ICYMI: School Superintendents Face Grilling Over 'Attacks On Parental Rights' In Tense House Hearing

[0:00] The committee will please come to order. A quorum is present. The committee meets today [0:05] pursuant to notice. Without objection, the chair may recess the committee at any point. [0:10] Across the school districts in the country, school districts seem to be losing sight of their core [0:23] mission. That core mission is educating students. We can all agree to that, but it seems we're not [0:34] living it out. When school policies affect the safety, the privacy, and the well-being of children, [0:47] Congress has a responsibility to ask questions. When parents are excluded from major decisions [0:59] involving their children, Congress has a responsibility to ask questions. And when [1:09] classrooms become vehicles for political or ideological agendas, rather than places of [1:17] learning what students need to learn to compete in this world, Congress has a responsibility to [1:26] ask questions. And so this is exactly why we are here today. These witnesses were invited to explain [1:36] policies in their district that sideline parents, compromise student privacy rights, and fuel radical [1:48] ideology. Many districts today teach a radical, unscientific vision of gender to extremely young [1:57] children. By first grade, Chicago public schools, being a product of Cook County school system myself, [2:07] thankfully not the Chicago public school system of today. Students are introduced to the concept of [2:17] gender identity. Third grade material then asks students to, and I quote, explain the difference [2:25] between sex assigned at birth and gender identity, end quote. By fifth grade, CPS introduces students [2:33] to puberty blockers. Many districts help students socially transition, meaning changing their name, [2:46] their pronouns, and their restrooms and locker rooms. Even worse schools do this without parental consent [2:56] or knowledge. Chicago's policy even allows biological males on a case-by-case basis to sleep with biological [3:08] females on overnight field trips. So does Loudoun counties. If I was a parent in either of those [3:18] districts with these students, I'd consider suing for child abuse and neglect. This is serious. The [3:30] consequences of these policies are horrific. In Loudoun County schools, a boy entered a woman's [3:36] bathroom and sexually assaulted a 15-year-old girl. The boy was wearing a skirt, according to the [3:42] survivor's family, a claim that was not contested by the boy's family. You might think that the school [3:49] immediately called law enforcement and had the boy arrested. Common sense would dictate that. That's not [3:56] what happened. In fact, police were called for one person, and that person was Scott Smith, the survivor's [4:03] father who confronted school staff at the main office for not involving law enforcement. A parent doing [4:12] what a parent ought to do. This tragic story is the natural result of policies that fail to take gender [4:20] seriously, that reject biological differences between men and women, and that are soft on student [4:28] misconduct. I want to be clear that these policies don't make teachers the enemy. In some cases, teachers [4:36] are also the victims with these policies that they are forced to contend with. Radical gender policies can [4:44] force teachers to violate their conscience and deny their faith in order to keep their job. In May 2021, [4:52] Tanner Cross, a Christian teacher at Loudoun County's Leesburg Elementary School, was placed on leave after [5:00] speaking out against radical gender ideology in his personal capacity at a school board meeting. Loudoun [5:08] County couldn't have changed its policy immediately to protect people, could have changed its policy [5:15] immediately to protect people of faith. It didn't. Instead, it doubled down, prosecuted Mr. Cross for his [5:22] faith, and spent years of taxpayer dollars defending their illegal position. That's not just unwise. It's [5:31] immoral and intolerant. Religious liberty is one of the most fundamental rights guaranteed by our Constitution. [5:40] It's still in place. Trampling on religious liberty is nothing new for many school districts. Unfortunately, in 2024, [5:49] a world-famous Christian school of higher education in Chicago since 1886, founded to impact the world and [6:05] its community surrounding the institution for good and for positive development, meeting the needs of the [6:13] downtrodden of all races, creeds, and origins. The Chicago Public Schools demanded that this institution [6:26] drop its Christian beliefs in order for its teaching candidates, its students desiring student-teacher [6:34] opportunities to gain experience in Chicago schools. Chicago eventually dropped their demands after being [6:42] hit with a lawsuit. That's no surprise. Chicago's position was unconstitutional. You don't have to [6:51] renounce Christian beliefs to teach in a public school, I hope. But for Chicago Public Schools, that was a hill [6:59] worth dying on for a while. In fact, many school districts seem to rebuke traditional values. [7:07] San Francisco and Chicago openly advertise abortion services for minor children. Chicago's website even [7:15] reminds kids that, quote, there is no parental notice requirement for minors accessing abortion in the [7:25] state. Chicago also requires condoms to be available to students 12 and up. American students deserve better. [7:38] America's students need school leaders who have moral clarity about right and wrong and who aren't [7:43] afraid to do the right thing even when it's unpopular. Schools need to stop playing politics, [7:49] stop cutting out parents, and help students succeed. That's what today's hearing is about. [7:58] With that, I yield to the ranking member for opening statement. [8:02] Thank you, Mr. Chairman, and thank you to our witnesses for joining us today. [8:11] Mr. Chairman of Education, today's students, families, and teachers are confronting challenges [8:16] that go beyond prom or science fair. Schools across the country are grappling with gun violence, [8:22] ice raids, learning loss, rise of artificial intelligence, and the affordability crisis is [8:28] placing enormous strain on our communities. These are real material concerns that demand action from [8:34] Congress. That's why I'm disappointed that the majority has once again decided to ignore the [8:39] concerns of parents and instead focus on divisive culture wars with the hope of scoring cheap [8:46] political points. This is part and parcel of the Trump administration and Congressional Republicans' [8:51] track record of putting political games before proper governance and using divisive, [8:57] hateful rhetoric to distract from their attacks on public education. The federal government's [9:04] responsibility on education is to ensure that all students have access to equality, safe, [9:10] and inclusive learning environment. That is our mandate, not debating whether or not teachers [9:15] can teach about world religions or black history. Yet, the Trump administration is actively [9:21] dismantling the Department of Education, leaving schools without research, guidance, [9:26] or resources they need. The Office of Civil Rights has been decimated, and GAO investigation [9:33] found that the administration wasted 38 million dollars paying investigators not to work. [9:38] Even more shocking, according to the Senate Help Committee staff report, OCR reached zero resolution [9:49] agreements in the calendar year 2025 involving sexual harassment, sexual violence, seclusion and [9:57] restraint violations on students with learning or behavioral issues, racial harassment, or discriminatory [10:03] school discipline. The students who have experienced discrimination deserve a federal government that can [10:09] investigate a claim and uphold their rights. By charging forward with the plan to dismantle [10:15] the Department of Education, the Trump administration is undermining our ability to protect students [10:20] and their civil rights. Earlier this morning, the Department of Education released long-term trend scores from [10:26] the National Assessment of Educational Progress. The data confirm that today's students need more support. [10:34] Long-term math scores have fallen to their lowest levels in a decade. And that's just not a failure of [10:41] students, teachers, or schools. It's a failure of policy. When students are falling behind, it's the federal [10:47] government's responsibility to provide evidence-based research that states and districts can use to [10:54] understand the gaps, challenges, and efficacy of the science of learning. That includes examining and assessing how [11:02] students learn and prepare for future shaped by a future shaped by artificial intelligence. Mr. Chairman, [11:09] this is precisely why the work done at the Institute of Educational Sciences is so important. Incredibly, [11:18] the Trump administration has all but shuttered the Institute of Educational Sciences, hamstringing the [11:23] ability to understand the greatest educational needs and tools needed to address them. It is irresponsible and [11:30] short-sighted to leave states and localities to fend for themselves, especially when many school [11:35] jurisdictions are already strapped for resources and funding. It cannot be left unsaid that the [11:40] Republicans' Big Ugly Bill only exacerbated the educational challenges facing this nation. Parents [11:48] don't care about what nicknames teachers use or what rainbows may be in the classroom. Recent polling from [11:55] the National Parents Union revealed that while parents are optimistic about things happening in their [12:01] child's classrooms, they are deeply concerned about the failures of the Trump administration. In fact, [12:07] over 50 percent of parents gave Secretary McMahon a C or lower. Mr. Chairman, I asked to enter the NPU's [12:15] press release entitled, The New National Poll, Parents Flunk Trump on Education, End of the Record. [12:22] Without objection and hearing none, they would receive. The takeaway from the National Parents [12:27] Union Poll is that politicization of education does nothing to boost student outcomes and worse, [12:34] cultural and decisiveness fuels bullying and discrimination. And it does nothing to provide [12:39] resources and stability for schools in need. While my colleagues are focused on playing politics, [12:47] Democrats are doing the work to advance policies that would fix crumbling schools and fund evidence-based [12:52] policies that will improve student outcomes, protect every child from discrimination and ensure [12:58] that no parent has to fear for their child's safety when the school bus pulls away. I hope that my [13:05] colleagues across AL can realign their priorities and work with us to make these goals happen. It's time [13:11] to work together with schools, families and teachers to make these dreams a reality. And before I yield back, [13:18] Mr. Chairman, I want to read a letter from members of the Loudoun County community to you and me, [13:34] dated May 26. The letter says that we understand educators, parents, community members and organizations [13:42] in Loudoun County are writing in support of the inclusive policies, initiatives and community that have been [13:49] created in Loudoun County public schools under the leadership of Dr. Aaron Spence. Dr. Spence has [13:55] been a critical part of ensuring that Loudoun County is a desirable place to live and raise a family. [14:01] Strong, inclusive public schools are not just an essential public good, but also the foundation of a [14:07] strong community. Dr. Spence is not just an administrator, but the parent of two LCPS students himself. [14:14] Dr. Spence is not only understands the community, but understands the education requires collaboration [14:21] between students, their parents, their teachers and school staff to ensure student success. As community [14:27] members, we take issue with the premise that the trust is broken in America's public schools. Academic [14:34] success in the striving school system in Loudoun do not happen by accident. The success is due to [14:40] cultivation of trust and acceptance that teachers foster every day in their classrooms. Success is [14:46] due to the relationships educators build with parents with the common goal of seeing our students succeed. [14:53] Continuation of this success is because we as a community have not let the bigotry and fear-mongering [15:00] of a few be louder than the love and acceptance that we can show children in our community. Promoting an [15:06] environment of equity and decency is where everyone is expected and treated with dignity and harms no [15:13] one. We join this statement in full support of the inclusive school environment fostered in Loudoun [15:19] County by Dr. Spence. Every student, especially our students of color, our transgender and gender [15:25] expansive students, our immigrant students, and our students with disabilities deserve a safe place to [15:31] learn where they can grow and thrive. We continue to work tirelessly to ensure that our community [15:37] reflects the best that America has to offer when every child has the chance to succeed. And again, Mr. [15:43] Chairman, I'm not going to comment on what you said, but I'll just in response to public comments by the [15:54] House Education Committee and Workforce Chair. The county school board says the Loudoun County [16:03] School Board is deeply concerned by recent public comments made by the chairman of the House Education [16:10] Workforce Committee that call into question the work of Loudoun Public Schools ahead of Superintendent [16:16] Dr. Aaron Spence's testimony before the committee. These remarks do not reflect the reality [16:22] in our school and risk undermining the important work taking place each day in support of students, [16:29] staff, and families across the division. The board finds the comments regarding Dr. [16:34] Spence's leadership to be without merit and also believe that it is important to emphasize the broader [16:41] impact of these accusations at such a critical moment. As Dr. Spence prepares to represent our community [16:48] before Congress, these statements distract from the substantive issues facing public education, [16:53] its mission, and the invested parties it serves. We find the timing and nature of these remarks [17:01] particularly unfortunate at a juncture when focused, constructive dialogue would better serve students [17:07] and families. The board has full confidence in Dr. Spence's leadership and stands behind him. In advance of [17:14] his testimony, he continues to lead with a focus on academic excellence, student well-being, and ensuring [17:21] that every student feels welcomed, valued, and supported in our schools. And I would ask that this, [17:28] both of these statements to be placed in the record. Without objection, hearing none, they'll be placed [17:33] in the record. Can I yield back? I thank the gentlemen. And pursuant to committee rule 8c, all members who wish to [17:46] insert written statements into the record may do so by submitting them to the committee clerk electronically [17:52] in Microsoft Word format by 5 pm, 14 days after this hearing. And without objection, the hearing record will [17:59] remain open for 14 days to allow such statements and other extraneous material noted during the hearing [18:06] to be submitted for the official record. I'll now turn to the introduction of our four witnesses. Our first witness is [18:21] Dr. Maquelin King, Superintendent and CEO of Chicago Public Schools in Chicago, Illinois. Our second witness [18:31] is Dr. Aaron Spence, Superintendent of Loudoun County Public Schools in Ashburn, Virginia. Our third witness [18:39] is Mr. Jonathan Smith, Director for Education and Federal Strategic Advocacy at the National Center for Youth [18:47] Law in Chevy Chase, Maryland. Our last witness is Dr. Maria Sue, Superintendent of the San Francisco [18:55] Unified School District in San Francisco, California. We welcome you all and we look forward to your [19:04] testimonies. Pursuant to committee rules, I would ask that you each limit your oral presentation to a three [19:13] minute summary of your written statement. The clock will count down from three minutes as committee members [19:19] have many questions to ask you. However, pursuant to committee rule 8D and committee practice will [19:28] not cut off your testimony until you reach the five minute mark. I would also like to remind the [19:34] witnesses to be aware of their responsibility to provide accurate information to this committee. [19:40] I will first recognize Dr. King for your testimony. Good morning, Chairman Walberg and honorable members of [19:51] the Education and Workforce Committee. I am Dr. Maquelin King and I'm here to speak with you today about [19:56] my background, the amazing strides we are making in Chicago Public Schools and how we are serving over [20:03] 300,000 students in our district every day. I did not come to this work through policy or politics. I came [20:11] through the classroom. I spent 12 years teaching children in Chicago. The classroom is where I earned my [20:19] national board certification and became a master teacher mentoring the next generation of educators. [20:26] I then spent 15 years leading schools on both the north and the south sides of Chicago. Later, [20:33] I had the honor of becoming, of being recognized as a Khan Fellow for Distinguished Principals. As a former [20:41] CPS student, teacher, principal, parent, and now as superintendent CEO of Chicago Public Schools, [20:50] I have seen this district from all sides and I welcome this opportunity to share it with this committee. [20:57] Before I do that, I want to address the fact that I am here under subpoena. I respect Congress's role, [21:04] important role, in oversight. I know we had to work through some complicated scheduling issues and some [21:11] underlying privacy concerns related to the student and staff situations we may discuss today, but I look [21:18] forward to answering your questions and to telling you more about the hard work we are doing at CPS. [21:24] CPS serves more than 316,000 students across 77 communities of Chicago, one of the largest and most [21:33] diverse student populations in the country. Their backgrounds, circumstances, and needs are as varied as [21:41] the city itself. Chicago schools reflect the very best of our nation and our city. Diverse, dynamic, and [21:50] students, and strengthened by people of different backgrounds, cultures, languages, and faiths. Our [21:57] classrooms are not homogeneous. They are vibrant communities where students learn alongside peers [22:03] whose lived experiences may differ from their own. In CPS, we say every student, every school, every community. [22:14] Fulfilling that commitment requires us to recognize the diversity of experiences, needs, and strengths that [22:22] exist across our district. The only way to truly serve a student is to understand and embrace what makes [22:29] each student and community unique. By recognizing and responding to those differences, we create schools [22:36] where every student feels seen, valued, and supported. For example, in 2001, our high school graduation rate [22:45] was around 42 percent. Today is over 82 percent, and our dropout rate is under 5 percent, a record low. [22:54] More than two-thirds of our graduates enroll in college. The class of 2026 will have college or career [23:02] credentials that translate into millions in tuition savings for families. These include college credits [23:09] that reduce the cost of a degree, industry-recognized career credentials and high-demand fields and [23:15] certifications for completing JROTC, or our police and fire training academy for students who want to serve [23:23] our country and communities. We have much to be proud of watching our high school graduates cross the stage, [23:30] but this journey of success starts much earlier. Thanks to the expansion of early childhood education, [23:37] every child in Chicago has access to full free pre-K in their neighborhood. As students progress [23:46] in their educational journey, families can choose from neighborhood and charter schools, magnet schools [23:51] with specialized arts programs, world languages and STEM, and selective enrollment schools that offer enriched [23:59] learning experiences for students seeking additional academic challenges and engagement. Together, these [24:06] options support families choosing the learning environment that is right for their child. As we do this [24:13] transformational work, CPS strives to comply with applicable federal, state, and local laws and adheres to [24:21] the regulations and guidance from the Illinois State Board of Education. All CPS policies are strengthened by [24:28] family and community voice through our public comment process. Local school councils, parent advisory councils, [24:37] and our office of family and community engagement exist precisely so that families of our 316,000 students [24:46] have a real voice in this district. Hearing from the communities we serve helps us to improve the student [24:53] experience and fulfill our mission. I would ask the superintendent to wrap up your remarks. You've gone past the [24:59] five minutes. Thank you for the opportunity to be here today and I look forward to taking your questions. [25:04] Thank you. I now recognize Dr. Spence for your testimony. Thank you Chairman Walberg, Ranking Member Scott, [25:12] and members of the committee. I appreciate the opportunity to appear before you today. [25:17] Loudoun County Public Schools serves 80,000 