▶ 0:27:47Chair Tuberville: Good afternoon. The senate committee on health, education subcommittee on education of the american families will come to order. Thanks for being here. We are running a little late. A little hectic on the hill but we will just -- we will survive. We are having a hearing on empowering families for better education results. We will each have an opening statement.
▶ 0:28:13Chair Tuberville: The witnesses will have five minutes for their opening statements and senators will each have five minutes for questions. We will have senators come in and out because many votes today. Thank you to all the witnesses for being here today. It is always nice to see a fellow alabamians here today. Up here in the swamp. Thanks to Mr. barnett for coming to visit today.
▶ 0:28:40Chair Tuberville: We have called this hearing to discuss something very near and dear to my heart, one of the reasons I'm here. I'm beat -- I was an educator for decades before I decided to come here. Over those years, I saw the stay of our education system decline. The federal government kept spending more money, and k-12 education. The more they spent, the worst outcome it became. It was amazing to watch it in real time. It made no sense.
▶ 0:29:10Chair Tuberville: The main reason I chose to run for this office, I didn't want to see our kids get failed year after year. I got here and realized we can fix it, but a lot of things are broken. For four years, I have been serving on the health committee. This year, I finally got this a gavel to make sure we can have something like this to where we can bring things to light. I wanted to focus on our kids educational outcomes and figure out where we were failing, and also where we are doing good things.
▶ 0:29:41Chair Tuberville: That leads us to today. That's why we are having this hearing. We need to take a good hard look at our k-12 education system and figure out what can we do to fix it, to make it better. Because the status quo and a lot of areas is not -- does not cut it. We need to think outside the box. Since covid, parents have gotten a lot more engaged, and that is where all of the necessary changes can start, right at home. Family.
▶ 0:30:11Chair Tuberville: Since parents have started to pay more attention, they have started calling for more and more options. Parents are across our country are calling for their states to offer more options for their kids outside of failing school systems. States represented by folks on both sides of this dais are working on school choice options in their state legislature. We will hear about that issue from our witnesses today. Parents want these options and we listened to them.
▶ 0:30:39Chair Tuberville: In my home state of alabama, last year, we passed the choose act, which created an income tax credit for families who choose to enroll their children in private schools for homeschooling. Virginia, florida, alaska, massachusetts, new jersey, indiana, and washington are just a few states to name that have implemented or have pending state legislation to create these income tax credits promoting school choice. It's simple.
▶ 0:31:09Chair Tuberville: When we give our parents and students choice, we yield better educational results. We owe our kids this investment. But it does not end there. Right now, our kids and a -- in a lot of areas can't read. We have kids entering middle school and high school who are not -- you are at a third-grade leaving -- third-grade grade reading level. The next thing I know, after testing them, they would be at a six grade reading level.
▶ 0:31:39Chair Tuberville: Something has to change. States and governors have taken up the literacy challenge and enacted legislation at the state level where it should be. Ranking member blunt rochester's home state of delaware hat -- passed a house bill that implemented reading assessments three times a school year for kids k through three, and my state passed the alabama literacy act which does the same thing. We are trying.
▶ 0:32:05Chair Tuberville: No matter the state, this is a widespread effort, and we will discuss the methods that are working. We will talk about the science of reading and how best to implement it in our classrooms. We will hear about how we can invest in our teachers and best prepare them to tackle this crisis head-on. They need to be set up for success just as much as our students do.
▶ 0:32:29Chair Tuberville: I want today to be an opportunity for this committee to have a conversation of what our states are doing and what can we do to support them from here, from the federal level. Our children are the best resources this country has. The best thing we have got going. Above all, we owe them one thing. An opportunity to succeed. I look forward to working with all of you toward this common goal. I yield to my ranking member, senator blunt rochester, for her opening statement.
▶ 0:32:58Sen. Blunt Rochester: Thank you, Mr. chairman. And thank you especially to the witnesses that are before us. I want to start off by saying that we agree, education is pivotal for our country. And putting children and putting families first is so important, which is why this subcommittee is so important. As the former secretary of labor in delaware, I think about jobs, the economy, and how education relates to that.
▶ 0:33:28Sen. Blunt Rochester: But also, as an american, I think about the history of public education in this country, and why this is a tool for good citizens as well. We live in the wealthiest country on earth. No one in this country should be using decades old textbooks that are missing pages and wearing thin. No child should be hungry in class with no breakfast to fill them and no lunch to look forward to.
▶ 0:33:59Sen. Blunt Rochester: And no teacher in america should be expected to wrangle 50 plus children at a time. We are the wealthiest nation in the world. Yet tattered textbooks, hungry students, and overstretched educators are still a reality across our country. Instead of solving these problems with evidence-based solutions, we know some creative things that are happening across this country.
▶ 0:34:28Sen. Blunt Rochester: Some people just want to wash their hands of public schools entirely. Instead, they would prefer to subsidize private education at the expense of the 90% of american students and 95% of students with disabilities who attend public schools. Some call this school choice. But let's call it what it is, private school vouchers are really the schools choice.
▶ 0:34:53Sen. Blunt Rochester: Unlike public schools, private schools can select their student body based on the criteria they want. They can and do turn away students with disabilities. They can turn away lgbtq students, because of sexual orientation. They can turn away a jewish student because of their faith. School choice should leave many families, sometimes it does with no choice at all.
▶ 0:35:20Sen. Blunt Rochester: And I want more students in delaware, I want every student in america, to have more. How do we fix these problems and get real results? The good news is we actually know what works. We know that strategies like phonics and decoding help students learn to read. We know that small class sizes, skilled teachers, and individualized instruction promote utter outcomes for students -- promote better outcomes for students.
