today and repay the loan with the
12
 $1,000 in a month.
13
      Q.   And it's still accurate to use the phrase
14
 "opportunity cost" even though the person didn't
15
 have the option between getting the money now and           09:51:24
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 getting the money in a month?
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      MS. HUNSICKER:  Objection; confusing.
18
 BY MR. LEVENBERG:
19
      Q.   Is that confusing?
20
      A.   Can you just say it one more time?                09:51:33
21
      Q.   Is it still accurate to use the phrase
22
 "opportunity cost" if the person isn't making the
23
 choice?
24
           It just struck me as a little weird.
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 Maybe it's not weird, but it struck me as a little          09:51:52
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 confusing because there was no other opportunity;           09:51:55
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 right?
3
           They only had the one opportunity that
4
 they were going to get the money when the money was
5
 sent.                                                       09:52:03
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      MS. HUNSICKER:  Objection; confusing.
7
      THE WITNESS:  We can say I can choose between
8
 the A and B, and the opportunity cost of choosing A
9
 is the difference in value of A and B.
10
           Or we can say I would choose A.  That             09:52:18
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 option disappeared, I'm stuck with B, and it's the
12
 same opportunity cost.  It's the same arithmetic --
13
 BY MR. LEVENBERG:
14
      Q.   Okay.
15
      A.   -- as in your example.  So that's how I'm         09:52:28
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 using it, and I think that's standard economics.
17
      Q.   Okay.  And you draw a distinction between
18
 access to UI benefits being delayed or denied.
19
           What do you mean when you say "delayed"?
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      A.   If my debit card is supposed to have              09:52:55
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 $1,000 of credit on it and it doesn't have that
22
 $1,000 for an extra month, then I would call that a
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 delay in access to benefits.
24
      Q.   And what would you mean when you say
25
 "denied"?                                                   09:53:07
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      A.   If the benefits disappeared and you didn't        09:53:10
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 have access to them ever.
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      Q.   Do you use the same method for evaluating
4
 the lost opportunity costs in the delayed scenario
5
 as you do in the denied scenario?                           09:53:25
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      MS. HUNSICKER:  Objection; compound.
7
      THE WITNESS:  Yeah, this is -- the word
8
 "denied" is not relevant because I only look at
9
 delayed in this report.
10
           That's sort of a leftover from a -- the           09:53:47
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 word "denied" is an unnecessary word because I don't
12
 look at that.
13
           (Reporter seeks clarification.)
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      THE WITNESS:  Because my method only looked at
15
 delayed.                                                    09:54:15
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 BY MR. LEVENBERG:
17
      Q.   So you're not offering any opinion on the
18
 value of lost opportunity costs to people whose
19
 access to benefits was denied?
20
      A.   No.                                               09:54:33
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      Q.   Did you evaluate any data on how many
22
 class members had delayed access to UI benefits?
23
      A.   I very briefly looked at one spreadsheet,
24
 but I didn't analyze it in any depth.
25
      Q.   And what spreadsheet did you look at?             09:55:00
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      A.   I think McCrary had -- for this report, I         09:55:07
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 did not look at any data.  And after this report I
3
 looked at some.
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           I forget what your question was.  Can you
5
 repeat it?                                                  09:55:21
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      Q.   Did you look at any data on the value of
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 lost opportunity cost whose access to UI was
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 delayed?
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      MS. HUNSICKER:  Objection; confusing.
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 BY MR. LEVENBERG:                                           09:55:35
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      Q.   You're right, that was confusing.
12
           Did you evaluate any data on how many
13
 class members had delayed access to UI benefits?
14
      A.   And are you asking for this report or for
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 my --                                                       09:55:48
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      Q.   At any point did you evaluate that data --
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 those data?
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      A.   I looked briefly at a spreadsheet that had
19
 some of those data on it, but I didn't analyze it in
20
 detail.                                                     09:55:58
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      Q.   And that spreadsheet came to you after you
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 wrote this report?
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      A.   Yes.
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      Q.   And that was a spreadsheet referenced in
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 Professor McCrary's report?                                 09:56:08
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 I don't remember what these are all called in               10:03:39
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 detail, but those various stages of that process I
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 assume we discussed.
4
      Q.   Backpedaling a little bit, did you
5
 consider or were you given any data about class             10:03:57
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 members themselves?
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      MS. HUNSICKER:  Objection; vague.
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      THE WITNESS:  No.  The class members -- I'm
9
 sorry, the class members, the 109,000 or the named
10
 plaintiffs?                                                 10:04:34
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 BY MR. LEVENBERG:
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      Q.   Any.
13
      A.   The plaintiffs' attorneys explained to me
14
 they had very limited data on the class members
15
 themselves, and the named plaintiffs were a                 10:04:47
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 nonrandom sample that was small.
17
           So I didn't look at their -- any evidence
18
 about them when preparing this report.
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      Q.   You didn't look at any evidence about the
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 named plaintiffs when preparing this report?                10:05:07
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      MS. HUNSICKER:  Objection; vague.
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      THE WITNESS:  Unless something was mentioned in
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 the available -- the Stango report available to me
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 last February, I did not.
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 BY MR. LEVENBERG:                                           10:05:28
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      Q.   What information relevant to class members        10:05:28
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 did you consider from the Stango report?
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      MS. HUNSICKER:  Objection; vague.
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 BY MR. LEVENBERG:
5
      Q.   If any.                                           10:05:36
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      A.   Nothing that I recall.  You just asked if
7
 I had seen any, and if he had quoted any, I would
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 have seen it.
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      Q.   But you didn't consider it in preparing
10
 your report?                                                10:05:48
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      MS. HUNSICKER:  Objection; vague.
12
      THE WITNESS:  I did not consider evidence from
13
 a small and nonrandom sample that was -- if he did
14
 any, it would have been excerpted by proposedly -- I
15
 don't know how to say that word -- excerpted with an        10:05:59
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 intent to be informative, no.
17
 BY MR. LEVENBERG:
18
      Q.   And what about the unnamed class members,
19
 did you look at any information about them in
20
 preparing your report?                                      10:06:18
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      MS. HUNSICKER:  Objection; vague.
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      THE WITNESS:  Those 100-plus thousand?
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 BY MR. LEVENBERG:
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      Q.   That certainly would be one of the
25
 classes, yes.                                               10:06:31
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      A.   No.                                               10:06:33
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      Q.   Now, for any of the other classes, is the
3
 answer the same?
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      MS. HUNSICKER:  Objection; compound.
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      THE WITNESS:  I did not look at information on         10:06:41
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 class members for any of the classes.
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 BY MR. LEVENBERG:
8
      Q.   You mentioned a few numbers that you said
9
 plaintiffs' counsel told you about.
10
           What assumptions did the plaintiffs'              10:06:59
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 counsel ask you to make in forming your opinions?
12
      MS. HUNSICKER:  Objection; vague.