wonderfully diverse students across 100 schools. We have a 97% [25:24] graduation rate and six of our high schools are listed in the top 20 in the Commonwealth of Virginia. [25:28] Families choose Loudoun County because they value the quality of our public schools, [25:33] which strengthen our communities and create opportunities for students. I'm especially [25:38] grateful for the chance to highlight these results because we work so hard to ensure that our students, [25:42] every student, regardless of background or circumstance, has a supportive and high-quality learning environment, [25:48] one that prepares them to thrive in life and contribute meaningfully to society. [25:52] That promise is carried forward every day by LCPS's dedicated educators, engaged families, [25:58] and a community that believes in the power of education. I come to this conversation both as [26:04] a parent of children attending LCPS and a very proud superintendent who sees the extraordinary care [26:09] and commitment that exists inside our schools every day. I want to be clear and say that LCPS and I as [26:16] the superintendent operate within the law. As the superintendent, it's my job to ensure that we [26:22] follow federal law, state law, and locally adopted school board policies, and we work with our students and [26:28] with our families to do that. I also want to state clearly that we do not discriminate. Our hiring [26:34] practices, our instructional practices, and our student support systems are grounded in equal opportunity [26:39] and compliance with civil rights law. We're in education because we care about students and part of [26:45] that means ensuring an environment where all students can reach their full potential. In truth, [26:50] much of this work is about ensuring that students have access to rigorous coursework, removing barriers to [26:56] opportunity and working with our parents to help prepare young people for their future. Those are [27:01] the long-standing goals of LCPS that I and my team strive to meet every day. Despite our efforts to do [27:07] that, we also know there will be challenges. Schools are responsible for navigating complex and often [27:12] personal situations involving individual students and families. As we do, it's critical that my staff and [27:18] I know and understand the governing laws and policies to ensure fairness for our students. When student-specific [27:25] incidents occur or disagreements arise, we work with parents to address them carefully. We take these [27:31] matters incredibly seriously. Too often, the public narrative frames schools and parents as adversaries. [27:38] That's not the reality I see in our community and it's not the reality I see in public education more [27:43] broadly. As I mentioned earlier in this statement, I'm a parent and I believe it's critical that schools [27:48] respect and listen to our parents as we work alongside them to educate our students. The overwhelming [27:55] majority of parents and educators want the same things for our children, for them to be safe, [27:59] academically challenged, emotionally supported, and prepared to contribute positively to their [28:04] communities after graduation. LCPS thrives when we work closely with parents to educate and support [28:11] their children and I know that teachers and leaders in our schools demonstrate that commitment [28:15] through their actions every day. LCPS isn't perfect, no institution is, but the good ones will understand [28:23] that and address concerns. We work hard to ensure that the education we provide meets the needs of [28:29] our students and our families. The work happening in our classrooms is practical, it's serious, [28:35] and it's student-centered. I appreciate the committee's attention to matters that impact students. [28:40] It's important we keep our students at the center of these conversations so that those of us working in [28:46] education and those of us working in education policy can continue to ensure our students excel. [28:52] Thank you. I welcome your questions. I now recognize Mr. Smith for your testimony. [29:02] Chairman Wahlberg, Ranking Member Scott, and members of the committee, thank you for the privilege of [29:07] testifying before you today. Public education has served as a cornerstone of our democracy. [29:14] It provides the critical foundation that prepares young people to be full participants in our multiracial [29:20] democracy and competitive in a global economy. I say that not only as a lawyer but as a parent, [29:27] one who sends my own children through a schoolhouse door every morning on a measure of faith. I trust [29:34] that the adults on the other side will see them, teach them, and keep them safe. Keeping that trust [29:41] and keeping our public schools strong and vibrant comes down to two things. First, we must guarantee that [29:48] schools remain places where all students have an opportunity to learn and succeed. Second, we must [29:55] acknowledge and respect the rights of parents and students alike, recognizing that their voices and [30:01] perspectives are critical in creating and maintaining safe and supportive learning environments. [30:07] Turning to my first point, a commitment to diversity, equity, and inclusion ensures that all students can [30:14] learn and succeed. Diversity is not a buzzword. It is a fact, a plain recognition that our classrooms reflect [30:22] the full demographic tapestry of our nation. Equity means giving each student what they need to thrive. [30:31] Far too many are trying to score political points and treat it as a zero-sum game. But equity doesn't [30:38] redistribute a fixed pool of academic success. It expands it. And inclusion simply means that every student [30:46] feels safe, respected, and valued, including mine. As the father of two black children who attend public [30:53] school, I understand the need every parent feels to make sure their children are affirmed and supported [31:00] throughout their education. When we fail to provide a diverse, equitable, and inclusive environment in our [31:07] schools, we harm students. Exclusionary policies have driven a troubling increase in incidents of racial [31:15] harassment against black students and other students of color, and to a large increase in anti-LGBTQI hate [31:23] crimes and bullying in our K-12 schools. This is not new. Our nation often hasn't always lived up to the [31:32] promise of inclusivity in our schools. But throughout our history, it's been this body, Congress, that has [31:39] acted through intentional interventions like Title VI, Title IX, Section 504 to respond to and to correct [31:48] historical and ongoing injustice. Importantly, Congress didn't stop at writing the laws. It built the [31:56] federal agencies and infrastructure to enforce them. The Department of Education's Office for Civil Rights [32:03] often stands as a student's last and sometimes only option to attend school free from discrimination. [32:10] The Department of Justice's Civil Rights Division also plays an important role. I served in that division [32:16] as a Deputy Assistant Attorney General. I have witnessed firsthand how civil rights laws have been used to open the [32:23] doors of opportunities for students across this country. And now those doors are being slammed shut. [32:30] These agencies have abandoned their roles in addressing discrimination, leaving students to suffer [32:36] egregious harm. Turning to my second point, the important roles both parents and students play. [32:43] Parents play a central role in shaping their children's education. As parents, we work to ensure that our [32:49] children are in learning environments that are safe and affirming. Our rights as parents have been [32:55] recognized by federal courts for over 100 years. With those rights, while those rights are critically [33:01] important, the Supreme Court has observed that the rights of parenthood are not beyond limitation. [33:07] One parent's right does not supersede the rights of other parents or their children, [33:13] nor does it allow for the erasure of history, the targeting of children, the banning of accurate books, [33:20] or the undermining of the value of public education as a whole. Too often, the language of parents' rights [33:27] has been misconstrued and manipulated not to advance the shared goal of serving and supporting students, [33:34] but as a cudgel to divide our communities. This distorted view should not overshadow that students [33:40] have rights as well. They don't lose them at the schoolhouse gate. They themselves have a right to [33:46] freedom of speech, a right to express themselves, a right to receive information, and a right to privacy. [33:52] So let me close where I begin, at the schoolhouse door. Supporting the rights of parents and respecting [33:58] the agency of young people are not mutually exclusive. They are the same work. The parent who asks their child [34:05] to watch their child to be seen and the child who wants to be seen are asking for the same thing. [34:10] Thank you for the opportunity to speak with you today. I look forward to your questions. [34:14] Thank you. Now I recognize Dr. Sue for your testimony. [34:20] Chairman Walberg, Ranking Member Scott, and members of the committee, thank you for the opportunity to [34:26] appear here. My name is Dr. Maria Sue. I have had the honor to serve as superintendent of San Francisco [34:34] Unified School District for the last 18 months. I come to this role as a parent, a long-time public [34:42] servant, and someone who believes deeply in public education and the potential of every child. As you [34:50] can hear, I am suffering from laryngitis, and I am having a difficult time using my voice. Of course, [34:59] I recognize the importance of being here today. I have come here voluntarily, [35:04] and I will answer your question to the best of my knowledge and recollection. [35:10] San Francisco is proud of its history. The city is known as a pioneer in LGBTQ rights. [35:18] We have a long tradition of embracing diversity and welcoming everyone, including those who feel [35:26] marginalized or overlooked. As a school district, we were one of the first to recognize the importance [35:33] of teaching about our diversity so that students can learn and grow together. SFUSD serves more than 49,000 [35:43] students from every neighborhood, background, and life experience in our city. We are proud to serve [35:52] every child who walks through our doors. We have a simple duty, helping students learn. We are focused on [36:01] positive student outcomes. Students must learn to read clearly, write effectively, and graduate prepared [36:10] for college, career, and life. I understand this hearing is focused on parental rights, trust, and what [36:18] parents expect from their schools. Those issues matter deeply to me. I know that learning does not happen in [36:27] isolation. Students need safe and welcoming schools, and teachers need support. Parents are a child's first [36:38] teachers. We want strong partnerships and effective communication with parents and guardians so they [36:47] feel informed, heard, and supported. We also take seriously our responsibility to ensure instruction is age [36:57] appropriate, aligned with state standards, and academically grounded. Public education is challenging work, [37:06] especially in a moment when schools are often asked to carry the weight of broader political and social [37:13] debates. SFUSD does not seek to direct students' personal beliefs, identities, or family values. Our role is [37:24] educational. While families may not always agree with us on every issue, every parent shares the same basic [37:35] expectation that their child will be safe, respected, and supported. I want to be clear, hate, bullying, [37:46] and harassment have no place in our schools. Like many school districts across the country, SFUSD has faced [37:56] difficult challenges in recent years. However, we have also made significant progress. Since I became superintendent, [38:07] we stabilized the district financially. We focused on rigorous academics, supported our educators, [38:16] and strengthened trust with families. Stable schools are essential for students, families, and communities. [38:25] To achieve measurable academic improvements, we adopted new curricula in core subjects. We also set clear goals [38:36] around literacy, math, and college and career readiness. For the first time in a decade, we are seeing [38:44] statistically significant improvements in our literacy scores. We know there's more work to do, and we are [38:55] committed to improving outcomes for every child. Every morning, our students arrive at school [39:05] expecting adults to help them learn, support them, and prepare them for the future through a high quality [39:14] education. That responsibility matters deeply to me, and it matters deeply to the educators and staff [39:23] across our district. I am proud to represent SFUSD, and I look forward to answering your questions today. [39:31] Thank you. Thank you. Under Committee Rule 9, we will now question witnesses under the five-minute rule. [39:41] I'll recognize myself for five minutes of questioning. Dr. King, as I mentioned in my opening statement, [39:49] in 2024, Chicago Public Schools refused to allow students from a noted religious institution, long time in [40:00] Chicago, impacting the city and all through its communities in positive ways, refused to allow its [40:11] education students to earn necessary practice teaching experience in Chicago schools due to their faith, [40:20] unless the institution would change its doctrinal policy on sexuality and gender beliefs. For Chicago [40:30] Public Schools, this was intolerable, those beliefs. At least it appeared that way. You demanded that the [40:40] school drop its Christian beliefs in order for its teaching candidates to gain experience in Chicago [40:45] schools. Of course, you reversed your position after a lawsuit. That's unsurprising. Your position was [40:55] an unconstitutional attack on people of faith. The question I have is, do you think teachers should [41:03] have to renounce their Christian beliefs in order to teach in a public school? Thank you for the [41:11] opportunity for me to address the Moody Bible Institute. And Chicago Public Schools has many universities [41:20] with religious affiliations. And in entering into a partnership, there is a standard vendor contract that [41:26] we asked those university partners to sign on to. There was a challenge with Moody agreeing to sign on [41:36] as the other universities. And I'm happy to report that, yes, we were able to reach an agreement and those [41:42] universities that those student teachers will be entering Chicago Public Schools as student teachers in [41:48] the fall. But after a lawsuit, but the question I was, do you and the Chicago Public Schools system [41:54] believe that teachers need to renounce their faith principles in order to teach in the school? [42:04] I actually started my teaching career in a Christian school, and although... [42:09] There ought to be an easy answer then. What's your answer? Do Christian teachers need to renounce their [42:14] faith in order to teach in Chicago Public Schools? No, they do not. [42:21] Are teachers who believe that marriage is only between a man and woman welcome in your district? [42:26] Could you repeat that question for me, please? [42:30] Are teachers who believe that marriage is only between a man and woman welcome in your district? [42:36] When teachers arrive, student teachers or any staff members that work in Chicago Public Schools [42:44] in any capacity, we do, we ask that they adhere to the Chicago Public Schools policies. [42:51] We do not ask for them to, we do not ask for their beliefs, but we do ask that all student, [42:56] all employees adhere to Chicago Public Schools policies. [43:00] Which is, which is justified. But in this case with Moody, the students were not going to be allowed [43:07] because the institution believes in a marriage between male and female. And that was what the [43:15] lawsuit was about. And so I challenge you to make sure it's very clear that while policy needs to be [43:23] followed, yet teachers can continue to hold those beliefs that are strongly held religious beliefs. [43:30] Let me move on. Dr. Hsu, your former ethnic studies curriculum featured a video titled, [43:39] Why is there anger at drag school hour? And asked students, how does drag queen story hour [43:48] disrupt the cycle of heterosexism for young minds? At what age do you think students should be exposed to [43:55] drag queen story hour? Thank you Congressman for that question. Um, I am really proud to be the [44:03] superintendent of San Francisco Unified School District. What age are students prepared for [44:09] drag queen story hour? Well, we welcome all 49,000 students as they are. We support our students, [44:16] we work really hard. At what age do you think it's appropriate for drag queen story hour for your [44:23] students? We follow state and federal laws where we align our curriculum with state standards. If [44:32] parents have a religious objection to their child participating drag queen story hour, do you allow [44:37] them to opt out? Yes, we do. I still didn't get the age requirement. My time has expired. I now [44:49] recognize the gentlelady from Oregon, Ms. Bonamici, for her five minutes. Thank you. Thank you to each of [44:54] the witnesses. Thank you for all you are doing for public education during a time when it is [44:59] under attack. Hearings like this ignore the fact that the majority is doing nothing to solve the [45:04] real challenges facing students in schools. Parents should be able to send their kids to school knowing [45:10] that the school will keep them safe and it is the legal obligation for them to do so. There are several [45:15] factors that are causing real risk, not just hyped up political perceived risk. Where trans students go to [45:22] the bathroom and books about queer people and accurate history are not on that list. In fact, a multiple [45:28] public health study shows zero evidence of correlation between transgender individuals using [45:33] gender appropriate restrooms and an increase in sexual offenses. In fact, research indicates that [45:39] transgender people are more likely to be victims of assault. So I want to note that a recent poll from [45:45] the National Parents Union found that 75 percent of parents are concerned about ICE operations disrupting [45:51] their children's education. Why aren't we having a hearing about the effects of immigration enforcement on [45:56] teaching and learning? Last year, a Gallup survey found that 41 percent of parents fear for their [46:01] child's physical safety at school because of gun violence. Why aren't we having a hearing on strategies [46:06] to address gun violence and end school shootings? A recent Pew Research Center survey of parents of [46:12] teenagers found that 55 percent, more than half of those parents are extremely or very concerned about [46:18] teens' mental health. Why aren't we having a hearing on supporting students' mental health and resiliency? [46:23] So I want to ask each of the superintendents just in one sentence, what are the top concerns you are [46:28] hearing from your parents? Dr. King. The top concern for Chicago Public Schools at this time, [46:35] for Chicago Public School parents at this time, are cuts that could impact the classroom, [46:40] which could impact their child's education. Budget cuts. Dr. Spence. Thank you for the question. [46:47] Certainly budget cuts remain a concern for our school division as others. We hear consistent concern about [46:55] academic progress. We want to make sure that we're focused on literacy and numeracy at the early [46:59] grades and how our children progress through. Thank you. Thank you. Dr. Sue. Similar to my colleagues, [47:07] our parents regularly tell us that they want us to continue to push the needle in academic rigor [47:13] and meet student outcomes while we ensure that we have services that our students need. Thank you for [47:20] raising real concerns of parents of public school students. And despite saying they want to give [47:25] education back to the states, my colleagues in the majority have already passed numerous bills [47:31] micromanaging what books students can read, attacking trans students, a very small and vulnerable [47:36] population, dictating what bathrooms they can use. In fact, they're villainizing oftentimes young [47:41] children who have the courage to identify as who they are. A study from the Trevor Project found the [47:46] anti-transgender laws cause up to 72% increase in suicide attempts among transgender and non-binary youth, [47:53] 72%. That's unacceptable and it's avoidable. So I'm going to ask you, Mr. Smith, why is it important [47:59] for schools to support and protect all students, including transgender students in schools? And then I have [48:06] another question. So I'll go with that one first. Thank you for your question, Representative. You know, [48:10] it's important for schools to respect and to affirm all students because it's their obligation. It's the [48:17] obligation of schools. It's their responsibility to keep our students safe, but also it's their legal [48:23] responsibility. Absolutely. It is the law that students be not be subjected to discrimination simply [48:29] because of who they are. Absolutely. And Mr. Smith, the Trump administration is threatening to block all federal [48:36] funding. We heard the concerns of the funding concerns here. The Trump administration is [48:40] threatening to block all federal funding for schools that have inclusive policies. So Mr. Smith, [48:45] how