▶ 0:35:50Sen. Blunt Rochester: As we know, the federal government plays a limited but important role in education. We cannot and we should not be making curriculum mandates from where we sit here in washington, D.C. but we can invest in what works. We can uplift stories of success that show the true power of what public education can be.
▶ 0:36:16Sen. Blunt Rochester: District is important because this school district has a high poverty rate, and they have been able to help delaware students improve their literacy and writing scores by training educators, implementing quality curriculum, and providing extra support to students in need.
▶ 0:36:36Sen. Blunt Rochester: If we want a better future for more and more options for our children, then we must truly invest in public schools, and we must also make good on our promise to educate students with disabilities and fully fund ide a. I would welcome the opportunity to collaborate with my republican colleagues on doing just that.
▶ 0:36:58Sen. Blunt Rochester: Unfortunately, the administration as we all know is illegally withholding over $5 million in funds that would directly support teacher preparedness and student success the president has proposed eliminating federal literacy grants, industry and to shut down the only department focused on improving education outcomes and protecting student's civil rights. Where students need stability and resources, and we must prioritize, not privatize, their futures.
▶ 0:37:28Sen. Blunt Rochester: I would also say that I think we agree, we want better for our kids. I think that is what is in common. The question isn't what do we need to do? It is if we are willing to do it. And I hope my colleagues will consider working together, and again, thank you, Mr. chairman, thank you, coach, and I yield back.
▶ 0:37:50Chair Tuberville: Thank you, senator rochester. We will have five-minute minute opening statements from our witnesses. First, I would like to introduce my constituent, tyler barnett, from birmingham, alabama. Tyler is the founder and ceo of new schools for alabama where he leads efforts to grow and support the charter school sector across our state.
▶ 0:38:13Chair Tuberville: If former head school engine -- english teacher and policy leader, tyler has held key roles at the illinois state education agencies and served as a strategist with the walton family foundation. He is also a distinguished p artha --
▶ 0:38:32Mr. Barnett: Pahara.
▶ 0:38:35Chair Tuberville: You can read, I can't. Enacted a leadership program that recognizes leaders in education, and enacted civil leader where he lives with his wife and two daughters. I'm thrilled to have him here today and I welcome him for his opening statement. Mr. barnett.
▶ 0:38:53Mr. Barnett: Chairman tuberville, ranking member blunt rochester and members of the subcommittee, thank you for the invitation to be here today to discuss school choice and literacy. I am tyler barnett, ceo of new schools for alabama, a nonprofit organization based in birmingham, alabama, and our mission is to support the growth of excellent charter schools, to ensure every child has access to a quality public education.
▶ 0:39:18Mr. Barnett: As you likely know, charter schools have been a growing part of the national education landscape since 1991 when minnesota enacted the country's first charter school law. Today, 46 states have charter schools, collectively serving their 4 million students from diverse backgrounds.
▶ 0:39:42Mr. Barnett: The largest national studies have shown not only do charter schools deliver better outcomes but their presence improves outcome for students in district schools. Into any 15, results as these inspired alabama to become the 43rd state in the nation to adopt a charter school law. For years, alabama has ranked at or near among bottom of educational outcomes. A student's zip code and socioeconomic status too often determine their academic success.
▶ 0:40:05Mr. Barnett: In alabama, students in our poorest communities have no other choice but to attend low performing schools, unless they have the financial means to relocate or pay for part -- for private school. With the advent of our charter school law, many families gained access to new high-quality tuition free educational opportunities for their children. Parents are taking advantage.
▶ 0:40:29Mr. Barnett: Since the 2018 school year, alabama has grown from one charter school serving 250 students to 17 charter schools serving over 8000 students. Over 70% of charter school students in alabama qualify for free reduced lunch. Over 80% are students of color, much higher percentages than the state average encouragingly, this meter are growth has produced more options and improved outcomes, most notably in literacy.
▶ 0:40:58Mr. Barnett: In the state's most recent literacy results, all but two charter schools are performed their district peers and four outperformed the state average. Every charter school in the state has made significant academic gains over the past two years. Last year, three of the top 25 most improved schools in the state were charter schools, even though charter schools represent only 17 of the roughly 1500 public schools in alabama.
▶ 0:41:23Mr. Barnett: Most encouragingly, charter schools are delivering such results while operating at a grave disadvantage compared to their district peers. In alabama, every charter school receives less funding, with an average funding gap of nearly $3000 purkett. Notably, the catalyst for the increase in opportunities we are seeing has been the federal charter schools program.
▶ 0:41:48Mr. Barnett: In 2019, new schools for alabama was awarded a $25 million csp state entities grant, which allowed us to make start up a sub grants to support new charter schools in alabama. Prior to receiving the csp state entities grant, our charter movement was stagnant because of a shortage of startup capital. Since receiving the grant, what was once a sector of one charter school has become what it is today, one of the fastest-growing growing charter school sectors in the country.
▶ 0:42:15Mr. Barnett: Why are current csp state entities grant expires in september, we have applied for a new grant and we are encouraged by the modifications that were made for this round. The demand for more and better options among alabama families is loud and clear. Despite historic enrollment growth, over 2000 families running on wait lists to get into charter schools in alabama.
▶ 0:42:42Mr. Barnett: If we truly believe it is in the best interest of our country to provide students with a quality public education, we must recognize monopolizing public education to a single district serving thousands of kids is not always the most effective strategy. In closing, I would like to state charter schools represent a part of a healthy educational ecosystem. They alone are not a panacea to our educational woes. There are many factors that contribute to educational outcomes. But we cannot continue reserving the right of choice for only the affluent.