13
      THE WITNESS:  Can you ask that again?  It's
14
 a -- I'm not sure what you mean "what assumptions."
15
 BY MR. LEVENBERG:                                           10:07:27
16
      Q.   Did plaintiffs' counsel ask you to make
17
 any assumptions in doing your report?
18
      MS. HUNSICKER:  Objection; vague.
19
      THE WITNESS:  They asked me to prepare a
20
 conservative lower bound on the cost of not having          10:07:45
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 access to the funds and of the time.
22
           So any assumptions implicit in those, but
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 something that would apply to the vast majority of
24
 the class members.
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           But they didn't state any particular              10:08:08
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      MS. BRYS:  This is the August 2024 one.  There         10:12:42
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 are three Regans.  I'm not sure which one he's
3
 referring to.
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      THE WITNESS:  It was available to me in
5
 February of this year, so probably this one.                10:12:51
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      MR. LEVENBERG:  Mark this one as an exhibit.
7
           (Deposition Exhibit 2 was marked.)
8
      MS. HUNSICKER:  Is this Exhibit 2?
9
      MR. LEVENBERG:  Yes, despite the confusing
10
 "Exhibit 4" label.  I assume it was Exhibit 4 to            10:13:29
11
 something else.
12
      MS. HUNSICKER:  The class certification.
13
 BY MR. LEVENBERG:
14
      Q.   Take as much time as you need to look
15
 through this, but my question is, when you were             10:13:42
16
 referring to a Regan report that you reviewed, is
17
 this that report?
18
      A.   The table on page 3 is the same, so I
19
 assume the report is.
20
           Yes.                                              10:14:06
21
      Q.   Okay.  And my original question, rewinding
22
 a little bit, I believe you testified in response to
23
 my questions about looking at information about
24
 class members, that you had considered information
25
 from the Regan report.                                      10:14:17
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           Is that a fair characterization of what           10:14:19
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 you told me?
3
      A.   Yes, from this Regan report since . . .
4
      Q.   Can you point me to the portions of the
5
 Regan report that had the information about class           10:14:36
6
 members that you were referring to?
7
      MS. HUNSICKER:  Objection; vague.
8
      THE WITNESS:  Definitely the definitions on the
9
 top of page 3.
10
           If I can go back to an earlier answer, you        10:15:21
11
 asked what was in this spreadsheet that I looked at.
12
           It is quite likely it's the spreadsheet
13
 Regan refers to on page 14 of this report, in which
14
 case, in addition to several dates, it also had
15
 which, if any, fraud filters applied.                       10:15:47
16
           I said I couldn't recall what else was in
17
 it.  It looks as if it has fraud filters.
18
           So in paragraphs 35 and 36, there's some
19
 of the counts that I referred to about the number of
20
 people in classes.                                          10:16:10
21
           And paragraph 80 has some of the dates.
22
           And I must have skipped one, but on --
23
 paragraph 84 has some of the dollar amounts,
24
 which -- and if you take the total amount times the
25
 class size, you can get the average claim.  And             10:17:32
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 presumably has similar dollar amounts for all the           10:17:35
2
 classes, I just . . .
3
           Yeah, in paragraph 76 and . . .
4
           Paragraph 100 and 108.  And there must be
5
 a count.                                                    10:18:28
6
           And in paragraph 97, there's a count.
7
           And paragraph 111, there's a count and
8
 114 -- or paragraph 111 and 112, there's a count,
9
 and paragraph 114 is an amount.
10
           And paragraph 119 has a count.                    10:19:36
11
           After page 54, excerpts from this
12
 spreadsheet, it looks like, and I assume this is the
13
 spreadsheet I looked at, but I . . .
14
           I'm not 100 percent certain.  I don't
15
 think it -- as I said, I looked at it pretty                10:20:32
16
 quickly.
17
           So I can't promise I found every class
18
 size or sum of claims, but that's the sort of data I
19
 extracted from the Regan report.
20
           And then the Stango report may have had           10:20:50
21
 mean or median claim, and it definitely had some --
22
 the early Stango report had something about small
23
 claims or short claims, I believe.
24
 BY MR. LEVENBERG:
25
      Q.   Now, did you review any of the underlying         10:21:09
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 data in the portions of the report you just                 10:21:13
2
 mentioned or was your review limited to the report
3
 itself?
4
      MS. HUNSICKER:  Objection; vague.
5
      THE WITNESS:  After the rebuttal reports from          10:21:30
6
 McCrary, I received some of the underlying data and
7
 I looked at it briefly.
8
           And -- yeah.
9
 BY MR. LEVENBERG:
10
      Q.   But you didn't look at any of that data in        10:21:50
11
 creating your own report?
12
      MS. HUNSICKER:  Objection; asked and answered.
13
      THE WITNESS:  I did not.
14
 BY MR. LEVENBERG:
15
      Q.   So in paragraph 34, when it references --         10:22:01
16
      A.   I'm sorry, which report?
17
      Q.   I'm looking at the one with the green,
18
 Mr. Regan.
19
           In paragraph 34, when it references 
 
        
 
 
 
 
25
           You did not consider any of that data in          10:22:33
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 creating your report, did you?                              10:22:37
2
      A.   I was asked to derive a methodology to
3
 create a conservative lower bound that would apply
4
 to the vast majority of the class members.
5
           I didn't look at data for each of the             10:23:04
6
 109,000.
7
      Q.   So does that mean I should understand that
8
 you did not look at any of the data referenced in
9
 paragraph 34?
10
      A.   Correct.                                          10:23:22
11
      Q.   And then I'm looking at the data -- or the
12
 spreadsheet that follows the signature page after
13
 page 54.
14
           Did any of the data here factor in the
15
 conclusions in your report?                                 10:24:14
16
      MS. HUNSICKER:  Objection; vague.
17
      THE WITNESS:  I did not look at the microdata,
18
 the individual level data.
19
 BY MR. LEVENBERG:
20
      Q.   And why not?                                      10:24:40
21
      A.   I was asked to derive a methodology to
22
 derive a conservative lower bound, and my
23
 methodology is appropriate for the vast majority of
24
 the class members.  These data would not have helped
25
 in that project.                                            10:25:03
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      Q.   What portion of the class would your              10:25:06
2
 methodology not be appropriate for?
3
      MS. HUNSICKER:  Objection; confusing.
4
      THE WITNESS:  Can you . . . the methodology I
5
 used applies to the vast majority of the class.  I          10:25:31
6
 don't have a specific numeric number.
7
 BY MR. LEVENBERG:
8
      Q.   Aside from a numeric number, what would
9
 make somebody belong to the class but have your
10
 methodology not be applicable to them?                      10:25:48
11
      MS. HUNSICKER:  Objection; confusing, misstates
12
 testimony.
13
      THE WITNESS:  I have a couple of different
14
 opinions.  I actually can't answer that.  I have two
15
 different methods for two different questions.              10:26:38
16
           So can you ask that again?