would this kind of a collective punishment affect the overall well-being of schools and students? [48:52] Thank you for the question. You know, there is a ton of research that shows that inclusive policies, [48:58] policies that make all students feel safe and seen, not only are good for those students, it's good for the [49:05] entire classroom, it's good for the entire school, that it leads to increased academic performance, [49:12] it leads to lower dropout rates, it leads to students being being able to fully succeed and also fully [49:20] able to function in our diverse and multicultural, multiracial democracy. And thank you, I also submit [49:28] that that sends a message to all of the students, how we should treat each other with respect, regardless of who we are, [49:34] what background we came from, who someone loves, or what they, how they identify. Mr. Chairman, [49:39] I sincerely hope that this committee will hold hearings on how to keep children safe from the actual [49:44] threats they face every day, gun violence, immigration enforcement, student mental health, [49:50] in addition to the policies that create thriving public schools, including paying teachers fairly, [49:55] modernizing school infrastructure, creating wraparound support for students and families, [50:00] students and parents across the country are planning, are counting on us. And as I yield back, [50:04] Mr. Chairman, I'd like to enter into the record, a letter from multiple parents groups advocating for [50:10] safe and inclusive schools for all students. Without objection, hearing none, they'll be entered. [50:15] The gentleman's time has expired. I now recognize the gentleman from South Carolina, Mr. Wilson, [50:20] for his five minutes. Thank you, Chairman Tim Wahlberg, and thank you for providing for this very informative [50:25] hearing. The American families and parents and children need to know and educators where we should [50:32] be proceeding. And Dr. Spence, I'm particularly grateful to be here with you. My family heritage [50:38] is Virginia. My mother was born in Richmond. I graduated from Washington University in Lexington. [50:43] My number two son, an orthopedic surgeon, received his residency in Portsmouth. So we cover the whole [50:49] Commonwealth. And so this is great. And then, additionally, I particularly cherish that my [50:55] predecessor was the late Congressman Floyd Spence. So it's really good to have Dr. Spence here. [51:04] With that in mind, in May 2021, Tanner Cross, a Christian teacher at Loudoun County's Leesburg [51:10] Elementary School, was placed on leave after speaking out publicly against policy 8040 [51:16] in his personal capacity. He said at a school board meeting, quote, my name is Tanner Cross and I'm [51:22] speaking out of love for those who are suffering from gender dysphoria. It's not my intention to hurt [51:27] anyone, but there are certain truths that must be facing reality. I love all my students, but I will never [51:34] lie to them regardless of the consequences. I'm a teacher, but I serve God first and will not affirm that [51:41] a biological boy can be a girl and vice versa because it's against my religion. Two days later, [51:47] he received a letter noting he'd been placed on leave, quote, pending an investigation of allegations [51:53] that he engaged in conduct that was disruptive impact on the operations of Leesburg Elementary [52:00] School. Was that a mistake? So the the incident that you're talking about actually predates my tenure [52:08] in LCPS, but I do think that our employees have the right to their deeply held religious beliefs, [52:14] and I think they have the right to express those in public comment for certain. I don't know [52:22] specifically if the investigation that was being done was related to a violation of policy. [52:27] If it was related to a violation of policy within the school, that wouldn't have been a mistake. If it [52:31] was simply for expressing his beliefs, that would have been a mistake, yes. Well, indeed, [52:34] do you know, was there an apology provided? Oh, I'm sorry. I don't help me understand the question. An apology from the school board, [52:46] an apology for the providing of him being placed on leave. Oh, I'm not aware that there was an apology. [52:54] I'm not aware. Incredibly, this isn't the only case of [52:59] persecuted people of faith for holding traditional views of gender. Monica Gill, who taught in Loudoun County [53:06] for 25 years, and in 2025, quote, the school district threatened to force me to lie to students [53:12] about the fundamental truth of biological reality, which I would never do. [53:18] The gentleman, the gentleman must suspend for a moment. Mr. Scott, what is your question? [53:22] Could we take a very brief recess for just a moment? We'll recess for a moment. [53:31] Thank you. Can I get another minute? Now and any time taken will be restored. Mr. [54:08] Mr. Wilson, you are open to continue your questioning. Thank you, terrific chairman. We appreciate you. [54:14] With this in mind, again, Monica Gill says, I treat all my students, including those who identify by [54:20] opposite sex with dignity and respect. End of quote. On behalf of LCPS, would you like to apologize that [54:27] Ms. Gill, that the district made compromising her faith a condition of employment? I don't believe [54:35] that that's what occurred, and I know that that matter's been settled. Well, it certainly, by decency [54:43] and common sense, these should be resolved immediately. And then, Dr. King, in your website, [54:53] it tells the students of there's no lower age limit and no parental notice requirement for [54:59] minors accessing abortion care. And with that, there's also an agreement with Planned Parenthood [55:07] and partnership to refer to pregnancy options counseling. And no surprise, that really promotes [55:14] abortion. With that, Dr. King, is there any form of abortion you teach that students is immoral, unwise? [55:22] And particularly, do you support suctioning the baby out intact? Or should the baby be dismembered [55:28] part by part, disposal of the arms, legs, head and body? I'm sorry, would you mind repeating the [55:37] question for me? The question again is, you're schooled, you're promoting, working with Planned [55:43] Parenthood to promote abortion. And with that, there are different forms of abortion in which do you [55:49] support suctioning the baby out intact? Or should the baby be dismembered and part by part, removing the [55:56] arms, legs, head and body? Which which form of abortion do you think would be the most preferable? [56:02] I'm very disturbed by that question. And I want to say that Chicago Public Schools sexual education [56:08] curriculum is in compliance with Illinois state law. And I also would like to say that my person, [56:15] I'm here to represent Chicago Public Schools. And I'm willing to rep to answer questions on Chicago [56:21] Public Schools policies. Well, that's the policy of promoting abortion. And it's actually [56:26] shouldn't be. People should, families should have a right to counsel with their family. I yield back. [56:33] Gentleman yields. And I recognize the gentleman from California, Mr. Takano. [56:39] Thank you, Mr. Chairman. And thank you to the witnesses for being here today, all of you. [56:46] You know, the Department of Education's Office of Civil Rights, or otherwise known as OCR, was created [56:51] to protect students from discrimination, harassment and abuse. Mr. Smith, I'd like to begin with you. [57:01] I'd like to run through some of OCR's statistics from the past year under the Trump administration. [57:08] Let's check the facts. So last year, OCR reached zero case resolutions related to sexual harassment and [57:15] violence, racial harassment, or seclusion, or restraint. Is that correct, as far as you know? [57:22] As far as I know, that is correct. [57:25] And from March to September of last year, the administration dismissed [57:29] 90% of complaints without completing a full investigation, correct? [57:35] That's what I understand to be correct. [57:37] And when I'm, when they, when we say we, they dismissed 90% of complaints without full, [57:42] completing a full investigation, that's not a good thing. [57:46] I don't believe so, no. [57:48] There is a backlog of roughly 24,000 pending cases before the Office of Civil Rights, or OCR. [57:54] Mr. Smith, what other recourse do the students and families who filed these 24,000 cases have [58:03] if the federal government will not step in to enforce their rights? [58:06] They oftentimes have no additional recourse. And if I could just flag, my organization actually [58:12] filed a lawsuit challenging the dismantling of OCR. And speaking directly with our plaintiffs, [58:18] the one thing they said over and over again was that they feel helpless, that they feel like their [58:24] students, their children are suffering because of their sex, because of their race, because they [58:29] have disability, and they literally have no place to turn. [58:34] So we're talking about students often from low-income families, middle-income families. [58:40] I mean, accessing the courts is an expensive proposition. That's why we have the Office [58:47] of Civil Rights at the Department of Education to protect students from discrimination, from harassment. [58:54] Right? Is that correct? [58:55] Correct. [58:57] So this backlog, this backlog isn't just because OCR has left staff. Throughout the Trump administration's [59:03] second term, Secretary McMahon has redirected staff, resources, and taxpayer dollars to focus on [59:10] investigating schools they object to politically. This past year, the administration launched over 100 [59:17] investigations into school districts and other educational entities with policies and curricula the [59:22] president doesn't agree with. Over a quarter of those investigations have been launched without a [59:28] complaint present. I mean, they're investigating, but not in response to a complaint, but just because [59:33] they don't like that school district's policies. And it means that no student, parent, or other [59:39] individual actually requested that the investigation take place. And mind you, we've seen OCR staff [59:47] reduced, you know, by about half or more. And the Office of Management of Budget is actually saying that [59:54] there should be even more further reductions. So this huge backlog of 24,000 cases has not been really [1:00:01] adequately dealt with. But yet, we're spending committee time today on investigations that nobody [1:00:07] asked for. So how does the Trump administration, Mr. Smith, OCR's focus on hunting down school districts [1:00:14] they disagree with politically impact students whose cases are still stuck in the backlog? [1:00:18] Thank you for the question. You know, it's not just the backlog that is troubling. It's the fact that there's [1:00:24] been an exponential increase in OCR complaints over the last several years. And so what that means [1:00:31] is that there are literally thousands of students across the country who each and every day are [1:00:36] experiencing discrimination and OCR is not responding. Excuse me, so Mr. Smith, I just want to look at some [1:00:43] of those cases. Students contacted OCR after repeatedly being touched inappropriately and called slurs by [1:00:49] classmates, detailed in this article here. A student with disabilities was isolated, secluded, and [1:00:55] restrained with enough force to leave bruises, in this article here. A female student was forced to [1:01:01] continue taking classes with another student who sexually harassed her, as documented in this report [1:01:07] here. I ask you to announce consent to enter all these into the record, Mr. Chairman. Without objection, [1:01:14] they'll be entered. At the heart of these witch hunt style investigations are transgender [1:01:20] inclusive policies and curricula in schools. My Republican colleagues claim that creating policies [1:01:25] and curricula that are trans inclusive violate the civil rights of other students. Mr. Smith, [1:01:31] to be clear, do policies which ban transgender students from using the bathroom that corresponds [1:01:35] to their gender identity make schools safer? They don't. In fact, we know that transgender students [1:01:41] are more likely to be sexually assaulted and harassed in restrooms and in other places throughout their lives. [1:01:47] I'm sorry. I wish we could kind of delve deeper into this question, but my time is up. I got to yield back. [1:01:53] The gentleman yields back, and I recognize the chairman emeritus of this committee, [1:01:59] the gentlelady from North Carolina, Dr. Fox. Thank you, Mr. Chairman. Never in my wildest dreams [1:02:06] did it ever occur to me that we'd be having a hearing like this. At least two of your school districts [1:02:14] allow biological males to sleep with biological females on overnight field trips. Chicago's guidance [1:02:22] says, quote, the specific accommodation should be assessed on a case-by-case basis, end quote. [1:02:31] Loudoun County regulations state, quote, students may be assigned to a room related to their consistently [1:02:39] asserted gender identity, end quote. Dr. King, do you think it's appropriate for boys to sleep in the [1:02:47] same room as girls on field trips? Yes or no? Chicago Public Schools policies are in alignment with the [1:02:58] state of Illinois. Is it appropriate for biological boys to sleep in the same room as biological girls? [1:03:08] Yes or no? You're adhering to the policies. Do you decide that? If a student is transitioning [1:03:18] and that if they have gone through the eligibility process and it has been approved according to [1:03:25] Illinois policy, that would be considered on a case-by-case basis. Dr. Spence, same question. Same [1:03:34] question. Thank you. It's appropriate and lawful for transgender students to be able to be treated as [1:03:40] their consistently identified gender. It's also appropriate and important that we acknowledge [1:03:45] that our policy says that parents can seek alternatives to that if they have those concerns [1:03:50] and that all they need to do is approach our administration, share those concerns, and we'll [1:03:53] make alternatives available to them. So both of you, you have your doctorates and you are asserting that it [1:04:01] is possible for a person to change his or her gender to the opposite gender. I find that appalling that you [1:04:12] would assert that given your education background. Each of your district districts has adopted policies [1:04:21] that allow students to request the use of different names and gender pronouns at school [1:04:26] without parental notification. One Chicago Public Schools teacher recently told Fox News, quote, [1:04:34] the most unethical aspect of my career as a teacher in Chicago is looking at a parent and using a different [1:04:40] name and gender for a student than what the student is using at school with dozens of teachers and [1:04:46] hundreds of classmates. Dr. King, have your teachers ever lied to parents about what their child is being [1:04:53] called at school? Yes or no? I'm not aware of any parents, teachers having to lie to parents. Dr. Spence, [1:05:04] do teachers lie to parents about what their children are being called at school? I'm not aware of any [1:05:11] single instance and I've never had a parent raise that concern with me. Dr. Sue? Same question. Same [1:05:21] question. I'm also not aware of of such incidences but I will say that in San Francisco we embrace all of [1:05:30] our students. We welcome them as they are in our schools because we fully believe that creating a safe, [1:05:36] respected, and supported environment is how our students will be able to learn. Dr. King, when is it [1:05:44] wrong to lie to parents about their child's gender identity? Parents are a vital member of our of our [1:05:54] students educational journey and Chicago Public Schools would never ask a teacher to lie to a parent. [1:06:01] Dr. Spence, I hope you agree that every family should be able to review curriculum being used in your [1:06:08] schools. Parents should know what their children are being taught. Unfortunately, we've heard from [1:06:13] parents in your district that it can be difficult to get their hands on your curriculum. Can parents [1:06:19] review all curriculum in your schools? Thank you, Congresswoman. The specific parent that I'm aware of [1:06:26] that you heard from was asking to review specific curriculum that we pay a site license for and that's [1:06:32] governed the the protections for that under the FOIA laws are we don't we have to have their [1:06:39] permission to release what would be proprietary materials. We shared that information with with [1:06:44] that family. Our curriculum materials, so the standards that we use in the Commonwealth of Virginia [1:06:50] are available to all of our parents and then any curriculum materials that aren't governed under those [1:06:55] proprietary laws are available to our parents for review. Absolutely. Thank you, Mr. Chairman. I yield [1:07:00] back. General Lady Eales. Mr. Walbert. Mr. Chairman. For what purpose does Mr. Picano ask a question? I would [1:07:11] just like to ask you and ask consent to enter the record a letter from advocates for trans equality at [1:07:16] over 50 civil rights organizations. Without objection, it will be entered. Thank you. I recognize the [1:07:19] General Lady from North Carolina, Ms. Adams, for five minutes of questioning. Thank you, Mr. Chairman, and thank you to the [1:07:25] witnesses for being here today. Mr. Smith, I want to start where I think this hearing should start, [1:07:33] the students, because if we're serious about trust in schools, then we can't ignore what breaks that [1:07:39] trust. Trust is broken when students experience racism in the classroom. Trust is broken when families [1:07:46] are afraid to send their children to school because of immigration enforcement in their communities. [1:07:51] Trust is broken when the federal government withholds billions of dollars that Congress already provided [1:07:58] for students, teachers, and schools. And that's what parents are worried about. They want their children [1:08:04] safe, they want their children respected, and they want their children learning, and they want schools to [1:08:10] have the resources to do the jobs. But today, more than half of our public school students identify as [1:08:16] students of color, but less than a quarter of teachers are people of color. That means educator preparation [1:08:23] matters. Cultural competency matters. Bias training matters. Professional standards matter as well. [1:08:31] We've seen what happens when schools get this wrong. In Florida, a teacher was fired after a video [1:08:37] appeared to show a black baby doll hanging from a classroom television monitor. In another case, a teacher was [1:08:44] recorded using a racial slur in the classroom. And that kind of conduct has no place in any classroom in America. [1:08:52] I taught for 40 years. I have children who went through public schools. And as a parent, I never had a [1:08:59] situation where I could not speak to the teachers about what my children were doing. Mr. Smith, what do incidents like these [1:09:07] tell us about the need for educator training around cultural competency, bias awareness, and working with [1:09:14] diverse communities? And what do you say to those who claim this kind of training is unnecessary? [1:09:21] Thank you for the question. You know, such training, as you mentioned, is not only necessary, it's also [1:09:29] completely lawful. That our schools have to be in places where every student feels safe, they feel secure, [1:09:37] they feel comfortable being themselves. And that's not just a preference or ideal for schools. That's [1:09:44] literally the law. Title VI of the Civil Rights Act requires that schools not create or tolerate [1:09:51] hostile environments. And as you noted, for far too many students of color and far too many other students, [1:09:58] school classrooms are not places where they feel comfortable. Far too many of them feel isolated. And I [1:10:05] think your point about having teachers who reflect them, you know, I think about my own education. [1:10:10] My first black teacher was when I was in second grade. And she was the first teacher I felt as a young [1:10:16] person who saw me as who I really was. And so I think having, that's I think, I know having teachers [1:10:24] of color is critical. Thank you, sir. Let me, let me move. I have a few more questions. So let me, let me turn [1:10:29] to immigration students and families. In Charlotte, we saw thousands of students absent from school [1:10:35] doing protests connected to immigration, enforcement activity in the community. When students are afraid, [1:10:41] when families are afraid, and when children are wondering whether school is still a safe place for them, [1:10:46] that affects learning. A child cannot focus on reading and math and science or history [1:10:51] if they are worried that their family may not be there when they get home. [1:10:55] Mr. Smith, how can schools help immigrant students feel safe attending school and fully able to learn [1:11:01] without fear or disruption? And in the past, were there ways that the federal government recognized [1:11:07] that schools are sensitive places? And if you can be brief with this answer, I appreciate it. [1:11:11] Sure. Yes, there was a policy that required schools to be set to be identified as sensitive locations where [1:11:19] ICE enforcement could not happen. That policy was revoked and rescinded by this administration. [1:11:25] And instead of actually