▶ 0:43:12Mr. Barnett: Charter schools offer parents and other tuition free opportunity and the data proves they play an important role in educating america's children. With continued dialogue, I hope we can work together to improve education for all kids. Thank you for the opportunity to testify on this important matter.
▶ 0:43:28Chair Tuberville: Thank you. Our next witness is anne wicks. Ms. wicks is the don evans family managing director of opportunity and democracy at the bush institute where she leads work on immigration, economic growth, education and democratic governance. With a career spanning leadership roles at usc, teach for america and stanford, she brings deep experience in educational policy. She also is a pahara.
▶ 0:43:57Ms. Wicks: You got it.
▶ 0:43:59Chair Tuberville: I'm getting better. Perhaps most importantly, a proud parent of a public school student. We welcome your opening statement.
▶ 0:44:08Ms. Wicks: Thank you, sir. Chairman tom irvo, ranking member blunt rochester and members, thank you for the opportunity to talk about this. I will focus my remarks on my experience as a parent advocate and detail what the bush institute thinks strong state policy should include and what that means for the federal role. There are three things happening now. We have seen from the name scores they came out earlier this year we are at a alarming decline in reading scores.
▶ 0:44:36Ms. Wicks: 30% of fourth graders, can read proficiently which means millions of kids can't. We know instruction in many classrooms around the country don't reflect the evidence-based practices that we know works. The world is changing really quickly. Many of us are the white house executive order about ai, that is one example. We need kids who can read, think and innovate in the grand american tradition of innovation.
▶ 0:45:00Ms. Wicks: My son came home from kindergarten five years ago with a worksheet I recognized because of my work from a problematic -- I was alarmed, called the principal to learn more and she was very kind, but she defended the approach and said, those parents don't know what phonics is.
▶ 0:45:20Ms. Wicks: I ganged up with a bunch of moms and started to engage in this issue and we spent a year meeting with everyone we could to talk about the research, talk about data and what we needed, including the fact that there were so many families reaching outside the district to get the support they needed. Our district finally changed which was great through the leadership of lots of folks on our school board. I want to be clear, they were acting in good faith. They did not think they were doing the wrong thing. They literally just didn't know what they didn't know.
▶ 0:45:48Ms. Wicks: They wanted, like all teachers, for kids to succeed. That investment our district made in people, money and time to made this change paid off. We had a 15 point jump in a short amount of time with third-graders. This spring, 92 percent of third-graders reading at grade level. The number used to be in the 70's. That shows growth is possible everywhere. That every district has parents who can advocate as we did.
▶ 0:46:14Ms. Wicks: That is why we need state policy that can help put the guard rails into protect all kids and make sure they have access to the right reading policy. We think that includes five things for states who are thinking about it. One, teachers inspiring teachers correctly how to teach the science of reading. Wendy 5% of educator prep programs do that now. The second, lots of sitting teachers have never been exposed to those who really want to learn it. We need to do professional development.
▶ 0:46:42Ms. Wicks: We need to ensure schools have access to high-quality instructional materials that are aligned to this. We need to do what we call screen and intervene. We are using the right screeners early to identify kids who may have issues like dyslexia or english language learners. Then of course, we need to measure and monitor. We have to know with transparent comparable, reliable outcome data what is happening with kids and use that data. It is not enough to pass the policy. What does that mean for the federal government?
▶ 0:47:12Ms. Wicks: We should have a more limited role. Two things we would like to see stay in place. The federal requirement for every state to have a summit of assessment and accountability system. That transparency is what we think is the best way to combat what president george w. Bush called the soft bigotry of low expectations. That still exists. Transparency is one of her best tools to make sure all kids are seen and served in our system.
▶ 0:47:38Ms. Wicks: The second thing is we want the federal government funding important research. One of the reasons we know about the signs of reading is because of the federal investment in research including the national reading panel report in 2000. I would like to thank the secretary mcmahon who announced evidence-based literacy would be part of one of her priorities for the competitive grants. We think that is a great investment in state leadership.
▶ 0:48:03Ms. Wicks: In conclusion, american parents want to schools that meet high expectations and hopes they have for their own kids. They want teachers who have access to research-based practical solutions, and they want to know their children are on track. I think the right kinds of policy can help deliver on that. Mr. chairman, members, thank you for the opportunity to talk about this and I look forward to any questions you may have.
▶ 0:48:27Chair Tuberville: Thank you. Our next witness will be introduced by senator moody from florida.
▶ 0:48:33Sen. Moody: Thank you, Mr. chairman. I'm excited to introduce our next witness, ginny gentiles. She is the director of education at the defense of freedom institute for policy studies. She also hosts the freedom to learn podcast which focuses on parental rights and educational freedom.
▶ 0:48:54Sen. Moody: What I believe is an important part of her background is she is a native floridian and one served as the executive director director of the florida department of education's office of independent education and parental rights. She was involved and really laid the groundwork for the success our state has had, and being america's leader in school choice and parental rights.
▶ 0:49:18Sen. Moody: Florida has just announced, for the fourth year running, the number one state per parent power index. And the number one state for educational freedom. And the number two state, although we are coming off of number one rating, for education overall by the U.S. news and world report.
▶ 0:49:40Sen. Moody: You can really see if you start laying the groundwork for real parental choice and involvement and choice in education, making sure kids are not bound by their zip codes but that each kid has the opportunity to excel based on their needs, you can see how a state and what they are trying to accomplish with their children can really excel and succeed. And that is due to Ms. gentiles.