17
 BY MR. LEVENBERG:
18
      Q.   Okay.  Well, how would you describe the
19
 first of those two methods?
20
      A.   That the credit card interest rate is a           10:26:56
21
 conservative measure of the value of not having
22
 access to funds for the vast majority of the class
23
 members.
24
      Q.   And your testimony still is that your
25
 methodology is appropriate -- your methodology in           10:27:21
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 reference to the credit card interest rate is               10:27:26
2
 appropriate for the vast majority of the class
3
 members?
4
      MS. HUNSICKER:  Objection; misstates testimony.
5
      MR. LEVENBERG:  It didn't.                             10:27:35
6
      THE WITNESS:  Can you say it again?
7
 BY MR. LEVENBERG:
8
      Q.   Is your testimony still that your
9
 methodology in reference to the credit card interest
10
 rate is appropriate for the vast majority of the            10:27:48
11
 class members?
12
      MS. HUNSICKER:  Same objection.
13
      THE WITNESS:  Say it one more time.  Let me
14
 just see if I can hear it.
15
 BY MR. LEVENBERG:                                           10:27:59
16
      Q.   You testified before, "my methodology is
17
 appropriate for the vast majority of the class
18
 members."
19
           Is that correct?
20
      MS. HUNSICKER:  Same objection.                        10:28:06
21
      THE WITNESS:  Now, we're talking about the
22
 delays in payment?
23
 BY MR. LEVENBERG:
24
      Q.   Well, I was just talking about that
25
 particular statement that you made.                         10:28:18
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      A.   There's the two methods I used.                   10:28:21
2
      Q.   Right.
3
      A.   What the plaintiffs' attorney asked me to
4
 do was answer two questions with a conservative
5
 lower bound on the cost of delayed funds and the            10:28:30
6
 opportunity cost, the value of time being on hold.
7
      Q.   Right.  Which means you had two methods
8
 to --
9
      A.   Yes.
10
      Q.   -- to answer the two questions.                   10:28:41
11
      A.   So I prefer you just do them one at a
12
 time.
13
      Q.   Right.
14
           So as to the first method, is that method
15
 appropriate for the vast majority of the class              10:28:49
16
 members?
17
      MS. HUNSICKER:  Objection; confusing.
18
      THE WITNESS:  The credit card interest rate is
19
 a conservative lower bound for the vast majority of
20
 the class members, yes.                                     10:28:59
21
 BY MR. LEVENBERG:
22
      Q.   What portion of the class members is that
23
 methodology not appropriate for?
24
      MS. HUNSICKER:  Objection; confusing.
25
      THE WITNESS:  I don't have a numeric answer to         10:29:14
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 that question.                                              10:29:17
2
      MS. CHAN:  Mr. Levenberg, can we go off the
3
 record for just a second?
4
      MR. LEVENBERG:  Sure.
5
      THE VIDEOGRAPHER:  We're going off the record.         10:29:23
6
 The time is 10:29 a.m.
7
           (Discussion off the record.)
8
           (Recess taken.)
9
      THE VIDEOGRAPHER:  We're back on the record.
10
 The time is 10:45 a.m.                                      10:45:56
11
 BY MR. LEVENBERG:
12
      Q.   So before we took our break, we were
13
 discussing your opinion that the credit card
14
 interest rate is a conservative lower bound for the
15
 vast majority of the class members.                         10:46:12
16
           Is that still your opinion?
17
      A.   Yes.
18
      Q.   And my question was, what portion of the
19
 class members is it not appropriate for?
20
      MS. HUNSICKER:  Objection; confusing.                  10:46:28
21
      THE WITNESS:  So the method I use is
22
 appropriate for the entire class.  It's a
23
 conservative lower bound.  I was asked to come up
24
 with a conservative lower bound that would apply to
25
 the vast majority, and that method applies to the           10:46:48
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 entire class.                                               10:46:53
2
 BY MR. LEVENBERG:
3
      Q.   Well, you said before, "my methodology is
4
 appropriate for the vast majority of the class
5
 members."                                                   10:46:59
6
      A.   I apologize for the imprecise language.
7
           My methodology is appropriate for the
8
 entire class.  The lower bound applies to the vast
9
 majority of the class members.
10
           And there's a . . . yeah.                         10:47:22
11
      Q.   Explain what that means, "the lower bound
12
 applies to the vast majority of the class members."
13
      A.   Plaintiffs' attorneys asked me to find a
14
 method that would estimate lower bound on the
15
 opportunity cost of not having access to funds that         10:47:54
16
 would apply to the vast majority of class members,
17
 meaning that the vast majority would have an
18
 opportunity cost equal to or greater than that bound
19
 that I opined on.
20
           And so the methodology applies to                 10:48:21
21
 everyone.  The lower bound applies to the -- is the
22
 opportunity cost for --
23
      Q.   What portion of --
24
      A.   -- the credit card interest rate that I
25
 proposed using is a lower bound of the opportunity          10:48:35
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 cost for the vast majority of the class members.            10:48:44
2
      Q.   What portion of the class would have an
3
 opportunity cost less than that lower bound?
4
      A.   I don't have a numeric number.
5
      Q.   What characteristics of a class member            10:48:55
6
 could cause them to have an opportunity cost less
7
 than that lower bound?
8
      MS. HUNSICKER:  Objection; incomplete
9
 hypothetical.
10
      THE WITNESS:  I was asked to create -- to              10:49:12
11
 estimate an opportunity cost that would be a lower
12
 bound for the vast majority.  I didn't do an
13
 analysis of each of the 100,000 plus to say the
14
 characteristics.
15
           So it's -- I'm glad to go into the basis          10:49:28
16
 of my opinion, and -- but I can't sum up all that in
17
 one answer easily.
18
 BY MR. LEVENBERG:
19
      Q.   Well, if the lower bound applies to the
20
 vast majority of the class members, then there is a         10:49:48
21
 portion to whom it does not apply; is that correct?
22
      MS. HUNSICKER:  Objection; misstates testimony.
23
      THE WITNESS:  There's two answers, and it's
24
 just -- my hesitation, it's a little bit hard for me
25
 to respond.                                                 10:50:11
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           My method applies to the entire class             10:50:14
2
 because I was supposed -- I was asked to get
3
 something that would create an estimate of aggregate
4
 harm that was appropriate for the class.
5
           So I -- that's what I was asked to do, and        10:50:32
6
 that's what I did.
7
           Most people would have a higher
8
 opportunity cost, some would have that opportunity
9
 cost and a small minority could be different.
10
           But that wasn't what I was asked to look          10:50:49
11
 at.  I was asked to look at what would create an
12
 estimate of the aggregate harm.
13
 BY MR. LEVENBERG:
14
      Q.   What would cause somebody to belong to
15
 that small minority?                                        10:51:02
16
      MS. HUNSICKER:  Objection; incomplete
17
 hypothetical.