creating safe and supportive environments, this administration has targeted [1:11:31] immigrants and other communities of color in ways that are unconscionable. [1:11:35] Okay, let me move on to say something about funding. My colleagues can talk about parental rights all day, [1:11:40] but parents also have a right to expect the federal government that won't play games with their [1:11:45] children's education. Last year, the Trump administration withheld $7 billion in congressionally [1:11:51] appropriated education funding. That money was for after school programs, teacher training, [1:11:56] English language acquisition, adult education, and student support. That does not build trust. [1:12:01] That breaks trust. And what happens to students and families in school districts when federal [1:12:08] education funding is delayed or withheld? And who's hurt the most when that funding is held up? [1:12:14] You got 10 seconds, sir. Thank you. Who suffers are those students. We see decreased academic [1:12:21] performance. We see higher dropout rates. But also what we see is that the performance of all students [1:12:27] suffer with the performance of some students suffer. And so if we want inclusive classrooms, [1:12:32] if we want successful classrooms, we have to support all of our students. Thank you, [1:12:36] sir. I'm out of time. Mr. Chairman, I do request unanimous consent to enter into the record, [1:12:40] a letter from students all across this country that speak to this as well. [1:12:44] Without objection, they will be entered. And I recognize the gentleman from Georgia, Mr. Allen. [1:12:52] Thank you, Chairman. And thank you for holding this important hearing. It is difficult to understand this, [1:13:04] but I will bring up and I need to know if you folks are aware of this. But in January, West Chester County, [1:13:14] New York jury awarded $2 million to Fox variant in a landmark medical malpractice lawsuit. The plaintiff, [1:13:23] who detransitioned, successfully sued her former psychologist and plastic surgeon for failing to [1:13:30] meet professional care standards when they authorized and performed a double mastectomy when she was 16 [1:13:37] years old. Do you understand the legal ramifications of what you're dealing with here? And when these [1:13:45] children get, you know, we do understand that as children get over this euphoria, when they reach age 25, [1:13:58] that many regret those things that were imposed on them when they were children. And are you aware of [1:14:08] the legal? I mean, that's 2 million. I'm sure the trial attorneys are going to jump all over this, [1:14:16] and you're going to be liable. So, Dr. Sue, your guidance on trans students' lists, refusing to address [1:14:29] a student by their chosen pronoun on an equal plane with egregious abuses, such as physical assault, [1:14:36] motivated by hostility toward the student. Do you think that not using a student's preferred pronoun [1:14:42] is morally equivalent with assault? Thank you for the question. In San Francisco, [1:14:50] we welcome all of our students as they are. We believe firmly that when we allow students to come [1:14:57] in and truly be themselves, we are able to teach our students and support our students to be thriving [1:15:05] adults. So, when those students grow older and or then understand that maybe things are different, [1:15:19] then you said, well, that's okay. Do you understand the legal consequences that you've, [1:15:30] the way you've misled that student, but just saying, well, you know, that's okay. And then they learn [1:15:35] later on, this isn't the way it works. This is, this is not, this won't work in my life, [1:15:42] or because of emotional ills or whatever, they get maybe professional advice, it's different. [1:15:47] But you're going to be, you're going to be held responsible legally for what you're perpetrating [1:15:54] on young people. Dr. King, in fact, all of your districts actively help students change their names, [1:16:02] pronouns, and locker rooms that they want to transition genders. But this isn't always the [1:16:07] best for the child. We've seen a wave of stories about students regretting their gender transition, [1:16:12] detransitioning, and wishing the adults in their lives gave them better advice and guidance. [1:16:19] To protect these children, under what circumstances will your district advise against a social transition [1:16:25] and deal with the legal implications of this lawsuit that is now precedent in law, [1:16:32] which has required all of these hospitals and physicians. I mean, these doctors are telling these [1:16:38] parents, if my child doesn't transition, if your child does not transition, they're going to commit [1:16:44] suicide, and then performing the operation. And now look what we have. We have a legal precedent. [1:16:54] And guess what? All these hospitals and physicians are going to be sued for malpractice. Are you willing [1:17:03] to deal with that in your school system and the multitudes of dollars that you're going to be sued [1:17:11] for, for allowing children to believe whatever they want to believe and not raising them up in the way [1:17:18] that they should go? Can you answer that question, Dr. King? How are you going to deal with the legal [1:17:24] implications of this? I mean, you better get back and give it to your school board, [1:17:28] and your lawyers better figure out how to deal with it because this is going to be rampant throughout [1:17:34] this nation. And like I said, the trial lawyers are going to be all over it. So I have 11 seconds. [1:17:43] I cannot opine on the laws. I can't answer to the policies and operations for Chicago public schools. [1:17:52] Okay. Well, you probably better do that. I yield back, Mr. Chairman. [1:17:54] Gentleman Yales, I now recognize the gentlelady from Georgia, Ms. McMath. [1:18:00] Thank you, Mr. Chair. And thank you to our witnesses for each and every one of you being [1:18:04] here today. We really appreciate it. And Dr. King, as I said to you earlier, [1:18:08] one of my sisters is a teacher in your Chicago public school system. I was actually born and [1:18:12] raised in Chicago. So thank you. I hope that we're able to get back to the essence of why we're here [1:18:18] today, talking about educating our children today, which is most important. And that truly is your [1:18:23] responsibility. I know it can be difficult and a thankless task job for what you're doing. But that [1:18:31] isn't the reason why people stay in public education. You truly are dedicated to our children and our [1:18:36] families. You do it for the kids. Our teachers, they do it for the kids. Our superintendents, [1:18:42] they do it for the kids. Parapros, they do it for the kids, for the students and the families that have [1:18:48] nowhere else to send their child their child to learn but their public school. For 10 years, [1:18:54] I was a single mother working as a flight attendant on the weekends while I homeschooled my son Jordan [1:18:59] during the school week. It was hard, but it was an experience I would never have traded for anything [1:19:05] in the world to spend more time with my son Jordan before he was taken from me in a racially motivated [1:19:11] shooting. Time that I will now forever deeply cherish. I did that because the public schools [1:19:19] where we live were so starved of their resources in the state of Georgia, where I represent, so deprived [1:19:25] of funding and support from Congress that I could not simply send them there. This isn't a choice that [1:19:33] any parent should have to be forced to make. But that was the reality that was forced upon me and my son [1:19:40] and the reality that is forced upon tens of millions of Americans every single day across our country. [1:19:47] I made a promise to myself that if I ever could, I would do what I can to ensure that every school [1:19:54] has the support they need to ensure that every child truly is never ever left behind. There are so [1:20:02] many parents that don't have the time or the money to homeschool. I was blessed to be able to do that. [1:20:08] That just isn't how life works for most people. Their public school is their child's only option. [1:20:15] And we should not be making their problems worse with voucher schemes, funding cuts, [1:20:21] and hearings really only meant to drag public schools through the mud. Whether they intend to or not, [1:20:28] my Republican colleagues are creating a two-tiered education system. One for those that are born in [1:20:34] certain zip codes. One for the wealthy. One for those who are lucky enough to win a charter lottery [1:20:41] or get a scholarship. And another for the rest of us. That is not what public education should be about. [1:20:50] It doesn't have to be this way. It should not be this way. These are problems in schools that we can fix. [1:20:57] So I encourage my Republican colleagues to take a hard look at the difficult choices that their policies are [1:21:03] really forcing on our parents, our children, and our communities. Republicans want to call it school [1:21:08] choice. And they are making a choice. They are choosing to abandon your child and your child's [1:21:13] public school education. They are choosing to let unqualified teachers into your kid's classroom. [1:21:20] And they are choosing to allow new schools to move into your neighborhood, take federal tax dollars [1:21:26] meant for the public good, and then possibly deny your child get a good public education. Mr. Smith, [1:21:33] the bill language signed into law creating the National School Voucher Program does not require [1:21:39] scholarship granting organizations or the private schools and programs they fund to comply with [1:21:44] federal civil rights protections like the Americans with Disabilities Act, the Individuals with Disabilities [1:21:50] Education Act or IDEA, and Section 504 of the Rehabilitation Act. What guarantee, if any, does the parent or a [1:21:58] guardian of a student with a disability have that their child will receive an inappropriate education [1:22:04] if they use a voucher? Thank you for the question. There's no guarantee. And the reality is that sending, [1:22:12] using vouchers to send children to private schools that don't comply with federal laws will harm not just [1:22:21] students with disabilities, it will harm students of color, it will harm all students who remain vulnerable. And not [1:22:27] only will it harm those students, it will also siphon away critical funding for public schools. And so the neediest [1:22:35] children will also continue to suffer. You know, 90% of American school children attend public schools. And so to [1:22:43] use those public dollars to subsidize private schools and religious school, as you said, isn't about school choice. It's about the [1:22:51] private schools choice. Thank you very much. My understanding is they really don't have any guarantee [1:22:56] at all. Just as you said, I look forward to working with you to ensure that every child, regardless of a [1:23:01] disability, receives the high quality education that they deserve. I'd also like to submit for the record [1:23:07] or letter from faith organizations supporting every child's right to be included at their public school. [1:23:13] Without objection, it will be entered. Thank you. And I yield. [1:23:17] General Lady Eales. And I recognize the vice chairman of this committee, the gentleman from Utah, Mr. Owens. [1:23:25] Thank you. Thank you, Mr. Chair. For those who are tuning in to watch this, this, this hearing, [1:23:32] I just want to say thank goodness for school choice, federal school choice. For those who are sitting [1:23:39] listening and realize how much nonsense is going on here, the focus is not even our kids, obviously, [1:23:45] just know that help is on its way. By the way, 32 states have opted in to the school choice program. [1:23:54] So we don't have to sit down and wait now for those who are waiting in these long lines of lotto [1:23:58] to get into a school system. Those days are coming to an end. Dr. Sue, your new ethics studies curriculum [1:24:05] compares parents protesting school boards over COVID policies to 1960s, white parents trying to avoid [1:24:13] desegregation. It says parent protest school policies are not just a recent phenomenon. However, [1:24:20] in the 1960s, many white parents put their children private schools in order and to in response to [1:24:25] desegregation policies. Do you see this as a problem only with white parents? [1:24:31] Thank you for that question. I'm sorry. Do you have the example that you're reading from? [1:24:39] Can I see? Can I see the document? I don't have the document. Do you agree with that statement, though? [1:24:44] I wouldn't need to see the documents. I can see the full context. [1:24:47] I don't have the document. Do you agree with the statement I just made that parents, white parents, [1:24:53] were leaving schools because of what they did back in the segregation days? [1:24:57] I would need to understand. Okay. I'm going to, for any of us who hear that, [1:25:02] I would say absolutely not. I wouldn't say that if I didn't believe it. Obviously, you might, you probably do. [1:25:07] If that's the case, do you also think that black parents opting out of public school systems are [1:25:15] also racist? If you're referring to the fact that we spent multiple years identifying a new ethnic [1:25:24] studies curriculum at San Francisco Unified School District, then I will speak to that. [1:25:30] Okay. I'll take it back. Just know that in terms of parents leaving public school systems, it's all [1:25:40] colors. As a matter of fact, the Congressional Black Caucus has a history as high as 52% of them [1:25:47] putting their kids into private schools, taking them out of public and putting them into private schools [1:25:52] because it is the parents' right to make sure their kids are being treated and taught right. [1:25:57] Dr. King, your fifth grade material includes an objective for students to explain what puberty [1:26:07] blocker medications are and the role they may play for transitioning young people. Fifth grade [1:26:14] seems pretty young. That's 10 years old. What is the age that is not appropriate to be learning about [1:26:22] puberty blockers? Whereas I'm not exactly aware of the age in our sexual [1:26:30] education curriculum that you're referring to, but I do want to state that our curriculum [1:26:35] is in alignment with Illinois. Okay, so is 10 years old okay for you, your personal opinion, [1:26:43] to be teaching these kids about puberty blockers? As a parent, I would want to have that conversation. [1:26:48] You have a position. You are in a leadership position. That's right. I'm in a leadership. [1:26:52] You are in a leadership position. You are in a leadership position. You are in a leadership position. [1:26:58] As a parent, I would want to have that conversation. Okay, all right. I just want to make a point [1:27:05] real quickly. Dr. King, only 23% of the CPS fourth graders are proficient in reading, 24% proficient in [1:27:12] math. For black students, only 12% are proficient. I want to ask each one of you guys, is 77% failure rate [1:27:21] reading okay? 76% failure rate in math and 88% of our black students not being able to read. Is that [1:27:28] okay, Dr. King? Is that successful failure? That is not acceptable in Chicago. Okay, how about you, [1:27:34] Dr. Spence? I would say any child who is not successful in reading in schools would be unacceptable. [1:27:42] Okay, I'm asking specifically yes or no. Is that acceptable? Is that successful failure? I answered, [1:27:47] yeah, no, it's not acceptable that any child would come to our school. That is not acceptable. Okay, [1:27:54] so if you are over a school system that is getting these kind of results, are you successful or failing [1:28:00] our kids? Dr. King? Yeah, are you success? I don't want a long answer. Are you succeeding or are you [1:28:08] failing when you have these kind of results? Chicago Public Schools is successful in identifying [1:28:13] targeted supports to students based on the needs that they have. Okay, thank you. Dr. Spence? I'm very [1:28:20] pleased with the results that we have in London County Public Schools and recognize that we have [1:28:23] more work to do. Dr. Spence? Yes. We work every single day to ensure that our students are meeting [1:28:30] our goals. This, thank you, this is why we need choice and I'll say this, my dad was a professor [1:28:37] for 40 years. Gentleman's time. My suggestion is that this is not your thing. You need to find something [1:28:41] else to do because you're not helping out kids, you're failing your kids. It's obvious to anybody [1:28:45] listening right now, so thank you and this is for school choice. Thank you, I'll go back. Gentleman's time [1:28:49] has expired and I'll recognize the gentlelady from Connecticut, Ms. Hayes. Thank you. Before I start, [1:28:56] I just want to say a few things. I am a member of the Congressional Black Caucus. I am a public school [1:29:03] teacher and all of my children attended public schools. As a career educator, I will also say [1:29:12] that no one here is saying that we don't support public choice. Parents should have the right. The problem [1:29:21] is and the issue here is that that right needs to be afforded to everybody. That opportunity needs to [1:29:28] be afforded to everybody. So the school across the street from your house should be as good as the [1:29:34] school 30 minutes away. Every school should have the highest educational opportunity for children. [1:29:42] I've listened to some of the comments here and Dr. Sue, I appreciate your answer. You have a [1:29:47] responsibility to all students. We've heard over and over about students' identity and their gender [1:29:56] preferences and somehow you should be afraid because legally you will be held accountable. As professional [1:30:04] educators, I would expect for you, I can tell you what I did. I used affirming language. I created [1:30:11] environments that did not literally that were anti-bullying environments and supported those [1:30:17] environments. I created collaborative spaces where students could learn because that was my job to [1:30:25] educate students. So this idea that and I was a pretty good teacher and I don't care how good you are, [1:30:32] you can't make nobody gay. I don't know what they think they're talking about, but you're not that good. [1:30:36] None of you. You're not going to make somebody be something, but you do have a responsibility to [1:30:42] make sure that they can learn. So creating those safe environments is your job. Creating places where [1:30:51] students can learn is your job. Not engaging in these culture wars and making our schools and educational [1:30:57] institutions places battlegrounds for these culture wars. You're before us today for the programs that [1:31:05] you created in your district, which I'm sure had local input, which I'm sure the parents supported [1:31:12] and wanted. And you're being asked to defend those positions, which I'm sure were rooted in evidence, [1:31:19] grounded in the law, and reflective of the values of your community. This committee talks all the time [1:31:26] about decisions should be made at the local level. But I guess that's only if they like the decisions that [1:31:31] you make at the local level. Because I'm sure the programs that you have in San Francisco were not [1:31:36] done without the input of your local community. This committee is spending time hauling you before [1:31:42] Congress to answer for your diversity programs. While we've had zero hearings, not one, in this Congress [1:31:48] or the last on school shootings that are killing children in our classrooms. Zero hearings on chronic [1:31:54] absenteeism. Zero hearings on the mental health crisis that we're facing and the 12 billion dollars in [1:32:00] funding that has been cut by this administration from proposed programs that serve students. No [1:32:07] hearings on how we can infuse the teacher pipeline so that you have the qualified educators in front of [1:32:13] those students in your communities. And that is a choice. It is very deliberate. And if there is [1:32:18] anything I can say to you before my time runs out and I ask the one question that I can ask, do not buy [1:32:25] into the bull. You know what you do. You're good at what you do. Do not be intimidated by this committee. Do [1:32:33] not come in here and change your values or your positions because you know who you work for. And it [1:32:39] is the parents and the students in your community. So I appreciate you all coming here and and suffering [1:32:47] through this. And for a member to tell you that you should find another job, it's probably a reason why he [1:32:54] won't be here next Congress. Can you, Dr. King, just in the few minutes, the few seconds that I have [1:33:03] left, describe the impact of the black student success programs that were created and what do you [1:33:12] think will happen if those are taken away? How has that helped in the school district? The black student [1:33:18] success plan is a plan that was constructed with community. It was hundreds of community members and it is [1:33:26] a resource and targeted plan to support students that have been historically and systematically void [1:33:35] of opportunities. So you didn't come up with this all by yourself? No. No. The community had input. [1:33:41] Exactly. The community asked for this. Yes. The community worked with you to create this. It is in [1:33:46] alignment with Illinois law as well. And the community is benefiting from the results. Yes. Thank you and [1:33:51] thank you for doing your job. I yield back. General