▶ 0:50:06Sen. Moody: I met very excited to be here as the newest senator to introduce her. Thank you for taking the time.
▶ 0:50:12Ms. Gentiles: Thank you. I think a lot of it is credited to governors of florida, from governor jeb bush to current governor ron desantis. That leadership really matters to getting policy right. Chairman toebbe irvo -- chairman tuberville, ranking member blunt rochester, thank you for the opportunity to testify today. I applaud the health committee's focus on how our nation can better achieve educational results.
▶ 0:50:40Ms. Gentiles: As you know, our k-12 education system is in crisis with abysmal academic outcomes. America ranked 22nd for fourth-grade math and 20th for eighth-grade math according to the latest results, with widening gaps between scores for top and bottom performing students. We rank 26th in math in the most recent results with our lowest score ever recorded. Our international rankings are embarrassing and our nation's report card are heartbreaking.
▶ 0:51:07Ms. Gentiles: Despite spending nearly $19,000 per people and 190 billion dollars in supplemental covid arra funds, 70% of students are not proficient in reading or math. 40% of eighth graders lack basic math skills, which means they can't find the midpoint on a number line. 40% of fourth graders can't grasp basic reading concepts, like recognizing the main idea in a story.
▶ 0:51:33Ms. Gentiles: One major driver of academic freefall is not talked about enough, and that is the pernicious influence of school unions. The national education american federation of teachers operate more like political machines than education advocates. They prioritize power over student success. They block the student center of priorities we're talking about today and push an extreme cultural agenda while funneling taxpayer dollars who will do union leaders bidding.
▶ 0:52:01Ms. Gentiles: State and local union leaders face little accountability, even though they have exacerbated the nation's academic crisis by closing schools with strikes across the country, eliminating afterschool tutoring programs in ohio, opposing signs of reading training in indiana, defending three q in minnesota and skipping school in california and demanding a shorter school year in new mexico. Union leaders power has remained unchecked for too long.
▶ 0:52:27Ms. Gentiles: States with strong leaders who are not afraid to stand up to the unions and fight for students are embracing real solutions like expanding education freedom and robust literacy initiatives. . The federal government should support them by reducing federal burdens at holding you -- and holding unions equitable. Texas, senate -- tennessee, idaho, new hampshire and wyoming created or expanded existing school choice programs. 35 states offer some type of education freedom option.
▶ 0:52:56Ms. Gentiles: 16 of them with the universal eligibility, and close to 20 states offer parents education savings accounts. Enrolled in these programs has doubled from 2020 22025. Publix will options are expanding as well with 27 states allowing charter schools, in 16 states offering strong cross district open enrollment opportunities. The one big beautiful bill act established a dollar for dollar tax credit for individual contributions of up to $1700 to scholar grantee organizations.
▶ 0:53:27Ms. Gentiles: This is a significant step and the right direction and could open up opportunities for millions of students. As you know, school choice enables families to choose educational paths that meet their child's individual needs regardless of their zip code or income. It is a popular idea. 81 to sunda voters in a january poll agree that the U.S. should empower parents and prioritize individual student's needs by providing greater access and more choices. 74% of public school teachers pulled -- cold in march support the savings accounts.
▶ 0:54:05Ms. Gentiles: Studies show beneficiaries of education freedom reach higher levels of educational attainment, and are more civic leanne gauged. Public students benefit in a competitive landscape and out condemning outcomes. The state driven initiatives we are highlighting don't rely on the U.S. department of education.
▶ 0:54:23Ms. Gentiles: President hollande and education secretary linda mcmahon are pursuing the right path as they reduce the department's dominant role, move power over education back to states, communities and families, and work with congress to disperse the programs and core funding to other federal agencies. As tennessee educational commissioner told me, I'm excited about the opportunities that can be given to be. Given back to the states the state of american k-12 education should be considered a national emergency.
▶ 0:54:52Ms. Gentiles: In too many places, are broken cake 12 system is robbing children of the future they resort -- our broken k-12 system is robbing children of the future they deserved holding unions accountable, reducing federal burdens and supplementing state educational freedom programs and tax credits are important steps forward. Thank you.
▶ 0:55:19Ms. Gentiles: >> it is my honor to introduce our witness, richard barrera, who is a board of education vice president for the san diego unit -- unified school district. Where he served since he was first elected in 2008. Throughout his time on the board, students in his district have achieved record high graduation and college eligibility rates.
▶ 0:55:49Ms. Gentiles: Likely -- record low dropouts, record low expulsion rates, and today, they are ranked at or near the top of large california districts in reading, math, science, social studies, and proficiency. He holds a bachelors degree in history from ucsd and a masters degree in public policy from harvard university. We are happy to have you here. And we are ready for your testimony.
▶ 0:56:15Mr. Barrera: Thank you so much, senator blunt rochester and a senator tuberville and members of the committee. I am honored to be in my 17th year representing one of the largest public school districts in the country. The portion of the city of san diego is made up of divers, hard-working families, many of whom are immigrants to this country.
▶ 0:56:43Mr. Barrera: Our district, 60% of the students in our district are socioeconomically disadvantaged. 16% are english learners. 18% are students with disabilities. How we improve literacy outcomes for students and whether we choose to invest in our neighborhood public schools, or whether we choose to divert
▶ 0:57:14Mr. Barrera: Taxpayer money to private schools. And the most recent results, the nation's report card, san diego unified, among the larger urban districts that participated in the trial assessment, we rank number one in fourth grade literacy and number one in eighth grade literacy.