18
      THE WITNESS:  It's hard for me to answer
19
 because there's so many ways to be above the bound,
20
 and if I start listing them, I'm afraid -- off the          10:51:42
21
 top of my head, I'm afraid I would be missing some.
22
           So I would go through the basis of the
23
 opinion and at the end, we can return to that.
24
           Is that reasonable?
25
 BY MR. LEVENBERG:                                           10:51:53
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 If there's anything else that you want to mention           10:55:33
2
 there, I do want to hear it.
3
           So if there are any other factors that
4
 could make someone a member of the small minority
5
 that have an opportunity cost less than the bound,          10:55:44
6
 let me know what you can think of.
7
      A.   I mean, not be reducing consumption in
8
 things that are hard to substitute across time, not
9
 be relying on sources of credit with high
10
 nonmonetary costs in terms of reputation or status          10:56:46
11
 or social obligation.
12
           And that's what comes to mind.
13
      Q.   Anything else you can think of?
14
      A.   No.  But I'm pretty sure I'll want to add
15
 to this list as the day proceeds.                           10:57:16
16
      Q.   Okay.  Well, if you do think of anything
17
 more as the day proceeds, feel free to let me know
18
 and I'll put in a note to self to ask you if
19
 anything else occurred to you.
20
           One of the things that you listed was not         10:57:37
21
 having transaction costs be a large portion of the
22
 opportunity cost of not having access to funds.
23
           I think I know what that means, but can
24
 you clarify it?
25
      A.   So you asked whether I had looked at the          10:58:02
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 microdata on the claims, and I said it wasn't               10:58:04
2
 necessary for my methodology.
3
           But, ultimately, one would take the
4
 interest rate that I defend as appropriate -- I
5
 don't know you would, one could, I guess a jury will        10:58:21
6
 decide what to do if this goes to trial -- and
7
 multiply it times the size of the claim and the
8
 duration.
9
           Some claims have very short duration or
10
 small amounts.  And so if it's a $1,000 claim for           10:58:42
11
 3 days or $100 claim for a month, my interest rate
12
 would imply damages of a couple dollars or less.
13
 And the transaction costs of having your debit card
14
 balance be off is more than $1.50, just in terms of
15
 the time involved, ignoring embarrassment or stress         10:59:19
16
 or whatever.
17
           So the notion that a small or a claim or a
18
 short claim, even if none of the other criteria
19
 held, the transaction costs are larger than the
20
 interest rate I'm proposing, and so the interest            10:59:54
21
 rate remains a conservative lower bound.
22
      Q.   I'm trying to wrap my head around this
23
 scenario.  Give me a moment.
24
           So you referred to somebody who might need
25
 to access credit to cover a $1,000 claim for 3 days.        11:00:34
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      A.   No, no.  I apologize for my lack of               11:00:39
2
 clarity.
3
           If somebody losses access to $1,000 for
4
 3 days -- let me just do the math real quick.
5
           I think -- we can check my math more              11:01:07
6
 fully -- but I think that means the damages are on
7
 the order of $1.50 using my method.
8
           And the reason I say the credit card
9
 interest rate is lower bound to the opportunity
10
 cost, it is not necessarily that they would borrow          11:01:20
11
 the $1,000 for 3 days but simply that $1.50 is --
12
 the transaction cost of dealing with why your debit
13
 card isn't working as expected is more than $1.50
14
 for the vast majority of the class.
15
           And we haven't talked about my second             11:01:42
16
 opinion about the value of time, but just for the
17
 moment thinking of the minimum wage as the value of
18
 time, they would say, you know, a few minutes of
19
 time it takes to figure out why it's denied, even if
20
 customer service is working perfectly, if you have          11:02:02
21
 to go on a website or visit a -- call a call center
22
 to figure out why it was denied and figure it out,
23
 that that's more than $1.50 worth of transaction
24
 costs.
25
      Q.   And what's the connection between that and        11:02:17
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 the credit card interest rate?                              11:02:19
2
      MS. HUNSICKER:  Objection; vague.
3
      THE WITNESS:  The credit card interest rate
4
 says such a person has an opportunity cost of not
5
 having access to their funds, at least the credit           11:02:30
6
 card interest rate, of at least $1.50.
7
           And if you work out the transaction cost,
8
 they're well over $1.50, so this is a lower bound.
9
 This is a conservative amount of damages they have
10
 suffered.                                                   11:02:46
11
           Even if they are not borrowing, they still
12
 suffered damage -- here, it's transaction cost --
13
 and this credit card rate is a conservative measure
14
 of their damage.
15
           So it remains part of this -- this person         11:02:59
16
 remains part of this vast majority, even if they
17
 didn't need to borrow it for three days.  And some
18
 would, but even if they didn't.
19
 BY MR. LEVENBERG:
20
      Q.   So this person's damages are not based on         11:03:17
21
 the credit card rate, you're just certain that
22
 whatever damages those are, they are more than the
23
 credit card rate?
24
      MS. HUNSICKER:  Objection; misstates testimony,
25
 vague.                                                      11:03:28
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      THE WITNESS:  For the vast majority of people,         11:03:30
2
 the transaction cost would be more than what would
3
 be implied by the credit card interest rate, yes.
4
 BY MR. LEVENBERG:
5
      Q.   But it's not the case that their damages          11:03:36
6
 are based on the credit card interest rate?
7
      MS. HUNSICKER:  Objection; vague, misstates
8
 testimony.
9
      THE WITNESS:  If we looked merely at the
10
 transaction costs, the credit card interest rate            11:03:47
11
 would be -- this $1.50 in this example would be a
12
 very conservative estimate of the damages they would
13
 suffer.
14
 BY MR. LEVENBERG:
15
      Q.   Well, by "very conservative," what do you         11:03:57
16
 mean?  You mean the damages they suffered are
17
 greater than the credit card interest rate?
18
      MS. HUNSICKER:  Objection; vague.
19
      THE WITNESS:  Greater or equal to, yes.
20
 BY MR. LEVENBERG:                                           11:04:08
21
      Q.   Do the damages they suffered have anything
22
 to do with the credit card interest rate other than
23
 being more than it?
24
      MS. HUNSICKER:  Objection; vague.
25
      THE WITNESS:  In this hypothetical, I'm                11:04:23
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 assuming that their only cost are these transaction         11:04:26
2
 costs.
3
           They could also be -- they might have
4
 other costs and then some of those would be tied to
5
 the credit card interest rate.  But I'm saying, in          11:04:38
6
 this simplest example where they have no other cost,
7
 the credit card interest rate remains a conservative
8
 lower bound.
9
 BY MR. LEVENBERG:
10
      Q.   Where their only costs are their                  11:04:54
11
 opportunity costs?
12
      A.   No.  Their only costs are the transaction
13
 costs.
14
           Did I say that wrong?  Pardon me.
15
      THE REPORTER:  No, I wrote it wrong.                   11:05:06
16
      THE WITNESS:  Oh, okay.  Thank you both for the
17
 correction.