Lady Yales. I now recognize the gentleman from Missouri, [1:33:58] Dr. Under. Thank you, Mr. Chairman. And thank you for holding this very important hearing. Questions for, [1:34:06] first of all, Ms. King, do you believe that biological men should be allowed in locker rooms with [1:34:15] biologic women? So yes or no question? With all due respect, I'm here to respond to the policies of Chicago [1:34:23] Public Schools and our operations. And is it the policy of Chicago Public Schools to forbid [1:34:31] biological men, boys to go into locker rooms with biologic girls? The Chicago Public Schools policy [1:34:40] is in alignment with Illinois law. Yes or no? Can boys and men go into girls' locker rooms in the [1:34:49] Chicago Public Schools? Yes or no? Any student gender identity includes... I take that as a yes. [1:34:56] Dr. Spence. Yes or no? Should biological men be allowed in locker rooms with biologic women or [1:35:03] girls? Transgender women should be allowed in women's spaces. Ah, that's a yes. So biologic men [1:35:10] should be able to go into locker rooms and shower rooms with biologic girls. Federal law requires it, [1:35:14] yes. No, it doesn't. Yes, it does. No, Title IX does not, in fact, quite the opposite. Title IX requires [1:35:22] you to protect women and girls. Dr. Sue, should biologic men or women... You gave me the yes, [1:35:28] you answered my question. Dr. Sue, should biologic men be allowed in locker rooms and shower rooms with [1:35:35] biologic girls and women? It is to the best of my knowledge, we follow state and federal law. So you [1:35:42] allow... I mean, do you have the same interpretation of federal law as Dr. Spence, that men should be allowed in [1:35:52] shower rooms and locker rooms with biologic girls and women? In San Francisco, we follow state and [1:35:58] federal law. I take that as a yes as well. Dr. Spence, do you believe that we should quote, [1:36:04] weed out texts whose language is not gender neutral and free of stereotypes? I get very concerned when [1:36:14] we talk about weeding out any texts. I think a variety of perspectives are important. Okay, because back in [1:36:19] 2014, that sounds like censorship, right? Weeding out texts. But back in 2014, when you were superintendent [1:36:26] of Virginia Beach City Public Schools, you tweeted out a picture of the ABCs of diversity poster. The W [1:36:34] encouraged teachers to weed out texts whose language is not gender neutral and free of stereotypes. Do you [1:36:40] still believe that? I think I responded. I think that we should have a variety of texts and a variety of [1:36:45] perspectives available to our students to read. Do you still believe in weeding out, let's say, [1:36:51] I don't know, To Kill a Bockingbird, Heart of Darkness, The Odyssey, The Iliad? Of course not. [1:36:57] Cicero. Okay, good. Do, Ms. Sue, the nonprofit Teachers for Social Justice recently rented out a space [1:37:09] in San Francisco's McConnell High School to hold ethnic study and ethics ethnic studies. Actually, [1:37:16] I take that back. Ms. Sue, I have a different question for you. In Mirabella v. Taylor, [1:37:21] the U.S. Supreme Court blocked California policy prohibiting schools from notifying parents about [1:37:28] students' gender change without the child's consent. What policy changes has the San Francisco [1:37:36] United School District made to respect parents' rights as enunciated in Mirabella v. Taylor, [1:37:42] V. Bonta. Mirabella v. Bonta. Yes. First of all, I'm not a lawyer, but what we are doing, [1:37:52] to the best of my knowledge, at San Francisco Unified School District is adjust our practices [1:37:57] and ensure that our teachers and educators understand the change in the law and to make sure [1:38:06] that we adjust our practices to be in compliance. So it is your policy now that parents should be notified? [1:38:11] We believe that parents are our students' first teachers. We strive to create really strong lines [1:38:20] of communication with families. Thank you. Likewise, Ms. King, in CPS's gender support plan, [1:38:29] it's very clear that gender transition will be hidden from parents. What changes is Chicago Public [1:38:38] Schools making to align with parents' rights as enunciated by the Supreme Court in Mirabella v. Bonta? [1:38:47] We value parents as a vital part of our educational community, and we do not hide information from [1:38:53] parents, and it is our hope that when a student is transitioning that the parent, the families, [1:39:01] the student, the families, and the school would all be in communication. Do you notify the parents? [1:39:08] We communicate with parents in compliance with the Illinois state law. What about with the U.S. Supreme [1:39:13] Court and the Constitution of the United States? Mr. Chairman, I have a unanimous consent request. [1:39:20] What's the request? The request is to submit a document, Chicago Public Schools gender support [1:39:26] plan for transgender and gender non-conforming students, which, at least at the time it was [1:39:33] promulgated, would hide the gender status of children. Without objection, it will be received. [1:39:38] The gentleman's time has expired. I now recognize Representative Lee from Pennsylvania for her [1:39:46] five minutes of questioning. Thank you, Mr. Chairman. Since other members of Congress [1:39:51] aren't allowed to wave onto this hearing, even when their superintendent is being subpoenaed, [1:39:57] I would start by asking unanimous consent to enter a letter into the record from the Chicago delegation [1:40:02] expressing their concern about weaponizing oversight and federal education funding to target diverse [1:40:09] student bodies and attack the school districts and educators seeking to effectively meet their needs. [1:40:14] Without objection, it will be submitted and it's received. I often wonder if you all will ever get [1:40:18] tired of just bad faith, divisive hearings. The answer is no, because it butters your bread. [1:40:26] And as long as your donors continue to contribute, you will continue to tear families and children [1:40:30] apart. Targeting children is particularly ridiculous. But as we know, this hearing is trying to legitimize [1:40:36] a dangerous idea of what equitable and inclusive education looks like. Conservatives want us to see [1:40:41] the definition of equity so they can weaponize it against policies that simply give kids a fair shot. [1:40:48] Our country established equity policies like IDEA to give children with disabilities an equal [1:40:53] education and policies like Title IX to end unequal treatment based on sex and force court rulings on [1:40:59] desegregation so that black kids could attend the same schools and have the same quality of education [1:41:05] as white kids. I feel like I have to say this a lot in this committee, but equity policies are necessary [1:41:12] to reverse harm caused by systemic discrimination. Discrimination that was enacted by policies [1:41:20] passed in this room. So-called parents' rights groups want you to believe so badly that expanding [1:41:27] access for marginalized children comes at the expense of children who already have all of their needs met. [1:41:33] Equity policies are only a threat if your ideals are grounded in white supremacy. If your ideals come [1:41:38] from the executive orders of an aspiring authoritarian who posts AI pictures of himself as Jesus or [1:41:44] threatens to kill entire civilizations on social media and wants to give billions of our tax dollars to [1:41:50] insurrectionists. Let's be clear. This administration's Department of Education already tried to ban [1:41:55] diversity, equity, inclusion, and accessibility. It didn't work. They lost the case. So now Republicans are [1:42:01] forcing school superintendents before this committee to scare them into compliance. Compliance with [1:42:08] discriminatory policies in a chilled educational environment that caters to the demands of a vocal [1:42:13] minority. Hearings like this are trying to make an example of districts that want all kids, irrespective, [1:42:20] not because of their race, gender, socioeconomic status, disability status, language, immigration status. [1:42:27] And they're counting on the fact that other superintendents and teachers across the country [1:42:32] will be intimidated and comply in advance. But when you legislate from a place of actually wanting [1:42:37] children to have a quality education where kids are safe and seen, you don't have to rely on fair [1:42:42] tactics. Mr. Smith, your testimony points out that students of color make up more than half of students [1:42:46] enrolled in public schools. One in four high school students identify as LGBTQI+. One in 10 students are [1:42:53] English learners. 15% of students receive special education services. Diversity is just a factual [1:42:58] description of students our schools serve, you said. Are conservative parents' rights movements a reaction to the [1:43:04] simple fact of the increasing diversity in public schools? Thank you for the question. You know, [1:43:09] I can't obviously speak for the motivations of any other person. But what I can say is that we have made [1:43:16] tremendous progress as a country to make sure that the doors of opportunity are open to every person, [1:43:23] regardless of their race, regardless of their sex, regardless of their gender identity. And the reality [1:43:29] is that that's something that we should embrace. That's something that we should celebrate. It's something that [1:43:33] makes our democracy stronger. And anyone who doesn't see that, I think undermines public education and [1:43:41] undermines our democracy. Your testimony also states that our public education system provides young [1:43:46] people the critical foundation needed to be full participants in our multi-racial democracy and [1:43:50] competitive in the global economy. What happens when that critical foundation is undermined by [1:43:54] discriminatory policies and other politicized attacks that drain school budgets? Thank you for the question. [1:43:59] You know, there is ample research that shows that there are real and substantial consequences where [1:44:07] students are exposed to exclusionary policies, that academic performance goes down, that dropout rates go [1:44:14] up, that engagement goes down. And I will note that the research shows that that doesn't just apply [1:44:19] to students of color or LGBTQ students, it applies to all students. All students benefit when each student is [1:44:26] included and affirmed. Thank you. I agree with the research. Equity and inclusion policies are [1:44:32] fundamental to protecting students' rights to a quality education. An administration that relies on [1:44:38] fair mongering and that dismantles the very federal agency responsible for educational equity threatens [1:44:43] protections for those least able to defend themselves. And let's be clear, reserving a quality education for [1:44:50] those who are only to those who already have every advantage isn't just a byproduct of authoritarianism, [1:44:55] it's a prerequisite for it. But we will fight back because our kids deserve better than this. And we [1:45:01] can and we will give them better than this. I believe that some among us are here for all children because [1:45:07] we recognize how important it is for our democracy, for our government and for our future. I thank you all [1:45:11] so much for your time and I yield back. The gentility yields and I recognize a gentleman from North Carolina, [1:45:17] Mr. Harris. Thank you, Mr. Chairman. And I thank all of you who are serving on the panel today. [1:45:22] Dr. Spence, as I'm sure you know, in May of 2021, a boy entered a women's bathroom at Stonebridge High [1:45:30] School and sexually assaulted a 15-year-old girl. The chairman in his opening statement alluded to this. [1:45:36] The boy was wearing a skirt, according to the survivor's family, a claim that was never contested [1:45:41] by the boy's family. And you might think that the school immediately would have called law enforcement [1:45:46] and had the boy arrested. But again, that's not what happened. Police were called for one person [1:45:52] and that was Scott Smith, the survivor's father, who went to the school's main office and was irate [1:45:57] that the district wasn't initially involving law enforcement over his daughter's assault. So I would [1:46:04] first ask you, Mr. Spence, on behalf of the Loudoun County Public School, would you like to apologize [1:46:10] to Mr. Smith this morning? Anytime a child is assaulted, it's a horrific thing. And that was [1:46:18] predating my tenure. But what I would say is, of course, we would involve law enforcement. Of course, [1:46:22] we would enforce our policies. Our policies and law do not contemplate that something like this should [1:46:29] or could happen to our students. And if it does, we have to react immediately and appropriately. And we [1:46:35] would. I recognize you weren't superintendent in 2021, but can you maybe tell us what policy changes [1:46:41] have you or the Loudoun County Public Schools put in place to prevent tragedies like this from [1:46:47] happening again? I think it is a matter in Loudoun County Public Schools of ensuring that the policies [1:46:54] that we have are followed, that the law is followed. I know that we have restructured our Title IX office [1:47:01] since that time. Other than that, it is a matter of ensuring that we enforce our policies and we follow [1:47:06] the law and that we engage directly with our parents and our law enforcement partners when incidents like [1:47:11] these come up and we provide support to our families and to our students that need it. Well, as appalling [1:47:17] as the incident was at Stonebridge High School, I think all of America is recognizing that incidents [1:47:22] like this are happening across the country. And it's personal to me because we're seeing the same [1:47:27] concerns in my own congressional district. Parents in Cabarrus County raised serious concerns about [1:47:33] biological males entering girls' bathrooms and locker rooms in two local high schools. And the reports [1:47:39] that my office received were deeply disturbing and I didn't know anything else to do but to take them [1:47:44] directly to the Department of Education. And I will say I'm grateful to Secretary McMahon and the Department [1:47:49] of Education taking quick action and they have opened a Title IX investigation into Cabarrus County Schools so [1:47:56] we can prevent sexual assault situations from happening and address the concerns of parents and students. [1:48:04] While we're on the same avenue, Dr. Spence, back in 2024, it was found through public records request that [1:48:12] you missed a month of that school year for several taxpayer-funded trips. I think it reported you were [1:48:18] in Miami, Puerto Rico, San Diego, and Richmond. You went on four trips in three months. During your trip to [1:48:24] Richmond, although it caught my attention, it was reported that Loudoun County Public Schools did not [1:48:30] immediately tell parents about a string of student overdoses, some including fentanyl. And according to the [1:48:36] sheriff's office, 11 Parkview High School students overdosed became Loudoun County Public School's biggest [1:48:43] school safety crisis since the two sexual assaults back in 2021. As a result of your failure to notify [1:48:50] parents of these overdoses, I understand Governor Glenn Youngkin signed an executive order to immediately notify [1:48:57] parents of overdoses. Governor Youngkin also had an amendment that would require schools to notify [1:49:02] parents within 24 hours of student overdoses. And although the amendment passed unanimously in the [1:49:08] state senate, House Democrats in Virginia blocked the amendment. It seems like it would be common sense [1:49:15] to notify families about student overdoses at schools so parents can discuss the incidents with their [1:49:22] children. So I want to ask you, in the last minute, how soon after the student overdoses were you made [1:49:28] aware of the situation? When you say the incident that you referred to back in 2024? So as soon as I [1:49:36] became aware of that, I put a team together in the school and we communicated to parents within that same [1:49:42] three days after I understood exactly what had occurred. One of the challenges at that time, and [1:49:48] thankfully because of some of the work that's been done in the legislature, we now have better [1:49:51] clarification on what needs to be reported, is it's unclear to us when we have an overdose happening. [1:49:58] So I'll give you an example of what I mean. If a student is transported medically out of our [1:50:02] building, let's say that they have passed out and they're transported medically out of our building, [1:50:07] when they get to the hospital, we no longer have access to their medical records. They don't tell us [1:50:11] what happened to the child. We just know that they passed out in our building. And then we were being told [1:50:17] by law enforcement after the fact that they suspected overdoses. And as soon as the sheriff called me [1:50:22] and communicated about that, I began working with our school and with our communication team to make [1:50:26] sure that we were notifying our parents. So much of what was reported was either distorted or factually [1:50:32] inaccurate, including the number of overdoses that were happening in our schools versus those [1:50:36] happening in our communities. I agreed with the legislation that went through the General Assembly. [1:50:41] The only thing that I asked for, and that I think some Democrats maybe were asking for during that [1:50:46] time, if I could just finish this one thought, finish it quickly. Thank you, was that this is a [1:50:51] community issue. And I felt if we were going to be notifying parents of overdoses in our schools, [1:50:55] that those who are responsible for tracking overdoses in our community should also be notifying [1:51:01] our communities that that was happening. Gentleman's time has expired. I now recognize the gentlelady [1:51:06] from Arizona, Ms. Grijalva, for her five minutes. Thank you, Mr. Chairman. [1:51:12] I want to thank all of the witnesses for being here. I served on a school board for 20 years, [1:51:16] and I know how difficult it is to be a superintendent. And so I know that you, [1:51:21] in your own communities, have a school board that helps you informing what the policies are going to [1:51:27] be. You have state laws that govern that as well. And in the time that I have been here and I've been [1:51:32] watching online, I've seen your jobs are so difficult and challenging and rewarding all at the same time. [1:51:39] Um, the harassment that you have all experienced here is completely unacceptable. So I would like to [1:51:44] apologize to you for how you have been treated by some of these members. You represent an incredibly [1:51:50] diverse student body. Ninety percent of the students in my district in Arizona attend public schools, [1:51:55] and I'm sure that those numbers are similar in your communities. So thank you for all you continue [1:52:00] to do to support the children of our nation. So in Arizona's seventh congressional district, [1:52:07] families care deeply about children's success. When I speak to parents in Tucson, Yuma, Douglas, [1:52:14] Nogales, and rural communities, they're not asking for book bans for our classrooms or to become [1:52:20] ideological battlegrounds. They want safe schools, fully funded classrooms, and resources teachers need to [1:52:27] help every student succeed. Unfortunately, this Congress has seen efforts to manufacture political [1:52:33] controversy around our schools and undermine programs that protect students' civil rights. [1:52:38] Too often, the language of parents' rights is used to divide communities and advance policies that would [1:52:44] limit what students can learn, read, or discuss. These debates have real consequences. Last year, Tucson [1:52:51] Unified School District faced the prospect of losing $6 million in federal funding. Mr. Chairman, [1:52:57] I ask unanimous consent to enter into the record in article titled, Tucson Unified School District [1:53:02] facing $6 million in federal fund losses. Excuse me, run that by me again. It's to put, [1:53:13] okay, I'm gonna watch the time. I'll do it at the end. So when schools are pulled into these culture wars, [1:53:19] the costs are real, diverting billions nationally from classrooms and making it harder to recruit and [1:53:24] retain educators. In Arizona, our diversity is our strength. We should be focused on academic recovery, [1:53:30] chronic absenteeism, and student mental health, not attacking school leaders, working to ensure [1:53:36] every student feels safe, supported, and included. Before I turn to questions, I want to share an [1:53:41] experience of a young Arizonan. A non-binary student from Arizona described spending high school trying [1:53:48] to avoid attention while using the locker room, arriving early, leaving late, and trying not to be [1:53:53] noticed. After a parent publicly criticized the school's effort to accommodate transgender students, [1:53:58] the student felt humiliated and ultimately stopped participating in school sports. Whenever one's [1:54:03] views on these policies, no student should feel so unwelcome that they give up opportunities to learn, [1:54:10] compete, and belong. That brings me to my first question. Mr. Smith, the committee majority has spent [1:54:16] most of this Congress promoting culture war bills such as HR 2616, Stop Indoctrination and Protect Kids Act, [1:54:23] HR 7661, Stop Sexualization of