▶ 0:57:35Mr. Barrera: This follows a consistent pattern over a decade of growth and achievement that has been recognized by the policy institute, the ucla center for school transformation. We got there with a conscious choice of investing directly in our neighborhood schools.
▶ 0:58:07Mr. Barrera: Students -- they have access to the best professional development based on research-based strategies, have access to data, have the ability to participate and professional learning communities. And have lower class sizes, and better counseling ratios, better ratios for students with disabilities. We have invested directly in our classroom educators.
▶ 0:58:36Mr. Barrera: Coming out of the recession, our base salaries have increased by nearly 40% per district. A teacher who started their career 20 years ago making less than $40,000 in one of the most expensive cities in the country is now making nearly $130,000 a year, and we have fully family paid health benefits.
▶ 0:58:59Mr. Barrera: And our local taxpayers have invested time and again, four times, since I have been on the board, in local facilities, bond measures that total $11.5 billion. In the state facilities that creates sends a message to our students that we care about you and we believe in you. We set high expectations for our students.
▶ 0:59:23Mr. Barrera: We made the graduation requirement for all of our students the course sequence that is necessary for admission to the university of california. When did that, people said, your students can't measure up. Your graduation rates are going to take. Our graduation rate is about to be more than 90%. Are college eligibility rates have gone up by 50% for all students and nearly tripled for latino and black students in our district.
▶ 0:59:52Mr. Barrera: What can the federal government do to support the growth of literacy in students across this country? There are a couple of very concrete things that you can do right now.
▶ 1:00:07Mr. Barrera: One, you can continue the bipartisan advocacy efforts to demand that the president releases 5.4 billion dollars of illegally impounded funds in a budget that you have already passed. And these are the funds specifically to invest in the development of capacity of teachers to teach literacy, and in the development of the capacity of teachers to support english learners.
▶ 1:00:38Mr. Barrera: That is exactly the kind of money that is held up in that fund. Number two, you can fully fund ide -- fully fund I.d.e.a. The $58 billion you are about to siphon off is four times the amount that you are currently spending on special education. You have a responsibility, you have had it for 50 years to fund 40% of the cost of special education in this country.
▶ 1:01:08Mr. Barrera: Right now, you fund 10% less than 7% in our district. The last thing I would say is you can ask, in fact, demand, that the president of the united states stops terrorizing families in our district who are frankly afraid of sending their students to school. A second grader who is trying to read in their classroom should not have to worry about whether their best friend is going to be at school the next day or whether they will see their parent when they get home.
▶ 1:01:40Mr. Barrera: You can do these significant things that can really make a difference in improving literacy, much better strategy than siphoning off money for private school tax credits to families who are already going to private school, and don't need it, and by the way, $1700 in our city, private school tuition is $20,000 to $50,000 a year. Somebody who gets a $1700 tax credit is not going to make a difference at all.
▶ 1:02:11Mr. Barrera: What it does is simply subsidizes families who are already going to private schools. There is a lot you can do and it's time that you do it.
▶ 1:02:17Chair Tuberville: Thank you. We will start questions now. We will start with senator husted from the great state of ohio.
▶ 1:02:26Sen. Hassan: Thank you, Mr. chairman. Great to join you in their ranking member today. Appreciate all of you being here. I'm going to channel my best bernie sanders, if I could. He often asks about whether health care is right. I'm going to ask each of you yes or no questions. Do parents have the right to choose where their child goes to school? We will start right here.
▶ 1:02:54Mr. Barnett: Do they or should they?
▶ 1:03:02Sen. Husted: Do parents have the right to choose where their children attend school?
▶ 1:03:08Mr. Barnett: I would argue they should but not all do.
▶ 1:03:11Ms. Wicks: I would echo my colleague to my right that they should but not all currently do have that option.
▶ 1:03:16Ms. Gentiles: Yes, parents do have that right, and we need to implement policies that ensure that they should. Unfortunately, we have 35 states doing that with private school choice and 47 with charter schools, so we are on the right track.
▶ 1:03:32Mr. Barrera: In our district, they already do. We have a robust choice system of community schools, magnet schools, neighboring schools, charter schools. Parents have full --
▶ 1:03:43Sen. Husted: Can they choose anywhere they want to go?
▶ 1:03:46Mr. Barrera: Of course.
▶ 1:03:48Sen. Husted: Private school?
▶ 1:03:50Mr. Barrera: And we have private schools that parents can choose.
▶ 1:03:52Sen. Husted: You get my point. I know -- I can't believe we are still having this conversation as a nation. First of all, I want to thank all educators, whether you are in a public school, a private school, charter school, career tech school, whatever it is. It is a hard job. And it is a really important job. It is just an amazing thing.
▶ 1:04:23Sen. Husted: Since I've been here, I have an appreciation for the fact that it seems like we want to pass laws to tell people what to do with their lives. But we never want to trust to give them the freedom to do the things that they think is best for them or further children. I come from ohio. Home of the zalman case, settled the score right there. Supreme court, parents have the right to choose.
▶ 1:04:49Sen. Husted: Voucher systems, scholarship systems are allowed in this country. When I was figure of the house, I created the scholarship program, 4000 students, attend school of their choice. Now in ohio, that is over 100,000 parents who have decided that it is a good idea for them, and for their children. I think it's so important that we do that. I will quickly ask -- sorry, Ms.
▶ 1:05:24Sen. Husted: Gentiles. Tell me, what do you think about what we did in the big beautiful bill in terms of giving the ability to fund scholarships through the program, does that help?