18
 BY MR. LEVENBERG:
19
      Q.   I know this is a complicated concept.  I'm
20
 just trying to break it up into all of its parts.           11:05:14
21
           Where their only costs are the transaction
22
 costs, their costs are greater than the credit card
23
 interest rate; is that your opinion?
24
      A.   Yes, for these small or short claims.
25
           I mean, if we look at $100 claim for a            11:05:30
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 month, again, it's -- again, it's about $1.50, and          11:05:34
2
 so it's a longer claim but it's a smaller amount of
3
 money --
4
           (Reporter seeks clarification.)
5
      A.   -- the transaction costs are going to be          11:06:04
6
 higher.
7
           Let me just check my math here.
8
           I think that's right, yeah.
9
           So the point is, even for small or short
10
 claims, the credit card interest rate, even if they         11:06:20
11
 have no need to borrow, remains a very conservative
12
 lower bound.
13
      Q.   Can the credit card interest rate be used
14
 to calculate their transaction costs?
15
      MS. HUNSICKER:  Objection; confusing.                  11:06:36
16
      THE WITNESS:  I'm using it as a conservative
17
 lower bound.
18
           Does that answer your question?
19
 BY MR. LEVENBERG:
20
      Q.   Not quite.                                        11:06:50
21
           So I understand your opinion that the
22
 interest rate is a conservative lower bound, meaning
23
 the transaction costs are higher than the figure
24
 produced by the interest rate.
25
           Am I stating that accurately?                     11:07:04
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 longer hours and get another job.  That was pretty          11:33:45
2
 hard for unemployed people during the pandemic.
3
           But those are some of the options.  There
4
 might be others I haven't thought of.
5
      Q.   Okay.  Can you think of any others?               11:33:57
6
      A.   Not at this moment.  I might -- please
7
 proceed.
8
      Q.   Sure.
9
           So in that scenario where someone borrows
10
 off of a credit card to pay the $1,000 and pays             11:34:13
11
 15.9 percent interest on their borrowing, I
12
 understand the basis for your opinion that
13
 15.9 percent is a good measure of their cost, or a
14
 good minimum measure of their cost to be sure of,
15
 stating that accurately.                                    11:34:34
16
           But not everybody is going to choose that
17
 option, right?  We can assume that?
18
           Can we assume that?
19
      A.   Yes.
20
      Q.   Okay.  So there are some people who would         11:34:46
21
 indeed access the $1,000 they have in the bank.
22
           Is that a valid assumption?
23
      A.   I mean, very few people would use
24
 100 percent of their bank account, but some might.
25
      Q.   And do you have any data on how frequently        11:35:16
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 account but they are accessing the account, do you          11:36:46
2
 have any data on how many people would choose that
3
 option over the other one?
4
      A.   Not tied to this hypothetical.
5
           What we do see is that a very high share          11:37:08
6
 of American households have positive bank balances
7
 and have positive credit card debt they are paying
8
 interest on.
9
           So it's -- people having money in the bank
10
 doesn't mean they're not borrowing on their credit          11:37:37
11
 card.
12
      Q.   Right.
13
           Do you have any data on the proportion of
14
 class members who chose to pay on credit cards in
15
 lieu of accessing liquid funds?                             11:37:52
16
      A.   No.
17
      Q.   Okay.  I wanted to go through your report
18
 more or less in sequence, and I realize we were
19
 doing it a little bit out of sequence.  So we'll
20
 leave that line of questioning there and go back            11:38:22
21
 roughly to the beginning.
22
           I'm on paragraph 9 now.
23
           Your statement there was, "Using an
24
 aggregate measure of harm is common practice in the
25
 field of economics, and aggregates are an                   11:38:44
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 appropriate way to represent classwide harm."               11:38:48
2
           Describe what you mean by "aggregate
3
 measure of harm."
4
      A.   The total harm suffered by a group.
5
      Q.   And do you need to have information about         11:39:17
6
 the harm suffered by individual members of the group
7
 to form an opinion about the total harm suffered by
8
 the group?
9
      MS. HUNSICKER:  Objection; vague.
10
      THE WITNESS:  Can you ask that again?                  11:39:41
11
           You mean individuals as opposed to
12
 having . . .
13
 BY MR. LEVENBERG:
14
      Q.   If you have information about the
15
 aggregate measure of harm for a group, can you use          11:39:50
16
 that to draw conclusions about the harms suffered by
17
 individual members of the group?
18
      MS. HUNSICKER:  Objection; vague.
19
      THE WITNESS:  So the method I'm proposing is to
20
 say that this credit card interest rate is a                11:40:10
21
 conservative lower bound on the opportunity cost of
22
 funds.
23
           My expectation is one would then take the
24
 individual claims amounts and durations to create a
25
 damage per person.                                          11:40:30
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           Is that what you're asking?                       11:40:34
2
           I'm not sure what you're asking.
3
 BY MR. LEVENBERG:
4
      Q.   Well, that is helpful.
5
           So I guess let's back up a little.  Tell          11:40:42
6
 me how you would propose to arrive at the aggregate
7
 measure of harm.
8
      A.   If I can find opportunity cost to funds --
9
 a lower bound on the opportunity cost to funds for
10
 the vast majority of the class, and we apply that to        11:41:11
11
 the total amount of UI payments that were delayed
12
 times their delay, we would get an aggregate measure
13
 of harm.
14
      Q.   Okay.  And that aggregate measure of harm
15
 is basically just the sum total of all individual           11:41:31
16
 harms?
17
      MS. HUNSICKER:  Objection; confusing.
18
      THE WITNESS:  It is a conservative lower bound
19
 on the sum of the individual harms is what it's
20
 intended to create.                                         11:41:51
21
 BY MR. LEVENBERG:
22
      Q.   Can your method be used to measure the
23
 individual harms suffered by any individual class
24
 member?
25
      MS. HUNSICKER:  Objection; outside the scope of        11:42:01
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 the report.                                                 11:42:04
2
      THE WITNESS:  I was asked to create a method to
3
 get a conservative lower bound for estimating the
4
 aggregate harm.
5
           I wasn't asked to --                              11:42:15
6
 BY MR. LEVENBERG:
7
      Q.   Okay.  You can finish.
8
           So can your method be used to assess the
9
 harm experienced by any individual class member?
10
      MS. HUNSICKER:  Objection; outside the scope of        11:42:29
11
 the report.
12
      THE WITNESS:  I wasn't asked to do that, so I
13
 don't . . .
14
 BY MR. LEVENBERG:
15
      Q.   Do you have an opinion on it?                     11:42:40
16
      MS. HUNSICKER:  Same objection.
17
      THE WITNESS:  Ask the question again.
18
 BY MR. LEVENBERG:
19
      Q.   Can your method be used to assess the harm
20
 experienced by any individual class member?                 11:42:52
21
      MS. HUNSICKER:  Same objection.