Kids Act, and HR 8705, the Charlie Act. These bills are the majority's [1:54:31] way of forcing conservative ideology into our public schools. The Republican don't list includes don't [1:54:38] stay trans, don't read diverse books, and don't acknowledge racism, and the list goes on. If these [1:54:44] bills were to become law, what are some of the legal consequences you foresee for schools and districts? [1:54:49] Thank you for the question. Before I answer the question, I just wanted to flag that there's a [1:54:56] recent study that shows that 3.2 billion dollars have gone into defending exclusion, responding to [1:55:03] exclusionary policies. That's 3.2 billion dollars that haven't gone to our students and to our schools [1:55:09] to support them. But to answer your question, the reality is that policies that divide our students, [1:55:17] that don't affirm them, that don't recognize them, lead to hostile learning environments, [1:55:22] and those violate both Title VI of the Civil Rights Act and Title IX of the Education Amendment. So, [1:55:29] having inclusive policies are not just good policy, they're required by law. [1:55:35] Thank you. Much of our public conversation about diversity initiatives in education assumes that rural [1:55:40] communities are largely homogeneous, yet the data tells a very different story. People of color now make up [1:55:45] 24 percent of rural America and rural communities have seen growth in Black, Hispanic, immigrant, [1:55:50] LGBTQ+, and disability populations. At the same time, research shows that teacher diversity has a [1:55:58] profound impact on student outcomes. For example, disadvantaged Black male students who had a Black [1:56:03] teacher in elementary school were significantly less likely to drop out and more likely to aspire to [1:56:09] college. As some diversity-focused programs face legal and political challenges, like the ones you mentioned, [1:56:15] how can we ensure that increasingly diverse rural student populations have access to inclusive learning [1:56:20] environments, equal educational opportunity, and educators who can effectively serve and represent their [1:56:26] communities? Anyone can answer. I would just flag that our civil rights laws don't depend on your geography, [1:56:35] that no matter where you live, no matter the makeup of your community, everyone is entitled, and the law requires a safe and [1:56:42] secure learning environment. Thank you. Did the gentlelady want to submit? Yes, thank you. Mr. [1:56:49] Chairman, I ask unanimous consent to enter into the record an article titled, Tucson Unified School [1:56:53] District facing a $6 million dollar in federal fund losses. Without objection and hearing none, it will be [1:56:59] submitted. Thank you, and I yield back. Gentlelady yields. I now recognize the gentleman from Indiana, [1:57:05] Mr. Messmer. Thank you, Mr. Chairman. Dr. King, in May, you have proven an agreement for teachers and students to [1:57:11] attend a so-called Day of Civic Action. The Chicago Teachers Union said the day was off as necessary [1:57:18] because, as was stated in their May Day Resolution, public education is facing unprecedented national [1:57:24] assault driven by MAGA Republicans. Your district even promised to provide buses and sack lunches to [1:57:31] up to 100 schools. Dr. King, are you committed to making the decisions like this fairly, without political [1:57:36] bias, and regardless of which party or politician that is being protested? Thank you for the opportunity to [1:57:45] clarify the May 1st. That was a full day of instructional activity, and our students did [1:57:52] engage in civic activities, whether in the school or across the district, and that is part of CPS's [1:57:59] goals to engage students civically. We do have a department of civic engagement. Okay, would you approve [1:58:08] a similar request for teachers and students to attend March for Life and protest the evils of abortion? [1:58:13] Dr. King, this was not a politically slanted event, the day, the day of instruction. So, curriculum was [1:58:23] expansive, and there were options. The curriculum was decided at the school level, and so were the field [1:58:31] trips as well. Okay. The academic results produced by Chicago Public Schools are among the lowest in urban [1:58:38] areas across the country. In 2024, 31 percent of fourth graders nationwide were at or above NAEP [1:58:45] proficiency in literacy, compared to only 23 percent of the CPS fourth graders. Similarly, 40 percent of [1:58:51] the public school fourth graders were at or above proficiency in math, while Chicago scored a measly 24 [1:58:57] percent, giving academic results produced by CPS schools. Increasing education options for families in [1:59:04] Chicago is obviously urgent. Would you approve a request for students to support school choice [1:59:10] and want to voice their desire via what you would call a protest in favor of more school options and [1:59:16] greater educational freedom? CPS values school choice and parents' ability to choose the type of [1:59:22] schools they would like for their child to attend. We have options, public schools. We have district-led [1:59:29] schools, charter schools. We have magnet schools for our parents to choose from, as well as selective [1:59:35] enrollment schools. So we do support school choice. Very good. Dr. King, after the 2025 Supreme Court case [1:59:42] of Mahmoud v. Taylor, has CPS changed its policy to allow parents to opt out of LGBTQ plus curriculum for [1:59:49] religious reasons? CPS is in compliance with the Illinois state law as far as the opt-out of sexual [1:59:59] education curriculum. But are you following the Supreme Court decision? We follow all local state and [2:00:05] binding federal laws. Okay. Well, I'll take that as a non-answer. Dr. Spence, do you allow parents to [2:00:12] opt out for religious reasons for LGBTQ policy within your school district? Yes, we do. Thank you. Dr. Su? [2:00:22] To the best of my knowledge, we do. Okay. I don't think the websites for Dr. King or Dr. Su reflect [2:00:27] that to this point. So you might want to update your school's websites. Parents have every right to make [2:00:35] decisions or at least express their views of what type of education their children are receiving in [2:00:41] school. However, schools in your district, Dr. Spencer, teachers are receiving school board terrorist [2:00:48] training on how to handle parents expressing their views and even go so far as to call parents agitators [2:00:54] and disruptors. Dr. Spence, do you believe that the parents have the right to express their views [2:00:59] and have a seat at the table when deciding what their children are learning in classrooms? [2:01:03] Dr. Of course I do. And if I could clarify, their teachers never received any such training. [2:01:08] And I think what you're referring to is some reporting that our school board may have engaged [2:01:12] in some training, which was also inaccurate. There was no training on parents as terrorists. [2:01:18] Just to quickly clarify under Virginia code, when a school board goes into closed session, [2:01:22] part of the language of going into closed session is about terrorist activity. They read the language of [2:01:28] going into closed session for the purpose of a safety and security training. And that reporter [2:01:32] interpreted that as talking about parents as terrorists. Absolutely untrue and false. Our [2:01:36] parents are not terrorists. We work alongside our parents every day. And of course, I support the [2:01:41] right for our parents to talk with us about their concerns. Thank you. What steps are you taking to [2:01:46] ensure that parents are allowed to speak on their beliefs without being labeled agitators? [2:01:50] Dr. I mean, frankly, we don't have to take steps. Our current policies and practices make sure that [2:01:56] that happens. We welcome public comment. Our school board receives more public comment, frankly, [2:02:01] than any school board I've ever participated in in my 15 years as a superintendent. And they [2:02:06] welcome it and they and they value it and they and they take that into account in their decision [2:02:09] making. Thank you. I yield back. Gentleman yields. I now recognize the gentleman from connect [2:02:16] Connecticut. Mr. Courtney. Great. Thank you, Mr. Chairman. Thank you to all the witnesses for being [2:02:20] here today. I'd actually like to actually discuss for a moment a real education issue, which is that this [2:02:26] morning, the National Assessment for Educational Progress, which is housed at the Department of Education, [2:02:32] released the long term trend report data that the Department points to when pushing for an agenda [2:02:38] for Congress and for the executive branch. This is the first NAEP long term trend report released since [2:02:44] the Trump administration began making cuts to the Department of Education in 2025. Those included laying off [2:02:50] more than half the workers at the Institute of Education Sciences and also canceled about a dozen national and [2:02:56] state assessments of student progress through 2032. And I think, again, the irony we just saw a moment [2:03:03] ago where, again, one of the my colleagues from the Republican side cited the NAEP report in terms of [2:03:08] one, you know, laying the basis for a question. But we are now living in a moment where the administration [2:03:16] is dismantling the infrastructure of the Department of Education and the NAEP program is included [2:03:24] in that demolition that's happening right now. So again, I just sort of asked quick yes or no. I mean, [2:03:31] do you think that the NAEP scores, which are sort of like headlights for our country in terms of just [2:03:36] sort of seeing how student proficiency is progressing, is a valuable tool in terms of your job and your mission? [2:03:44] And I'll start with you, Superintendent Sue. Yes. Superintendent Smith. I mean, I think the [2:03:54] NAEP scores as a bellwether for the nation certainly are helpful in terms of understanding our trends. [2:04:00] And again, is it Mr. Spence or? Oh, I think I asked. Sorry, I apologize. I thought you said Dr. Spence. I [2:04:09] answered out of turn. I apologize. Superintendent Smith. I'm not a superintendent, but I agree with your [2:04:14] question. Yes. Thank you. Yes. And Dr. King. Yes. Yes. So again, the test results showed that younger [2:04:22] kids this morning's results showed that younger kids actually did show some signs of improvement. [2:04:27] Middle school math scores kind of had plateaued and still below pre pandemic. Again, part of the, [2:04:36] you know, agenda that we're seeing from the administration is to collapse a lot of the grant [2:04:41] programs that have been around for quite a while, including magnet schools, which was mentioned [2:04:47] earlier, and putting it into a mega grant program, which would be sort of, you know, a battle or [2:04:56] thunderdome where competition in terms of scarce dollars would be happening. Again, if we're going to [2:05:02] really, as a nation, get serious about giving kids proficiency in math, I mean, is that the right [2:05:09] policy is just to, again, sort of create this hunger games in terms of federal assistance that I assume [2:05:16] a lot of your school districts really rely on. So again, I'll start with you, Dr. King. No, [2:05:24] the best way to provide the supports that our students need, especially like in Chicago, [2:05:28] a district is diverse, is to provide resources and support, targeted resources and supports to [2:05:34] students based on their needs. Great. Dr. Spence. I think the federal government's [2:05:40] role in education has always been to level the playing field for students, to provide school [2:05:46] districts with resources to meet students who are traditionally struggling in our schools, [2:05:50] looking at, for example, our English learners, our special needs students, funding through Title I. [2:05:56] I think that's an invaluable role and I think critical that not only the funding, but the expertise [2:06:01] that comes with that funding remain in place. Great. And now Mr. Sniff. Again, I'm not a [2:06:07] superintendent, but what I will say is that federal law requires that school districts take steps to [2:06:13] make sure that all students can succeed. And I would concur with that. I would also strongly recommend [2:06:23] that the federal government continue to support school districts to serve our children with special [2:06:27] needs. Thank you. I mean, again, when we're talking about math scores, we're really talking about [2:06:32] the 21st century right now in terms of the skills that young people are going to need to succeed [2:06:38] in life and to, again, watch an administration with no authority that's ever been granted by Congress [2:06:45] to dissolve the Department of Education. That was created by an act of Congress in 1979. And we're [2:06:50] here today where, again, just by, you know, this random decision making that's happening in the [2:06:58] secretary's office, we're seeing programs just created with, if anything, at the least uncertainty [2:07:05] and in some instances elimination that really as a country is really going to haunt us in the future [2:07:12] in terms of where our workforce is going to be. So thank you all for the great work that you do and [2:07:17] for your testimony this morning. I yield back. The gentleman yields. I now recognize the gentleman from [2:07:23] Florida, Mr. Fine. Thank you, Mr. Chairman. I want to start with Chicago. You spend 55 percent more per student [2:07:29] than the national average. And since 2019, you've increased your bureaucrats by 15 percent while your [2:07:35] student enrollment has dropped by 9 percent. So massive increase in employment. Despite that, [2:07:40] whether it's fourth graders or juniors, only one in four of your students is proficient. So my question [2:07:46] for you is this. You said that May 1st event was not a politically slated event. That's the quote that you [2:07:54] said. But I have right here the permission slip that folks were expected to sign. And the permission slip [2:07:59] says students will engage in political advocacy. So do you want to change your testimony to this [2:08:06] committee about it not being a politically slated event? No, I do not. I'm not familiar with the field [2:08:13] trip that you're holding up. Will you commit to investigate this permission slip where the parents [2:08:19] had to sign something saying you're going to a – will engage in political advocacy? Will you commit to [2:08:24] investigate this and hold them responsible? Since you represented to us, it was not a politically [2:08:28] slated event. I will commit. Great. Next thing I want to do, since again, you don't seem to know [2:08:33] what happened on that day, here is one of the non-politically slated events. This is a student, [2:08:41] one of your students, transported on a taxpayer-funded bus equating the President of the United States [2:08:47] with Hitler. The sign literally says the Trump fascist regime must go now. Would that qualify as not a [2:08:53] politically slated event that this student went to during class time when he should have been [2:08:58] learning? This is not a politically slated event? I'm not aware of that student and that poster being [2:09:04] connected to the – Okay, then let me ask you this. If it were, if you grant that what I'm saying is true, [2:09:09] I understand you're going to plead ignorant, but if what I'm stating is true, would this be a [2:09:14] politically slated event? We do not support or condone – That's not my question. Would this be a [2:09:21] politically slated event? Would the information you gave to the committee be incorrect? Maybe you [2:09:26] didn't know. I'll grant that. But would you agree if what I'm saying is true, that the information [2:09:30] that you gave to this committee was false? If what you're saying is true and was reported, [2:09:35] Chicago Public Schools would investigate it. Great. And will you commit to investigate this as [2:09:39] well? I'm not familiar with that. Will you commit to look into it? If you could give me more [2:09:45] details. We will. All right, great. I'm going to take that as a yes. I want to move on to Loudoun County [2:09:49] Public Schools. Do you use – Dr. Spence, do you use the women's restroom? Of course not. Why not? [2:09:56] Because I would never use a woman's restroom. I'm a male. Because you're a man. Wow, that's a great [2:10:03] thing. So why do you think men should be able to use the restroom in Loudoun County Public Schools? [2:10:08] I don't. Okay, but they do. They do. And we've got incident over and over. Look, I could say I'm an [2:10:13] NBA athlete. That doesn't make it true. You allow men to use the women's restroom over and over and over [2:10:19] again. And you can argue insanely whether that's okay or not. But I have a question. In 2025, [2:10:25] you had an issue where a man went into – or a woman went into the restroom and three boys that were [2:10:31] there were unhappy about it because they were being recorded. Initially, the boys got in trouble. [2:10:39] The girl, who was pretending to be a boy, did not. Why did the girl pretending to be a boy who filmed [2:10:45] boys in their restroom? Why was there no discipline for that student? Why did the people complaining [2:10:51] about the girl coming into the boys' restroom get in trouble, but not the girl who was filming? Not [2:10:56] even saying whether they should go in the bathroom or not, but they were filming. It's on film. Why did [2:11:00] that student not get in trouble? Sure. So challenging for me to discuss the specifics of – but if you'll [2:11:07] allow – challenging for me to discuss the specifics of individual student discipline, as you would [2:11:12] understand. But I'm going to say broadly two things. One, what you've stated is factually inaccurate. [2:11:17] Did the girl not film the students? That's wrong? There was no filming? That's not what I'm saying. [2:11:23] I'm asking. Was a student filming other students, and is that allowed in your school district? [2:11:28] Let me say this broadly in general. Our policies do not permit filming in our restroom. Okay, so when a [2:11:35] student did it, why did that student not suffer any disciplinary conduct for doing that? Again, [2:11:39] factually inaccurate. What I would say is our policies – So you're saying that student was [2:11:42] disciplined for filming those other students? I'm not going to talk about specific – Understood. [2:11:46] I wouldn't talk about it either if I was you. Here's my other question. The three boys got in trouble [2:11:52] initially. Two of the boys were Christian. One of the boys was Muslim. Magically, the third boy, [2:11:59] the Muslim boy, charges dropped. The two Christian boys were persecuted. How did you justify that decision? [2:12:04] So I'd like to ask if I'm going to be allowed to – No, you don't get to ask. I have 16 seconds left. [2:12:11] I think the testimony that we've heard here from all of you is a disgrace. And what I take away from [2:12:16] this hearing is thank God I live in Florida, where thanks to me and the Florida legislature, [2:12:21] our parents and our students don't have to put up with the garbage that they do in your school [2:12:24] districts. Thank you, Mr. Chairman, and I yield back. [2:12:26] The gentleman yields. I now recognize the gentleman from California, Mr. DeSaulnier. [2:12:32] I'd like to start with – Mr. Spence, do you want to respond, take a little of my time to respond to any [2:12:37] of the previous comments? I appreciate that, and I'll try to be brief. I just want to communicate [2:12:43] clearly. We have very clear policies that would prevent filming students in our bathrooms. We have [2:12:50] very clear policies that prevent things like bullying students, very clear policies that prevent [2:12:55] assaults, very clear policies around discipline. What I would say is that when students violate those [2:13:01] policies, discipline is applied appropriately. What I would also say is the opposite. We would not [2:13:07] discipline students absent a violation of those policies. Thank you. Mr. Chair, I ask unanimous [2:13:13] consent to enter into the record a letter from the San Francisco Parents Coalition in support of [2:13:18] Superintendent Sue. Without objection and hearing none, it will be submitted. Thank you, Mr. Chair, [2:13:24] and I want to read a quote from that letter. Dr. Sue has earned the trust of San Francisco's [2:13:29] schools' families through her steady leadership, transparency, and unwavering focus on children. [2:13:36] She has shown up for our community through difficult circumstances, made hard decisions with [2:13:41] integrity, and built genuine partnerships with parents across the city. We are proud to stand behind [2:13:48] her. Dr. Sue, I know you're having trouble and having just cut over laryngitis, but I want to [2:13:56] just give you a moment. Family engagement centers are something that I've been very active in along [2:14:02] with my colleague on the other side, Representative Thompson. I think it's about $150 million a year. [2:14:08] We know students do better when their parents are engaged. I have an older brother who's a retired [2:14:14] teacher from San Francisco, but for the archdiocese, who is in a proud same-sex marriage for many years. [2:14:20] Family engagement in San Francisco, you do well, but you do it as representative from a very diverse city. [2:14:28] Could you respond to that and how positive it is for academic outcomes? [2:14:33] Thank you for the opportunity to share the really wonderful work and partnership that we have with [2:14:38] our families at