▶ 1:05:36Ms. Gentiles: It's going to help. It's not going to be implemented until january 2027. One to make sure we know it is not an educational program, it does not take dollars from education. It is a program implemented by the department of treasury and there will be rulemaking that will put this program in place.
▶ 1:05:55Sen. Husted: If people want to donate to it.
▶ 1:05:58Ms. Gentiles: It is not a voucher for $1700. It is an opportunity for taxpayers to take the dollars they would have given to uncle sam and send it to a scholarship grantee organization that can create scholarships of whatever amount who might need the support to attend schools of their choice.
▶ 1:06:14Sen. Husted: I have been in the last 25 years to hundreds of schools, private schools, charter schools, and I'm serious, I think the people who work in all those schools as teachers and educators, god bless them. They are fantastic. But one thing I have learned about kids is not all of them learned the same. Not all of them have the same passions. Not all of them come from the same backgrounds.
▶ 1:06:43Sen. Husted: Schools have a difficult choice of being a one-size-fits-all. The more that we can do to help provide a menu of options for those families and children, the better off they will be because not everybody wants to go to college there is career tech education. The one thing -- I want to finish with this question for anyone who wants to take it.
▶ 1:07:07Sen. Husted: Coach talked about this, the science of reading is a proven method for improving literacy and reading, and we have had many places around this country that said, no, we will do it a different way. That is being exposed. Any of you who have expertise in that want to share a thought about how that is the best way to do literacy and reading.
▶ 1:07:32Ms. Wicks: I'm happy to take that, thank you for the question. We have benefited from decades of research about how children learn to read. That is what is called the science of reading. Sometimes you hear people give a shorthand of phonics but there are five elements. For an awareness, if you are a challenge -- a child who matches -- fluency, you are starting to get better at reading, vocabulary and learn more words.
▶ 1:08:02Ms. Wicks: Comprehension is the holy grail where you can read a book or article and think about, ask questions, understand a main idea. That is generally the science of reading. It should not be controversial to teach what research has told us. There have been some problematic curriculum not based on research that have become popular around the country. That is what was in my son's school.
▶ 1:08:23Ms. Wicks: I think we have to -- state policy can lead here to make sure teachers understand the right way to teach, what is the evidence-based, why should I teach this way, why it makes a difference for kids and have the instructional materials, the coaching and support to make sure it is implemented. And quite frankly, to measure the outcomes. We always have to measure the outcomes to know what is happening for kids. Sometimes get distracted by inputs that focus on adults. At the end of the day, we are all here because we want children to be successful.
▶ 1:08:54Ms. Wicks: The evidence base is very clear about the right way to teach.
▶ 1:08:57Chair Tuberville: Thank you. Appreciate it.
▶ 1:08:58Chair Tuberville: Thank you. Ranking member.
▶ 1:09:04Sen. Blunt Rochester: Thank you, Mr. chairman. Thank you again to the witnesses. Mr. barrera, I want to follow up in little bit on your discussion about the diversion of taxpayer dollars, funds that were legally put forward by the members of congress. And the thought -- you have two tracks. One is the dollars that were approved and appropriated, and are being clawed back.
▶ 1:09:34Sen. Blunt Rochester: And then there is the desire to shift funding -- I am a big believer in efficiency. I am a big believer in outcomes. I want us to make sure our kids are getting the best education possible. But I too am concerned. First, I want to follow up on your comments about I.d.e.a.
▶ 1:10:01Sen. Blunt Rochester: You noted our failure to fully fund it can be a barrier to our students reaching their full potential. How would fully funding I.d.e.a. Enable district to better support students with disabilities? We are shifting money potentially that could be going to fully funding I.d.e.a.
▶ 1:10:18Mr. Barrera: I'm salute lee. Thank you so much. The $58 billion going into this tax credit private school scheme is four times the amount that the federal government is currently spending on special education. Were the federal government to meet its responsibility and fund 40% of the cost of special education, it would take an enormous burden off of our district and districts around the country that are picking up the tab.
▶ 1:10:52Mr. Barrera: We estimate at san diego unified that the federal government meeting its responsibility would result in over $50 million that we are now spending out of our general fund. Where that money available to us, here is what we could do. We could hire three to four full-time literacy teachers in and -- and every single one of our high need schools who could be working side-by-side with classroom teachers, building their capacity, to implement evidence-based literacy strategies.
▶ 1:11:22Mr. Barrera: We could be hiring five to 10 para educators, special education aides that are with the students during the day. These are investments that of course would help students with disabilities, but would help every student in the school, were the federal government to meet its response ability.
▶ 1:11:44Sen. Blunt Rochester: Do you think block granting I.d.e.a. As the administration has proposed would improve outcomes? How would your district respond if that happened?
▶ 1:11:53Mr. Barrera: Our district would respond in a way that we have always, which is to prioritize all of our students, including students with disabilities. The concern is that if I.d.e.a. Or funding for special education, paltry as it is coming from the federal government, or blocked granted to states, what is the guarantee that those states are going to actually meet the needs of students with disabilities?
▶ 1:12:21Mr. Barrera: It would be a really easy thing to do for a state or schools district to say, it's too hard to educate students with disabilities so we will use that money for something else. If you don't ensure that that money is actually there to benefit students with disabilities, I think we are very likely to see a crisis in special education in the country.
▶ 1:12:44Sen. Blunt Rochester: Earlier this month, former high-level officials from the department of education's office of special education and rehabilitative services, and the office of special education programs, sent a letter to the appropriations committee urging congress not to block grant I.d.e.a. Close the department or transfer the department's responsibilities to the diktat -- the department of health and human services.