22
      THE WITNESS:  I'm hesitant to answer because
23
 it's an ill-posed question.
24
           My method was trying to create a
25
 conservative lower bound for the class and then use         11:43:01
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1
 the individualized information on claimed amounts           11:43:17
2
 and duration.
3
           It makes it very hard to say how . . . it
4
 was not designed for any other purpose besides that.
5
 BY MR. LEVENBERG:                                           11:43:41
6
      Q.   Could it be used for any purposes it
7
 wasn't designed for?
8
      MS. HUNSICKER:  Objection; outside the scope of
9
 the report.
10
      THE WITNESS:  I can't answer that.                     11:43:51
11
           I mean, I'm sorry, I'm just -- ask the
12
 question again.  It makes sense, but I'm having
13
 trouble answering it.
14
 BY MR. LEVENBERG:
15
      Q.   That's fine.                                      11:44:01
16
           Can your method be used to assess the
17
 harms experienced by any member of the class?
18
      MS. HUNSICKER:  Outside the scope of the
19
 report; objection.
20
      THE WITNESS:  I wasn't designing the method            11:44:18
21
 with that intent, and I don't have an expert opinion
22
 on that.
23
           I just -- you guys are welcome to hire me
24
 to answer that question, but I just don't have an
25
 opinion that I can defend right now.                        11:44:33
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           So I will simply say the economic                 11:48:13
2
 principles remain the same, and I would need to know
3
 way more about this to say how I would approach it.
4
 You just haven't told me enough and --
5
 BY MR. LEVENBERG:                                           11:48:27
6
      Q.   Well, what more would you want me to tell
7
 you?
8
      MS. HUNSICKER:  Objection; outside the scope of
9
 the report.
10
           Asked and answered as well.                       11:48:44
11
      THE WITNESS:  I'm still not even sure what --
12
 since I was asked a question about aggregate harm to
13
 create a lower bound for a group, to say how I would
14
 approach that for an individual is just a very
15
 different question.                                         11:49:02
16
           I have not thought deeply about what . . .
17
 I just haven't thought deeply about what it would
18
 take to answer it.
19
 BY MR. LEVENBERG:
20
      Q.   So do you have an opinion about whether           11:49:43
21
 the method described in your report could be used to
22
 assess harm experienced by an individual class
23
 member?
24
      MS. HUNSICKER:  Objection; asked and answered.
25
      THE WITNESS:  The methodology I used was               11:50:10
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 designed to create a conservative lower bound on an         11:50:12
2
 interest rate that one could then multiply by an
3
 amount of missing -- of delayed funds times the
4
 duration of the delay and create an estimate of
5
 harms for individuals.                                      11:50:31
6
           But it's designed to create an aggregate
7
 measure being a conservative lower bound that
8
 applies to the vast majority of the class.
9
           Is that responsive to your question?
10
           There's many -- I don't know what you mean        11:50:48
11
 by individual -- I mean --
12
 BY MR. LEVENBERG:
13
      Q.   Well, it is what it is.
14
      A.   -- it's what it is designed for.
15
      Q.   It is a helpful response, but I can't stop        11:50:55
16
 asking questions, so I'm going to keep going.
17
           So should I interpret that to mean the
18
 method was designed to create an aggregate measure
19
 of harm for a class of 109,000 people; is that fair?
20
      A.   Even though I use that number, I forget           11:51:14
21
 exactly which, but that was part --
22
      Q.   Whatever that number is, I know it's --
23
      A.   For more than 100,000 people, yes.
24
      Q.   Could that method also be used to create
25
 an aggregate measure of harm for a class of 50,000          11:51:29
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           There are a few paragraphs of allegations         13:04:48
2
 on page 81 and 82 about Stephanie Moore.
3
           You could take your time to read it if you
4
 would like.  Let me know when you're ready and I'll
5
 ask my next question.                                       13:05:02
6
           (Witness reviews document.)
7
      A.   Okay.
8
      Q.   Based on what you've read here, can you
9
 form an opinion on whether Ms. Moore is in the group
10
 of the vast majority of people for whom your                13:05:57
11
 conclusions about the credit card interest rate has
12
 a lower threshold of damage are appropriate?
13
      MS. HUNSICKER:  Objection; outside the scope,
14
 confusing, incomplete hypothetical.
15
      THE WITNESS:  The plaintiffs' attorney                 13:06:18
16
 requested that I determine a conservative lower
17
 bound on an appropriate discount rate or interest
18
 rate for the vast majority of the class.
19
           It's designed to figure out the most -- a
20
 very generous amount of aggregate damage for the            13:06:41
21
 bank to pay using standard social science methods.
22
           It wasn't designed to speak to each of the
23
 100,000 people and, in any case, there's vastly too
24
 little information here for me to say anything about
25
 this case.                                                  13:07:14
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 have to tell me a lot more about what you are               13:09:50
2
 interested in, and sitting here right now, I just
3
 can't whip out an answer.  It takes time for me to
4
 think these things through.
5
 BY MR. LEVENBERG:                                           13:10:03
6
      Q.   If I'm interested in whether Ms. Moore has
7
 incurred damages, do you have enough information
8
 here to form an opinion about that?
9
      MS. HUNSICKER:  Objection; same objections,
10
 outside the scope, vague.                                   13:10:12
11
      THE WITNESS:  Damages meaning nonzero damages?
12
 You just mean any damages?
13
 BY MR. LEVENBERG:
14
      Q.   Sure.  You can start there.
15
      A.   There's enough information here to say the        13:10:33
16
 damages were above zero.
17
      Q.   And what information would you need to
18
 determine how much above zero they are?
19
      A.   That's a different question than I was
20
 asked to answer, and so I strongly encourage you to         13:10:48
21
 hire me to answer that other question.
22
           But my expert opinion is about the
23
 aggregate damages that would be generous to the bank
24
 and a conservative lower bound for the aggregate
25
 harm.                                                       13:11:08
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 information that you'd consider relevant to whether         13:21:21
2
 she is in the vast majority of people to whom your
3
 method applies?
4
      MS. HUNSICKER:  Objection; confusing, misstates
5
 testimony.                                                  13:21:35
6
      THE WITNESS:  So, again, my method wasn't
7
 intended to be applied to each of 100,000 people, it
8
 would be a conservative estimate for the aggregate
9
 harm.
10
           When McCrary was implying that people were        13:21:53
11
 not paying the credit card interest rate, thus they
12
 had a low opportunity cost, this seemed to show --
13
 it was one of several statements here that, if true,
14
 would show meaningful opportunity costs above what
15
 McCrary was implying.                                       13:22:15
16
 BY MR. LEVENBERG:
17
      Q.   How can the credit card interest rate be
18
 used to measure that opportunity cost?
19
      A.   The credit card interest rate is not
20
 supposed to measure the opportunity costs for each          13:22:36
21
 person.