SFUSD. We firmly believe that parents are our students' first teacher, and because of [2:14:46] that we try to build a very strong line of communication with our families. We partner very [2:14:52] closely with families from the start of the school year, in which we share with families all the [2:14:58] different programs and services that we have in the school district, as well as all the partner [2:15:03] programs that we have that students and families have access to. We actually have something very similar [2:15:10] in San Francisco called the Family Resource Center, in which families can come as early as birth to learn [2:15:19] about just different ways that they can support their children. And so we firmly believe that families [2:15:27] and partnership with families is very important for students' long-term academic success. [2:15:33] I appreciate that. Mr. Smith, 20% CDC 2024 report said that 20% of American students are prone to suicidal ideation. [2:15:48] It's higher for African Americans, Hispanics, and LGBTQ, but we're not providing enough support for those [2:15:54] communities. Could you respond to that? We know that if we gave the counseling, we could improve these [2:15:59] outcomes so young people could develop fully, but also address a real serious issue as opposed to [2:16:06] what we're doing today. Thank you for the question. I had previously mentioned that $3.2 billion have [2:16:13] gone into having to deal with exclusionary policies. That means that $3.2 billion hasn't gone into providing [2:16:20] mental health support, hasn't gone into making sure that students have what they need to succeed, [2:16:25] hasn't gone into making sure that our classrooms are safe and supporting environments for [2:16:30] all students. So let me let me ask the superintendents just briefly, if we had the money we promised when [2:16:38] Gerald Ford signed IDAA, and this is one of the protected classes of the Department of Education [2:16:43] chose to protect, what could you do with that as opposed to spending money on silly things like this? [2:16:49] Maybe Dr. Sue, you could start. We would be able to fully fund and support all of our obligations for [2:16:56] special ed services as well as wrap around mental health and well-being supports for all of our [2:17:02] students. And now right now our percentage is about 10 percent. We're supposed to pay 40 percent. Is that [2:17:07] correct? That's correct. Dr. King? I would agree we would be able to support all of our students, [2:17:15] especially our students with received special education services. Our students that are in need of [2:17:21] second language services as well and for any other group of students that we identify based on NAEP data as [2:17:27] well to provide support, support, targeted support. Thank you, Mr. Chair. I would suggest if we both, [2:17:34] if we all spent more time on those issues rather than this silliness, we'd do a lot of good work for [2:17:40] American students. I yield back. I thank the gentleman. I recognize the gentleman from Wisconsin, Mr. Grothman. [2:17:47] Thank you. First of all, I think I got to correct some things just people are listening to this hearing. At least in Wisconsin, [2:17:55] the city which has the highest number of students of color, whatever, is the city of Milwaukee. And in Milwaukee, [2:18:04] they are one of the highest spending districts in the state. My guess would be, you can correct me if I'm wrong, [2:18:13] that on a per pupil basis, I bet Chicago is significantly higher spending than the average school district in Illinois. Is that true? I [2:18:26] talked to other congressmen about this, and it's not unusual that some of the biggest spending [2:18:31] districts are the big urban districts. I'm not one, I can't say with certainty that that's true, [2:18:37] but it sounds accurate. Right. I think like Mr. Fine said, and we have that information here, [2:18:44] they're spending more than 10,000. I guess the reason I bring it up is some of the congressmen in the past [2:18:50] imply that somehow maybe test scores are not being that good. It's because society isn't putting enough [2:18:59] resources into these districts. And I'd like to point out, we put a lot of resources in the big [2:19:05] districts. Now, one can argue what they're doing with their money. I have my own personal opinion, [2:19:10] so the Milwaukee Public School Board manages to get no value out of what they do. But I do want to point out [2:19:18] that I think Milwaukee and Chicago spend significantly more than average, and society cannot be blamed [2:19:27] for the problems that are out there. The next thing I want to touch upon, and I guess this is, I guess, [2:19:34] for you, Dr. King again, the Chicago Public Schools sexual health policy requires schools [2:19:45] serving fifth grade not must make condoms available to 12 year olds. I also know of other public school [2:19:52] districts in which they talk about putting or having women take contraceptives as being a good, [2:20:01] responsible thing to do. I would assume there are people in the Chicago public school system [2:20:08] who would be a little bit appalled if they found out that their fifth grade girl was taking [2:20:14] contraceptives or that their fifth grader was using a condom. I think they would probably be [2:20:20] opposed by almost anybody with a religious bent. Do you think it's appropriate to send the message [2:20:28] to young people in the Chicago schools that sexual activity among 12 year olds or 13 year olds is [2:20:37] appropriate? Or do you think it would be opposed by, my guess is, a clear majority of the parents [2:20:43] of the children in Chicago Public Schools? I stated earlier, as a parent, I would definitely want to [2:20:50] have that conversation with my, with my child. And I know that the sexual education curriculum is [2:20:55] available for, or the resources you're referring to, grades five through 12. And those resources are [2:21:02] very much like any other targeted resource. They're there for those students that may need them. [2:21:06] And that is in compliance with the Illinois state law. I'm sure it's in compliance with the Illinois [2:21:11] state law. The question though is, do you believe a significant number of parents would object to [2:21:18] that, um, that value system that's being imparted in Chicago Public Schools? I can't speak specifically [2:21:26] for parents, but I can say that I have not heard from any parents, um, and that, um, are in opposition [2:21:32] to the curriculum and the resources being made available. Okay. Uh, thank you. Uh, next question we have [2:21:39] is for Dr. Hsu. Um, in June of 2024 to public, because of a public records request from defending, [2:21:49] from defending education, it uncovered professional development documents from SFUSD defining and [2:21:55] criticizing characteristics of white supremacy culture. I have never heard of white supremacy [2:22:02] culture. I don't know anybody who believes that, but the fact that you have it out there [2:22:07] in the San Francisco schools implies you think there's a such a thing as white supremacy culture. [2:22:13] Can you give us a little 30 seconds on what white, what you believe white supremacy culture is? [2:22:19] Or do you believe it exists? Is it a problem in San Francisco? Um, the, the incident that you're [2:22:27] referring to happened before my time as a superintendent. I've joined the school district, um, 18 months ago [2:22:34] as superintendent of San Francisco and I've spent my time focused on serving the 49,000 students. [2:22:40] Thank you. Uh, just one final comment. Uh, in my district, I think I have a significant number [2:22:47] of people of among background who are succeeding wildly well. Uh, some people from India, I got a little [2:22:54] mosque of people from, from Pakistan. One thing I notice is that it seems the immigrants, particularly [2:23:00] the immigrants of color, do far more than the native born. And it bothers me given the elements [2:23:06] time as we have school districts, uh, imparting to the kids, some idea that we have, that it's [2:23:13] difficult or we are mistreating, uh, people from areas other than Europe in this country. Thank you, [2:23:18] gentlemen. Time has expired. And I recognize the gentlelady from Minnesota, Ms. Omar. Thank you, [2:23:28] chairman. Um, I want to talk about the Republicans long standing battle against policies of equity, [2:23:34] equality, and their absolute refusal to acknowledge the events of history that are impacting us today. [2:23:42] Conservatives would have us believe that tragic policy disasters like school segregation [2:23:48] are a relic of the past, but here are the facts. Republicans have found that researchers have found [2:23:56] that in hundred largest school districts, segregation of white and black students has increased [2:24:03] by 64 percent since 1988. I know this well because of my home state of Minnesota has developed [2:24:12] some of the largest racial gaps in the country. The Twin Cities has 182 deeply segregated schools [2:24:21] where more than 90 percent of the students are non-white. As a result, it has the third largest [2:24:28] black achievement gap and fourth largest Latino gap compared to their white peers. And these gaps have [2:24:36] a ripple effect that echo through the lives of our nation's students. Students in segregated schools [2:24:42] are more likely to drop out, not to go to college, and earning less often in their lifetimes. They also have [2:24:52] higher rates of incarceration and poor health. It doesn't have to be this way. This is why it is so [2:25:00] insidious that Republicans want to ignore how we got here. Because I know my history. I know that after [2:25:07] Brown versus Board, but before Title VI, states continued segregating schools by denying funding, [2:25:15] re-routing public dollars to create private schools for white children. I know it was only with the dedicated [2:25:22] enforcement of civil rights laws that we began to see the promise of equal opportunities. And I know that [2:25:30] over the past decades, we began to move away from prioritizing school desegregation and towards [2:25:37] privatization. And now we have the Republican Party that is eager to repeat that history. We are again seeing the [2:25:44] rerouting of public dollars to private schools. We are again seeing the Department of Education that [2:25:49] refuses to address civil rights of black students. And we are now dealing with an administration that [2:25:54] has turned Title VI into a weapon against the very civil rights programs it was created to enforce. [2:26:01] Mr. Smith, I have a hypothetical question for you. If a school district has the data showing [2:26:08] that black students are disciplined more than white students for the same behavior, [2:26:13] or that black students are systematically tracked away from advanced courses and the district does [2:26:19] nothing in response, is that district in compliance with Title VI? Definitely not. When I was at the [2:26:26] Justice Department, we actually released guidance to make it clear that such policies would violate federal [2:26:31] law. Thank you. Does ignoring a documented racial disparity make a school district legally safe or [2:26:38] legally exposed? School districts are legally required to make sure that all students, including students [2:26:45] of color, have an opportunity to learn and succeed. If the federal government then turns around and attacks [2:26:52] that school district's policy to correct this disparity, what does that tell you about the [2:26:57] administration's civil rights priorities? It tells me that they have weaponized, as you just said, [2:27:02] that they have weaponized our civil rights laws against the very communities that they were designed to serve. [2:27:09] Thank you so much. Since Republicans are so focused on parental rights, and I will say we as parents who have [2:27:17] school children always have the right, we always have the right to decide what information our kids are receiving. [2:27:25] If you do not want your children in sex ed, you are the parent who signs that off. Dr. King, am I right or wrong? [2:27:36] Do parents have the permission slip where they sign if their kids can attend those classes? [2:27:41] You are absolutely right. Parents have access to the curriculum in advance. They're notified and they have [2:27:45] the right to opt out. Yes, because I have opted my kids out because I am the kind of parent that wants to [2:27:52] have the responsibility of educating my kids about the kind of information they should receive. And so [2:27:58] this idea that we continuously argue about the fact that parents are losing their rights in these school [2:28:05] districts is ridiculous. And it is wrong, it's falsehood, it's creating panic, and it's giving people the [2:28:14] information that is wrong from the leaders of this country. And this Republican Party needs to stop [2:28:23] with the misinformation that they are constantly providing, because it is not making us better, [2:28:28] it is not making us more educated, and it is not making our kids more safe. Thank you, and I yield back. [2:28:34] The gentleman I yield, and I recognize the gentleman from California, Mr. Kiley. [2:28:39] Thank you, Mr. Chair. Superintendent Sue, thank you for being with us today. I've been pretty critical of San [2:28:45] Francisco Unified in the past, but I actually think there's been some encouraging changes lately, and you're [2:28:51] relatively new to your role, so I thought maybe you could shine some light on that. But just for the [2:28:56] for context, back in 2022, there was a pretty remarkable event where the majority of the board of [2:29:03] San Francisco Unified was recalled from office, or at least three members were recalled from office, [2:29:09] with over 70% of the vote in San Francisco. And so there were a lot of issues. This was during the school [2:29:16] shutdowns when San Francisco Unified was shut down as long as basically any district in the country. [2:29:22] While they were refusing to operate in open schools, when schools across America were open, [2:29:27] the board was focused on things like renaming schools, such as taking Abraham Lincoln and Diane [2:29:32] Feinstein's name off of school sites. You also had a budget situation that was deteriorating to the [2:29:40] point where the state actually had to take over spending decisions for the district. There was [2:29:46] a decision made to ban algebra from middle schools under a deeply misguided notion of equity. There [2:29:55] were persistent achievement gaps within the district. Literacy had been taught in a discredited [2:30:04] scientific basis for years. And then there was a homegrown so-called ethnic studies curriculum that [2:30:12] was widely condemned for antisemitism and for glorifying violence. But there have been some very [2:30:18] good changes on all of those items in recent years. So maybe we can start with with algebra. Are we [2:30:24] teaching algebra again in San Francisco Unified? Yes, we are. So yes, we brought back algebra for our [2:30:31] eighth grade students who meet the qualifications for it. And why was it brought back after being banned? [2:30:36] Well, I spent, so I just became superintendent for the last 18 months. And I've spent a lot of time [2:30:43] talking to our educators, to our young people, and to families. And parents overwhelmingly wanted to have [2:30:49] algebra come back, wanted to make sure that our school district was delivering academically rigorous [2:30:56] classes and programs for our students to set them up for success. And that is what we did. So last year, [2:31:02] we went through a multi-year evaluation process to identify the best way for us to bring algebra back. [2:31:09] And this is what we did with our board. And you listened to the parents? I listened to the parents. [2:31:14] That's great. And this ethnic studies program that many objected to, it's not being taught anymore? [2:31:19] That's also correct. Again, when I came on, when I came in as superintendent 18 months ago, [2:31:26] I also listened to families, listened to parents and our educators. And we moved quickly, I moved [2:31:33] quickly to remove the previous ethnic studies curriculum. And again, went through a rigorous [2:31:39] evaluation process and identified a new curriculum. And that is the curriculum that we are currently using. [2:31:44] Well, thank you for doing that. And in literacy, we're teaching phonics again? [2:31:48] Yes, we also have modernized and brought in state standard state aligned curriculum for language arts [2:31:58] and math and history and social science. As I shared earlier, we are seeing for the first time [2:32:04] in a decade, statistically significant improvements in our students reading scores. [2:32:09] That's great to hear. And the budget's in better shape too. [2:32:13] That's also correct. Um, we are now, we have now moved from a negative certification from the state [2:32:21] of California to now into a self-certified positive state, meaning that we actually have the resources [2:32:28] to pay for our funds, uh, for this year and two additional years. We have a balanced budget for three [2:32:35] years. That means that there's more stability for our families, more stability for our students, [2:32:41] and definitely more stability for our educators. [2:32:44] Well, it sounds like things are on the right track. And how about Abraham Lincoln? Does he [2:32:47] still get to have a school named after him? Are we? [2:32:50] We have a fantastic high school called Abraham Lincoln High School in which I actually had the [2:32:55] pleasure of graduating, uh, several hundred students from that school this past week. [2:33:02] Well, congratulations to all the graduates. Uh, I, um, you know, I love San Francisco. I think [2:33:06] the city's had a lot of problems. The district had a lot of problems, but I think on both counts, [2:33:10] we've seen big improvements, uh, in recent years. And so I think that's something to celebrate. [2:33:14] There's still probably plenty that I disagree with, but I think these are, are really good, [2:33:18] uh, important steps. So, uh, thank you for your leadership and I hope that it can set [2:33:23] an example for perhaps some other districts across California and the country. I yield back. [2:33:28] I thank the gentleman. I recognize the gentlelady from Illinois, [2:33:33] Ms. Miller for her five minutes of questioning. Thank you, Mr. Chairman. [2:33:37] As the only representative from Illinois on this committee, I have watched Chicago public schools [2:33:43] fail generations of children while district administrators collect some of the highest [2:33:48] salaries in public education. Last year, Dr. King told CBS she was entering her position [2:33:57] as superintendent with, quote, a sense of transparency and accountability. Yet this committee was forced to [2:34:06] subpoena her testimony after repeated requests were met with vague and evasive excuses. Dr. King, [2:34:15] transparency and accountability shouldn't require a subpoena. CPS has shown it is far more interested [2:34:23] in sidelining parents and advancing radical gender ideology than ensuring students can read, [2:34:29] write, and perform math at grade level. Beginning as early as first grade, Chicago students are required [2:34:37] to take lessons on gender identity. By fifth grade, students are being instructed on puberty blockers. [2:34:44] CPS's own, quote, supporting gender diversity toolkit encourages teachers to socially transition [2:34:54] children at school while keeping parents in the dark. One CPS teacher lamented that it was the most [2:35:02] unethical aspect of her career. Mr. Chairman, I ask unanimous consent to enter into the record [2:35:09] an article dated August 23, 2021, from DefendingEd.org entitled, Chicago Public Schools Require Teachers [2:35:18] to Deceive Parents About Their Children's Newly Declared Gender Identities. Without objection, hearing none, [2:35:25] it will be submitted. Thank you. It is clear that teachers and parents who hold traditional views [2:35:32] on marriage, family, and sexuality are expected to fall in line with the district's preferred ideology. [2:35:38] So, Dr. King, I'd like to ask you about parental rights and inappropriate content in your schools. [2:35:44] In fact, America First Legal filed complaints with the Department of Justice and Education alleging FERPA violations. [2:35:52] Why is CPS violating FERPA by socially transitioning children without parental knowledge or consent? [2:35:59] I want to say first that Chicago Public Schools values parents' input and they are critical in the success of their children. [2:36:11] Okay, but hiding things from parents is not valuing the parents. [2:36:15] We do not. Please answer the question. [2:36:17] We do not hide information from parents. And I do want to say that- [2:36:21] It's in your own materials, ma'am. [2:36:23] We follow. I understand that parent- I do agree that parents should have access to their- [2:36:29] they always have access to their students' records. And they also have the option to- [2:36:35] they are available- they are able to talk to their teachers, administrators. We do not hide information. [2:36:41] I think what you're referring to is the balance that CPS has to strike between student privacy [2:36:47] and then complying with the Illinois state law. And it is- it is our goal to always work with our students' families and schools. [2:36:56] We hope that those conversations are happening. [2:36:58] Okay. I- this is why you're being investigated for violating FERPA. [2:37:05] Um, why is CPS violating Title IX by issuing guidance that allows boys in female-only