▶ 1:13:13Sen. Blunt Rochester: This letter is a bipartisan plea to congress and has been cosigned by officials from the administration's president biden, trump, george w. Bush, george herbert walker bush, ronald reagan, carter, nixon, and ford. Chair tuberville, I ask unanimous consent this letter be entered into the record.
▶ 1:13:30Chair Tuberville: So moved.
▶ 1:13:33Sen. Blunt Rochester: I ask my colleagues to consider this, and to consider your comments as we move forward with fy 2026 appropriations bills. I have more questions for the record that I will submit to you. But I end my remarks as a parent whose children graduated from delaware public schools.
▶ 1:13:59Sen. Blunt Rochester: We have done many things in our state, we have many different options, we have public school choice, charters. I'm proud of the education they received, and I want more because I also have granddaughter -- I have a granddaughter, my first grandchild, and I want our education system to be the best. I hope we can come together on this, if not shift resources to places that don't need it when we have a lot of places in this country that do need the support. Thank you and I yield back.
▶ 1:14:28Chair Tuberville: Senator kaine.
▶ 1:14:30Sen. Kaine: Thanks to the witnesses. Just to follow up on the I.d.e.a. Issue, because this is one that troubles me too. Separate apart from the discussion about the scholarship program. I have always been troubled by this underfunding, as a former mayor, it is interesting, the I.d.e.a. Revolutionary law, unlike many educational laws, I have never heard somebody say we should undo the I.d.e.a.
▶ 1:15:00Sen. Kaine: To complain about the paperwork, and they complain about the underfunding, but I think everybody realizes the notion that a child with a disability should get an individualized >> what a great idea. The underfunding is a huge problem so when I was mayor of richmond, school boards in virginia do not -- they come hat in hand to their city council together with state funds and federal funds.
▶ 1:15:33Sen. Kaine: The biggest budget is the allocation we make to our school system. But if the federal government was fully funding the ida, they might decide -- they talked about what you have to spend on teachers salaries, on additional hiring, on physical improvements.
▶ 1:15:59Sen. Kaine: Localities with full federal participation so that is why I worked with senator collins over the years to try to find strategies to get us to what that 40% deal originally was.
▶ 1:16:15Sen. Kaine: The proposals in the reconciliation bill with respect to tax credit for scholarships, now, contributions to private schools were already taxed because of the 501(c)(3).
▶ 1:16:34Sen. Kaine: This is inis there any restrictt whether the schools that can utilize those tax credits have to follow the ida? >> absolutely not, senator. The issue when we subsidize private entities is that there is in fact no accountability.
▶ 1:17:02Sen. Kaine: We are talking about the system of accountability. How do we know private schools first of all are going to admit, you know, a fair number of students with disabilities? I'm going to let -- >> I want to let everyone else respond. >> how do we know that private schools are going to employ evidence-based strategies to and all students?
▶ 1:17:29Sen. Kaine: How do we know that private schools are going to even participate in the smarter balanced assessments or any of that? >> just to the other witnesses on this point, does the reconciliation bill require private schools that might avail themselves of this credit follow the ida, does it excuse them, or is it tbd based on regulations from the treasury department?
▶ 1:17:56Sen. Kaine: >> private school students have benefited from equitable services, funding through ida. This is not new for private schools or for students to attend private schools. My daughters would be an example of that. When we talk about school choice programs, we have hundreds of thousands of students with disabilities benefiting from state school choice programs iep and idea, that regime was not working for my child. I need to find another option.
▶ 1:18:27Sen. Kaine: And they take advantage of school choice. >> are the schools required to follow the ida? >> that is not in the provision. >> not current law and not in the provision in the reconciliation. Corrects for the 50 year history , there has been a relationship between students with special needs and private schools and that is not a requirement. >> do you guys generally agree with that?
▶ 1:18:56Sen. Kaine: >> yes, I have not heard anybody disagreeing with the premise or the idea or they promise of ida. I don't think anyone is disagreeing with the importance of doing that. >> what parents cannot sort of challenge the school like they can saying, hey, wait a minute, you are not doing the right thing by my kids particular disability, right, with private schools? That is not a possibility.
▶ 1:19:24Sen. Kaine: >> private school families still have a plan, a private service is planned. There is still a process in place. >> is it enforceable in the way that it is against private schools? >> the dot -- the process is incredibly broken. It is not enforced. They have to hire very expensive lawyers to sue in order to get services and accommodations. This takes the lawyer out.
▶ 1:19:51Sen. Kaine: >> is true that some are not happy with it and it's true that massive numbers of students, 15% of the kids in the virginia public school systems, are on iep's. Most end up working out of the iep because the services that are provided under the idea through an ipa enable the student who has a special need to sort of get the, you know, extra that they need and they are mainstream because it has been success. There are people who are not happy with it.
▶ 1:20:22Sen. Kaine: I get that. But I think overwhelmingly for the 15% of kids in our public school systems, they are availing themselves of a whole lot more than they used to be able to. Last thing I will just say and then I will hand it back to you, Mr. chair, I want to applaud the chairman who has now walked in, senator cassidy, and some of my republican colleagues are joining with us.
▶ 1:20:49Sen. Kaine: When we complained that the secretary of education and pausing these title four funds that were being used for literacy before school programs, afterschool programs, summer school programs, so kids would not fall back. When we put this on the table as a lot of republicans leaned in pretty hard, secretary mcmahon, while she is still positing other funds, english language learners which are about literacy and student mental health which can advance
▶ 1:21:20Sen. Kaine: Literacy, at least in the 21st century, have been released with a bipartisan effort and I -- thanks, secretary mcmahon, for that, and I think my colleagues are helping out. >> thanks, senator. Mr. barnett, we have had tremendous growth in the number of students across american charter schools. Over 4 million students to be exact. How does that success of charter schools impact our district public school system? >> thank you, Mr. chairman.