22
           What I can say is, when I read this and
23
 McCrary -- and, again, I wish I had McCrary.
24
           I can't grab McCrary's report to look at
25
 exactly what he said?                                       13:22:54
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      Q.   If it would help, we can show you                 13:22:55
2
 McCrary's report.
3
      A.   I would appreciate that, if you would be
4
 so kind.
5
      MR. LEVENBERG:  All right.  We're going to call        13:23:01
6
 it Exhibit 5.
7
           (Deposition Exhibit 5 was marked.)
8
      THE WITNESS:  So what McCrary wrote in
9
 paragraph 76, "all of the class representatives used
10
 savings or borrowing from friends and family to             13:23:50
11
 cover at least some portion of their expenses.
12
 These sources of funds would have significantly
13
 lower costs than the credit card rate."
14
           Continuing after a few sentences, "the
15
 credit card borrowing rate is above the upper bound         13:24:26
16
 of the cost of borrowing for the class
17
 representatives."
18
           And continuing that "the named plaintiffs
19
 suggest credit card borrowing or any borrowing at a
20
 similar or even higher interest rate was not a              13:24:49
21
 primary source of borrowing for many class members."
22
           And the implication was that if they were
23
 not borrowing with a high explicit credit card
24
 interest rate, that the opportunity cost was low.
25
           And you asked me which of these suggested         13:25:12
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 the opportunity cost was higher and that the summary        13:25:15
2
 of returning to live with a person with whom she had
3
 an abusive relationship, late payments, a weakened
4
 credit rating, inability to look for a job, all
5
 seemed to have a positive opportunity cost.                 13:25:56
6
           My method wasn't designed to value each of
7
 these separately but is an extraordinarily
8
 conservative bound for someone like this.
9
           The interest rate I'm proposing, it's
10
 something like $15 a month for the median claim.  I         13:26:19
11
 don't recall the median claim, but on that order.
12
           And that seems to be -- most people would
13
 require more than $15 to return to live with an
14
 abusive person or defer looking for work.
15
 BY MR. LEVENBERG:                                           13:26:55
16
      Q.   Is there a connection between the $15 or
17
 the credit card interest rate and the harm of being
18
 forced to return to living with the person with whom
19
 she had an unhealthy relationship?
20
      MS. HUNSICKER:  Objection; asked and answered.         13:27:10
21
      THE WITNESS:  There's a very strong connection
22
 in that I was asked to get a lower bound, and that
23
 is much, much lower than what most people would
24
 consider that.
25
           So only in the sense that I was asked to          13:27:18
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 find a lower bound, and it seems to satisfy that            13:27:20
2
 requirement.
3
 BY MR. LEVENBERG:
4
      Q.   Is there enough information here for you
5
 to draw a conclusion about whether Ms. Moore is in          13:27:33
6
 the vast majority?
7
      MS. HUNSICKER:  Objection; vague, incomplete.
8
      THE WITNESS:  Are we assuming all of this is
9
 true for this question?
10
 BY MR. LEVENBERG:                                           13:28:03
11
      Q.   If you need to assume it's true, tell me
12
 if you need to assume it.
13
      A.   If this were all true, she would suffer
14
 more harm than that.
15
           Again, my method wasn't designed to go            13:28:12
16
 case by case.  But I don't know how much her claim
17
 was for.  I guess you told me that earlier.  That
18
 was in an earlier thing you showed me and the
19
 duration.  So I -- without doing some math, I'm a
20
 little hesitant to say.                                     13:28:35
21
           Do you want me to do that math?
22
      Q.   You can.
23
           (Pause in proceedings.)
24
      A.   Again, I hate to do math real-time, but I
25
 think the damages in my credit card rate are                13:29:43
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      A.   Yes.                                              14:31:31
2
      Q.   How would you evaluate -- how would you
3
 quantify the value people place on that?
4
      MS. HUNSICKER:  Objection; vague.
5
      THE WITNESS:  I mean . . . I would have to             14:32:25
6
 ponder how to do that.
7
           It's not an important part of . . .
8
           If we see somebody undertaking activities
9
 that are costly to avoid borrowing, that suggests
10
 that they value the borrowing capacity.  That's the         14:33:47
11
 general principle.
12
           Applying it to this case is a little bit
13
 subtle because my method isn't designed to look at
14
 each of the 100-plus thousand case class members.
15
 But the general principle is -- would be to see what        14:34:04
16
 people are doing to avoid borrowing and if people
17
 change their behavior as they get closer to their
18
 borrowing limit but are not yet at it.
19
 BY MR. LEVENBERG:
20
      Q.   Let me approach it from another way.              14:34:24
21
           I was talking about two options.  The
22
 first option was keeping the streaming service and
23
 borrowing money to pay for it.
24
           And you pointed out, I think very
25
 reasonably, that the value of -- that the streaming         14:34:38
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 access to funds was delayed.                                14:55:00
2
           Is that wrong?
3
      A.   Okay.  You may have to break because I'm
4
 getting confused and I just may need more coffee.
5
           Ask that one more time.  If I don't               14:55:17
6
 understand, maybe we'll break.
7
      Q.   I'm asking about the rate you were
8
 applying in the aggregate.
9
           The aggregate is the aggregate period of
10
 time in which access to funds was delayed for               14:55:26
11
 everybody, not just for one person but for
12
 everybody; right?
13
      A.   That wouldn't be how I would phrase it,
14
 not just for one person, including each of the one
15
 persons to create the aggregate.                            14:55:46
16
      Q.   Right.  Yeah.  I think we're on the same
17
 page on that.
18
      A.   I'm sorry.
19
      Q.   Okay.  So there's one number, which is
20
 basically a number of days that funds were delayed          14:55:57
21
 in the aggregate; right?
22
      A.   I'm sorry, I was unclear.
23
           People had different amounts of delay --
24
      Q.   Right.
25
      A.   -- so to generate -- it's not you take the        14:56:17
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 aggregate number of days and the aggregate dollar           14:56:20
2
 amount, you take each person's delay times dollar
3
 amount.
4
      Q.   Right.
5
      A.   So you don't sum up days, you sum up              14:56:29
6
 dollar days to create the -- yeah -- aggregate
7
 amount of days or years' worth of thousands or
8
 millions of whatever funds the bank owed that it had
9
 removed or not added or not permitted the State to
10
 add to various debit cards.                                 14:56:52
11
           Okay.  Are we saying the same thing?
12
      Q.   Yes.
13
      A.   Okay.  So it's not aggregate days, it's
14
 aggregate days and dollars.
15
      Q.   So your method, what you're proposing, is         14:57:07
16
 you sum up the dollar days for each person during
17
 the period that they lacked access to the funds and
18
 then you apply your 15.9 percent interest to that;
19
 correct?
20
      A.   Yes.                                              14:57:27
21
      Q.   Okay.  But you could also sum up the days
22
 a different way.