spaces? [2:37:13] I am not aware of CPS, um, not- [2:37:17] This is a huge national issue. This is a bipartisan issue. [2:37:22] Americans do not want males, boys, or men in the girls' private spaces or their athletics. [2:37:30] President Trump issued an executive order on it. [2:37:33] Chicago Public School is violating Title IX by issuing guidance that allows boys in female-only spaces. [2:37:41] I'm sure you're familiar with the Supreme Court's Mahmood decision that allows parents to opt their children out of reading LGBTQ- [2:37:50] and then you guys all say IA 2S Plus-themed storybooks in elementary classrooms. [2:37:56] Your district's, quote, supporting gender diversity toolkit makes no mention of Mahmood or its protections for parents. [2:38:05] Why is CPS omitting Mahmood in its public-facing materials? [2:38:11] CPS is in compliance with all local, state and binding federal law. [2:38:14] Yes, but you are- for the parents. You are not- in your public-facing materials, you are not informing parents. [2:38:21] That they can opt out of these programs. [2:38:23] And, um, I do believe parents are, unfortunately, the last to know when there's creepy things done like this in the schools. [2:38:31] These curriculums are clearly in violation of President Trump's executive order to end radical indoctrination in public schools. [2:38:39] When will CPS come into compliance with President Trump's order and stop teaching hyper-sexualized curriculum? [2:38:46] CPS is in compliance with all local, state and binding federal law. [2:38:52] And I do want to say that our parents- our schools are led by parents. [2:38:57] We're the only- the only parent-governing board, local school councils, and it is at the local- [2:39:03] It is a fact that you are hiding materials from the parents, and, uh, you're going to have to, um, answer for your FERPA violations. [2:39:13] Thank you. And I yield back. [2:39:15] The General Lady yields. I now recognize the General Lady from Michigan, Ms. McLean. [2:39:19] Thank you, Mr. Chairman, and thank you all for being here today. I really appreciate your time. [2:39:23] Um, I think we all want our- our- the next generation to grow up in a good, safe environment, correct? [2:39:31] Anyone disagree? Okay. [2:39:34] Mr. Spence, or Dr. Spence, excuse me, I'd like to start with you. [2:39:37] Can you share with me what your school's policy is on videotaping in private spaces? [2:39:44] Yes, that's- that's not allowed. [2:39:47] It's not allowed. [2:39:48] What would be the punishment for such behavior? [2:39:52] I mean, there's a range of punishments up to and including long-term suspension. [2:39:57] Give me some ranges. [2:39:58] Sure. Um, as I said, uh, in-school suspension, long-term suspension, uh, up to and, uh, explosion. [2:40:06] Just depends on case-by-case basis what's occurred. [2:40:08] What- what's the criteria that you would use to determine the punishment? [2:40:13] So, um, we would- we would look at, um, sort of from a progressive discipline standpoint, um, what- for example, [2:40:22] what was videotaped, um, whether or not- [2:40:25] It would be acceptable. [2:40:27] Again, it's- nothing's acceptable in terms of videotaping. [2:40:30] Okay, so- [2:40:31] You aren't supposed to have access to those devices at all. [2:40:32] You have a policy, like, no videotaping allowed whatsoever, right? [2:40:35] Right, of other students, correct. [2:40:36] Okay. [2:40:37] Could you ever see a realm where people that got videotaped would be the actual, like, perpetrator? [2:40:45] The- the people that actually were videotaped were the problem? [2:40:49] Could you ever see that being a problem? [2:40:51] So, I- I- um, no. [2:40:54] Well- [2:40:55] Good. Thank you. [2:40:56] Let me ask you a couple questions, then she said no. [2:40:57] Sure. [2:40:58] I appreciate that. [2:40:59] Let's go on to a specific instance that happened in May, 2025. [2:41:03] Three boys at Stonebridge High School complained to the administrators that after they were filmed by a biological female in the boys' locker room, [2:41:16] which you clearly stated is unacceptable and you can't see a scenario that that would be a problem. [2:41:23] Could you tell me what your school's response was to that? [2:41:26] So- I'm- and I know this is going to be frustrating to you, but I'm not going to- [2:41:31] It's not going to be frustrating to me, it's going to be frustrating to you. [2:41:33] I'm not going to speak on the specifics of- [2:41:35] Okay, you want to speak some hypotheticals. [2:41:36] If you don't want to speak specifics. [2:41:37] No, no, I'll give you your word. [2:41:38] I'm willing to speak in general. [2:41:39] I'll give you- you don't want to speak specifics. [2:41:43] I'm willing to speak in general and say- [2:41:45] Okay, great, let's speak in specific- let's speak in general. [2:41:47] That, based on our policies, we would never discipline students absent of violation- [2:41:52] Okay, cool. [2:41:53] Let's speak in hypotheticals. [2:41:54] okay. [2:41:55] right since you're afraid to speak in specifics even though your guidelines [2:42:00] not going to speak about a specific student incident okay just curiosity [2:42:05] why not because I'm not I'm not at Liberty sir and you're a highly educated [2:42:16] individual you know you can speak on specifics this is a won't but I'll give [2:42:21] you your world let's speak in hypothetically so hypothetically speaking [2:42:26] there are three boys in a locker room hypothetically speaking what usually [2:42:32] happens in a locker room people change in a locker rooms they undress it should be a [2:42:38] private space hypothetically speaking right sir mr. Spencer paying attention I [2:42:44] am okay great so hypothetically speaking is that correct [2:42:48] I'm just to clarify hypothetically speaking [2:42:52] change in locker rooms it's kind of a private space right yeah good I'm glad we [2:42:58] agree so let me get this in what universe hypothetically speaking would it make [2:43:05] sense to you for a biological female or anyone for that matter to come in and [2:43:12] begin to videotaping me and then the three the three boys that hypothetically in [2:43:20] your world got videotaped got a 10-day suspension and the perpetrator you know [2:43:29] the biological female in the boys bathroom that's supposed to be a safe [2:43:33] space which you say is completely unacceptable to film in safe places could [2:43:39] you explain in what realm what universe hypothetically speaking that that [2:43:46] biological female would redo would receive a lesser sentence the person that [2:43:52] does the filming get say hypothetically a one-day in-school suspension [2:43:57] hypothetically but the victims that got filmed got a 10-day suspension [2:44:02] hypothetically what's your response to that hypothetical question our school [2:44:07] division would not discipline students absent a violation of our disciplinary [2:44:11] policies excuse me what the heck does that mean [2:44:15] our school in what not realm does that make sense to you a violation of our [2:44:19] discipline what realm does that make sense to you sir our school division [2:44:24] that's a great answer to a question [2:44:26] discipline students absent a violation of our discipline the victims got a 10-day [2:44:31] suspension hypothetically the person the biological female that did the [2:44:36] filming got a one-day suspension hypothetically you're telling me [2:44:40] that's okay that's tolerable that's cool that's acceptable as I said before our [2:44:45] school district would not discipline students you are extremely weak pathetic [2:44:49] and thank god my children didn't go to your school I disagree with your [2:44:53] characterization you can disagree [2:44:55] gentle ladies time is expired I now recognize the gentleman from Virginia the [2:45:04] ranking member mr. Scott thank you mr. speaker dr. Spence you've been asked a [2:45:10] lot of questions about the legal liability of schools recognizing trans [2:45:15] students based on how they identified and you were cut off when you were [2:45:21] suggesting that that was the law in Virginia were you referring to a fourth [2:45:27] circuit court of appeals case coming out of Gloucester Virginia yes sir I was and [2:45:33] what did that case require you to do so the case that we're talking about is in [2:45:41] the fourth circuit of Court of Appeals Grimm vs Gloucester with with no [2:45:45] ambiguity Grimm vs Gloucester requires us to allow transgender students to use the [2:45:51] private spaces bathrooms and locker rooms of their consistently identified gender [2:45:55] thank you and mr. Smith your lawyer can a presidential executive order [2:46:03] invalidate a circuit Court of Appeals precedent definitely not thank you let me [2:46:10] change any question in your mind of whether or not an executive order can [2:46:17] overturn the circuit court opinion any question about that executive orders are [2:46:22] not question in my mind either let me change square to change subjects and dr. [2:46:27] Smith you indicated that six of your schools were in the top 20 in the [2:46:31] Commonwealth and the others have indicated that their schools were [2:46:36] improving what matrix were measured for that for that status and just generally [2:46:44] what are you doing to improve education and eliminate achievement gaps and how can [2:46:51] the federal government be helpful thank you I'm afraid I would take all of your [2:46:57] time if I respond to this in detail I would say in general the metrics are based on [2:47:02] aggregate student achievement across the four categories that are measured on our [2:47:06] standardized testing program in Virginia what we're doing is paying attention [2:47:10] to every single child trying to understand their strengths their needs and [2:47:13] put supports and resources in place to ensure that where they have needs where [2:47:17] we're meeting those needs talking with our families talking with our teachers [2:47:21] about what resources our kids needs and making sure we put those in place so [2:47:26] that we can continue to move the needle forward for our kids our goal is that our [2:47:29] kids thrive and how can the federal government be helpful as we've talked about [2:47:34] before I truly believe the funding mechanisms that the federal government [2:47:39] has behind education in the country special education English learners some of our [2:47:45] most marginalized populations socio-economically who are funded our [2:47:49] schools are funded to support them through title one all of that matters the [2:47:53] expertise specifically for example around special education compliance that used to be in [2:48:00] in the Department of Education but unfortunately seems to have been gutted we [2:48:05] need that sort of support in our schools and I think the federal government engaging in [2:48:10] these kinds of dialogues about what happens in our schools matters and I think [2:48:15] that we should be focused as has been said a number of times and here on the [2:48:17] things that are really important and critical to us the looming teacher [2:48:20] shortage in this country what's happening with literacy what's happening with [2:48:25] numeracy and how we are attacking those in you know the federal government [2:48:29] bringing together the collective expertise of researchers and educators [2:48:34] across the country and saying what are the best practices in in pedagogy that are [2:48:39] going to really improve outcomes for our kids and identifying that we have a [2:48:42] what works database that was developed by the federal government that says here's [2:48:46] the very best practices in education and if you do these things in your schools [2:48:50] you're likely to impact kids in a positive way that's the sort of leadership we [2:48:55] look to from the federal government thank you and we're disbanding IES [2:48:59] Dr. King can you say what we could do to be helpful to help you improve [2:49:04] education and reduce achievement gaps I would say fully fund our schools that is [2:49:11] what is most needed in this time and instead of and to work with our state and the [2:49:19] federal government work with state with our state legislatures to ensure that [2:49:23] there is clarity around the laws that are in question today and I would also say to [2:49:29] make our students the center of the decisions and the focus as opposed to some [2:49:34] of the other top focuses that would and what would the money be used for our money [2:49:41] would be used to target those students needs that we have if there are students [2:49:44] that are receiving special education services allow us to target that the cost of [2:49:49] educating children today has increased substantially whereas the funding sources [2:49:53] have not so there is an increase in in cost but it is also at there's a [2:49:58] correlation between the the cost of the the resources that are needed to support [2:50:03] children and Dr. Su very briefly I would echo my colleagues I would just [2:50:10] continue to emphasize that funding special education at the 40% commitment rate [2:50:15] when IDEA was first initiated would be extremely crucial and helpful and [2:50:21] beneficial to local school districts particularly at SFUSD we would be able [2:50:26] to then provide the much-needed wraparound supports that our students would need we [2:50:31] would also love for us to continue to prioritize our low-income students and our [2:50:36] English language English language learners at the school district thank you mr. [2:50:43] chairman the gentleman's time is expired and now it's time for closing comments I [2:50:50] recognize the ranking member mr. Scott thank you mr. chairman and once again thank [2:50:56] you for the witnesses for joining us today the federal government has [2:51:00] responsibility to ensure that all children regardless of race gender sexuality [2:51:05] income or zip code receive a quality education in a safe school environment but [2:51:12] instead of fulfilling this mandate we focused on spending time injecting [2:51:16] culture war debates in the classrooms all the while the Trump administration is [2:51:21] dismantling the Department of Education starting with the Office of Civil Rights [2:51:26] while hearings like this held today may make for good sound bites they don't make [2:51:31] for good policy they don't help improve education it's time for Congress to give up [2:51:36] the political theater and stop the politicization of education and focus on [2:51:42] what really matters and that is improving education in our public schools and [2:51:47] combating gun violence in our public schools these ideas should not be [2:51:53] controversial but perpetuating ideological debates Republicans are only [2:52:00] deepening the partisan divides that do nothing to improve student outcomes or [2:52:06] safety Democrats are committed to delivering for our students teachers and [2:52:11] families and fighting back against the Trump administration's attacks on [2:52:15] America's education system we are focused on improving schools ensuring [2:52:21] students have a bright future ahead of them not part not playing political [2:52:27] games and I welcome you to join in that fight I would like to make sure that the [2:52:35] letters that are referenced at the beginning of my testimony are in it into [2:52:39] the record by United States and and there's another letter that I'd like [2:52:45] entered by United States without objection they will all be entered from the [2:52:49] legal defense fund I thank the gentlemen and I think that I thank the panel for [2:52:58] being here in disagreement or in agreement and I'm glad we had some good [2:53:04] positive shows of some things that are taking place in the San Francisco Unified [2:53:09] school district we want that to take place like we've been characterized today [2:53:14] and in two spectrums Democrats want to see improvement in education Republicans [2:53:21] don't Republicans want racism to continue Democrats don't both of those are false [2:53:28] statements this hearing today is for the reason of getting back to solid [2:53:35] education and getting away from these cultural wars that was term that was used [2:53:40] consistently today but those cultural wars have been produced in such a way [2:53:46] that it's impacting education I put out a press statement today relative to the [2:53:54] NAEP scores where I said the latest NAEP results make clear that we must renew our [2:54:00] focus on the fundamentals reading and math are the foundation of every student's [2:54:05] success and I think we agree on that and too many children are still struggling to [2:54:11] master these essential skills well it's encouraging to see some improvement [2:54:16] among nine-year-olds and reading and math we still have a long way to go 13 [2:54:22] year olds showed essentially no improvement underscoring the lasting [2:54:25] academic damage caused by school closures of course referring back to [2:54:30] COVID every child should have the skills they need to succeed long after they [2:54:35] leave the classroom we cannot afford to let another generation fall behind I [2:54:41] think we can all agree on that trouble is we're seeing a lot of energy and [2:54:47] effort put into things that don't matter the fact of the matter is almost 80% of [2:54:55] our citizens polled clearly stated they don't want males and female sports or [2:55:03] restrooms and yet your schools and the state of Illinois rules that you follow [2:55:09] that you dr. King referred to so often encourage that those are the things that [2:55:19] we are concerned that are taking away from the science of reading etc that will [2:55:26] change our school systems COVID had one silver lining it allowed parents to see [2:55:33] what was going on in the classrooms that their kids were in and we saw a [2:55:39] significant exodus of parents and children moving to other settings of [2:55:47] education including home education one of our one of our members here in fact [2:55:52] talked of her home educational experience not during COVID but she saw that as [2:55:56] necessary an outcome producer of quality for her son but I think other parents are [2:56:03] seeing the same thing and when they are wrestling with the fact that their kids [2:56:08] are encouraged to go against even their home family ideals and involve [2:56:14] themselves in political statements that they are being taught things that aren't [2:56:21] scientifically true I remember dr. Fauci for three years telling us to follow [2:56:25] the science about COVID well I think you all ought to follow the science about [2:56:31] gender male and female and if you love your kids as I hope you do love comes with truth [2:56:39] telling them the truth IDA funding and funding for special needs and mental [2:56:46] health is certainly necessary and I'm glad even as I spoke with the secretary of [2:56:51] education today who reminded me that the increased funding that they have put in [2:56:57] this administration has put in rivals anything in the last several decades and [2:57:03] except in fact expands upon it now it's up to Congress to approve that increase in [2:57:09] IDA funding that will be helpful but will that funding be also used to teach our [2:57:18] young people the truth as opposed to going along with the cultural settings out [2:57:23] there trying to change reality about gender gender those are our concerns and [2:57:31] that was the reason for this hearing today yes it was tough and dr. King thank you for [2:57:38] letting me know that we had to subpoena you to come after trying all sorts of [2:57:43] mechanisms and timelines and dates that for some reason or other never worked out [2:57:49] we had to subpoena you so I'm glad you're here with the others who weren't [2:57:53] subpoenaed but we needed to have this discussion because if we don't have this [2:57:59] discussion then it's the same old same old and the same old same old isn't [2:58:03] producing the quality we need in education to stay ahead of the world and to [2:58:08] be that beacon in the world that we need to be whereas are frustrated that [2:58:17] segregation is most rampant in Democrat governed cities and yet they try to [2:58:23] place it on us as being the sponsors of segregation not true we're leading the [2:58:33] universal choice opportunity to give choice in even those cities including [2:58:40] Chicago the opportunity for kids to have a choice so they aren't in segregated [2:58:46] situations if that be what my Democrat colleagues say is true we don't want [2:58:52] that we want people with diverse opportunities as well as diversity in the [2:58:57] classrooms this misinformation campaign that comes from my Democrat [2:59:04] colleagues too often has to stop as well so bottom line this was an important [2:59:10] hearing an emotional hearing of course but this is part of education and parents [2:59:18] should not be as entities to be managed if indeed what you said today is true [2:59:24] that parents are integral to the success of your educational experience we'd like to [2:59:31] see that in school board meetings in the media reports of what is going on and [2:59:37] lives of parents and their their children who they've asked you to [2:59:42] supplement education that they can provide that's what we want to see so [2:59:48] again thank you for being here and I trust that all those who watched today all [2:59:57] those will hear reports if reported fairly and accurately will see for the first [3:00:03] time an opportunity that this isn't hidden anymore and education is going to be [3:00:08] promoted with that no other questions or or issues to be dealt with this [3:00:15] committee is adjourned