23
           You could say that instead of measuring
24
 all of the days they were without access to funds,
25
 we'll measure all of the days in which they were            14:57:42
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 BY MR. LEVENBERG:                                           15:01:43
2
      Q.   Well --
3
      A.   -- the situation, and I'm -- you're
4
 correct, it's not about an individual, but if you
5
 told me all class members were this way, I'd say,           15:01:46
6
 you know, that's a different situation than I -- you
7
 know -- different situation I haven't thought much
8
 about.  So I'll try to be responsive.
9
           Can you reask the question again?  I think
10
 that --                                                     15:02:13
11
      MS. HUNSICKER:  Can we have a coffee break when
12
 you're done with this question?
13
      MR. LEVENBERG:  Maybe two or three more
14
 questions and then let's break.
15
      MS. HUNSICKER:  Thank you.                             15:02:19
16
 BY MR. LEVENBERG:
17
      Q.   You don't have any information about how
18
 many class members paid credit card interest though,
19
 do you?
20
      MS. HUNSICKER:  Objection; asked and answered.         15:02:27
21
      THE WITNESS:  No.
22
 BY MR. LEVENBERG:
23
      Q.   So we also don't have any information
24
 about the periods in which class members paid credit
25
 card interest, do we?                                       15:02:43
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      A.   If the "we" includes Bank of America, I           15:02:46
2
 have no idea how much information they have, but I
3
 do not.
4
      Q.   Okay.  That's fine.
5
      MR. LEVENBERG:  All right.  We can take that           15:02:54
6
 break.
7
      THE VIDEOGRAPHER:  We're going off the record.
8
 The time is 3:02 p.m.
9
           (Recess taken.)
10
      THE VIDEOGRAPHER:  We're back on the record.           15:19:43
11
 The time is 3:19 p.m.
12
 BY MR. LEVENBERG:
13
      Q.   Okay.  I'm going to fast forward to part
14
 three of your report.
15
           Looking at paragraph 47, your opinion is,         15:20:07
16
 "I understand that the Customer Service Class is
17
 seeking damages for time spent on hold with the
18
 Bank's Claims call center."
19
           Is it your opinion that class members were
20
 damaged by all of the time they spent on hold?              15:20:22
21
      MS. HUNSICKER:  Objection; vague.
22
      THE WITNESS:  This is actually poorly written.
23
           It should have said excess time on hold or
24
 excesses compared to some measure of normal time on
25
 hold.                                                       15:20:44
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      A.   I'm unsure how they're computing that.  I         15:21:55
2
 don't know what data they have or experts.
3
      Q.   Okay.  The next paragraph, you refer to
4
 several studies that have found that the typical
5
 value of time is close to the median wage.                  15:22:08
6
           What does that mean exactly?  Does it mean
7
 the typical value of time for everybody, is that the
8
 median wage, or does it mean that the typical -- or
9
 does it mean that the value of everyone's time is at
10
 their own wage, so across a group value is the              15:22:28
11
 median?
12
      MS. HUNSICKER:  Objection; confusing.
13
      THE WITNESS:  Plaintiffs' attorneys asked me to
14
 pick a measure of the value of lost time that would
15
 be a conservative measure for the class as a whole.         15:22:48
16
           When economists estimate this value of
17
 time, they sometimes estimate an aggregate number
18
 and they sometimes disaggregate it relative to an
19
 individual or a group's own wages.
20
           And the relationship is pretty consistent         15:23:15
21
 in both methods, that economic theory says that, you
22
 know, if somebody is willing to take a wage to work
23
 40 hours, that the value of their 40 hours is
24
 somewhat close to that wage or -- and that's roughly
25
 what we see depending on what the alternative use of        15:23:53
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 time is.                                                    15:23:56
2
           So for commuting, it's often somewhat less
3
 than the median wage.  When you're commuting and
4
 stuck in traffic, it's higher than the median wage
5
 or above.  When it's unproductive and stressful, if         15:24:14
6
 you're in an airport and your flight is delayed,
7
 then it's quite a bit higher in the one study I saw
8
 that looked at that.
9
           But across regions and across study
10
 methods, it's pretty consistently a bit below the           15:24:37
11
 median wage for commuting and above for unpleasant
12
 commuting or things like that.
13
 BY MR. LEVENBERG:
14
      Q.   Does it depend on a person's actual wage?
15
      A.   The disaggregated studies often find that         15:25:04
16
 it moves not quite one for one but is higher for
17
 people with higher wages.
18
           Again, that was why I chose to -- the
19
 plaintiffs' attorneys asked me to find a
20
 conservative measure that would, in aggregate, be           15:25:24
21
 generous to the bank, lower than the average, and
22
 also be applied at a vast majority of the class
23
 members, which is what I did.
24
      Q.   So just to be clear, when we are talking
25
 about the studies that have found that the typical          15:25:45
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      Q.   Somebody else can figure out how important        15:41:14
2
 that is to them.
3
           Are there any opinions in your report
4
 sitting here today that you would revise or change
5
 in any way?                                                 15:41:23
6
      A.   I mean, there's definitely wording and
7
 line editing I would do, but no, there are no
8
 substantive opinions.
9
           You know, in paragraph 47, I should have
10
 said excess waiting time and so forth.  So there's          15:41:39
11
 poorly worded sentences, but there are no opinions
12
 that I would change.
13
      Q.   Are there any additional opinions that you
14
 would express in this case that aren't contained in
15
 this report?                                                15:41:52
16
      A.   No.
17
      Q.   Do you have any plans to supplement this
18
 report?
19
      A.   I don't even know what that means.
20
      Q.   Do you have any plans to make any changes         15:42:15
21
 or additions to the report?
22
      A.   No.
23
           I'll have to caution that I didn't know
24
 that was possible.  If there's a possibility, I
25
 would definitely do some line editing.                      15:42:32
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      Q.   Other than line editing, are there any            15:42:35
2
 changes or additions you would make?
3
      A.   Yeah, I should say, I mentioned a couple
4
 of cases where after reading McCrary and Stango, you
5
 know, the Stavins citation on imperfect recall, that        15:42:47
6
 people were optimistic on how much they were saving,
7
 and the Federal Reserve data on reservation wages
8
 were both things I found in pursuing what they --
9
 the sources that they cited, and I would mention
10
 those.                                                      15:43:12
11
      Q.   Is there anything else you would add or
12
 change?
13
      A.   I think some of the wording I used on
14
 describing the Pulse Survey, the 66 percent, was
15
 literally Stango's words, in which case there should        15:43:27
16
 have been quotation marks, and I feel bad about
17
 that.
18
           But I'm not sure of that.  But it looked
19
 awfully similar to what he wrote.  So it's
20
 definitely paraphrasing, maybe a quote, and I should        15:43:40
21
 have cited that.
22
      Q.   Anything else?
23
      A.   No.
24
      MR. LEVENBERG:  All right.  I think I am
25
 probably done.                                              15:43:56
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