▶ 1:21:53Sen. Kaine: So there are really two large national ones that speak to this. One comes out of the progressive policy institute and the other comes out of the fordham institute. Both actually show the presence of charter schools has in some way improved outcomes within district schools.
▶ 1:22:12Sen. Kaine: There is a certain threshold the progressive policy institute's studies showed somewhere around 30% so the presence of charter schools that give up to 30% of students in a given market the opportunity to enroll has positive net impact on not only charter school performance but also district performance. >> why are we seeing literacy stats rise in charter schools versus public schools? Why is that happening?
▶ 1:22:45Sen. Kaine: >> I'm sorry. Can you repeat the question, senator? Once why is the literacy rate rising? We are having better scores in charter schools and not as well in public schools. >> I can really only speak to the results in alabama. Alabama has adopted the science of reading by law. As mandatory.
▶ 1:23:11Sen. Kaine: Every charter school participates in what we call letters training which is essentially teaching teachers how to implement the science of reading and that is through the alabama reading initiative so statewide in alabama, reading scores are improving and the latest scores show that. They are also improving among charter schools and our charter schools are improving at a faster rate currently in the state of alabama writ large.
▶ 1:23:37Sen. Kaine: What I would say is we do have a number of districts where at least within specific schools, we are not seeing those trends and I will use birmingham city schools as an example. Birmingham city schools, 40 three schools in the district and there are still school -- two schools in the district where 1% or fewer of kids are proficient in reading outcomes.
▶ 1:24:00Sen. Kaine: There are a number of schools in the district, seven schools, I believe, where 0% to 1% of kids are proficient in reading or math and there are 13 schools where less than 5% -- so it is still a problem but I think it's kind of localized a little bit more in alabama. >> you talked about teacher preparedness and professional development in your testimony. How important is preparing our educators to teach the science and reading method?
▶ 1:24:29Sen. Kaine: >> senator, thank you for that important question. It's critical we give educators the right preparedness to understand this issue and be able to deploy it in their classrooms. I referenced in my opening remarks that only 25 percent of educator prep programs are currently teaching the science of reading to their aspiring teachers. And even worse, about 40% of them are teaching the wrong stuff so they are teaching these brand-new teachers the wrong way to teach reading.
▶ 1:24:57Sen. Kaine: They're interested in more -- the national council said they are the best at studying teacher prep programs and this comes down to a matter of state leadership and accreditation. They make some recommendations about the importance of setting state standards for what these programs need to be teaching and have some way to measure that if it is through accreditation or others and then to tie the state licensure exams to those standards to ensure that those candidates have actually learned this and can do this in the classroom and you see the same thing for sitting teachers who maybe never got this in their
▶ 1:25:29Sen. Kaine: Training and need that professional development. >> thank you. On both sides, there is an argument whether president trump and the department of education is undermining public school and because of the work done to expand school choice, do you think that is a truth to that argument?
▶ 1:25:52Sen. Kaine: >> consistently, studies show that when states have implemented school choice programs, the nearby public schools have benefited so increasing competition inspires innovation and a rising tide lifts all boats so we were pleased to see the executive order from the president supporting expanding school choice, educational freedom, and we are also pleased to see the executive order ordering the secretary of education to look into dismantling the department of education within federal law.
▶ 1:26:24Sen. Kaine: And with the understanding that the secretary will be working with congress on that because we do think that freeing up federal regulations and freeing up state-run federal regulations for monitoring, from compliance, all the time that all those bureaucrats at the state and district level are spending on federal paperwork is going to benefit public education and benefit public school students and it's going to benefit public school educators. >> do you think we should give more power back to the states?
▶ 1:26:53Sen. Kaine: >> absolutely, we need to give power to the states and I think we have heard such great news today on what strong state leaders, sensible state leaders implementing common sense policies are doing. It is very encouraging to see what is happening. We did not mention louisiana but louisiana is a bright spot amidst the 2024 scores, the only state where fourth grade reading scores exceeded three covid results. >> more so than alabama? >> alabama is pretty awesome, too.
▶ 1:27:22Sen. Kaine: There's really good is coming out of the states and encouraging that, fostering that is absolutely the right direction. Education policies set at the state level, that's foster that and get the federal government out of the way. >> thank you. And then we will turn it over now to the chairman and he will finish this up while I go vote. >> think you and thanks for a great hearing. I know it was well attended. Really appreciate it. And the gentleman from alabama, thank you all for being here.
▶ 1:27:54Sen. Kaine: We speak a lot about the science of reading. Full disclosure, my wife is the ceo of a set of four public charter schools for children with dyslexia. She gets referrals from other schools because 20% of us, 20% of everybody watching in this room, are dyslexic according to the folks at yale. And those who are recognized, have interventions, sometimes, they are just smart enough to get by.
▶ 1:28:26Sen. Kaine: They are mildly dyslexic and they are ok. My wife went to one of our maximum-security prisons and she found that 50% of the men were dyslexic and that is compatible with literature -- she might tell me 70% but it was the same as a president in texas so we know that illiteracy is a major risk factor for incarceration and dyslexia is a kind of principal reason for people to be illiterate.
▶ 1:28:57Sen. Kaine: So as you speak of the need to train for the science of reading , they is particular screening required and curriculum developed for those children who are dyslexic. So any comment on that? And how do we broaden the number of kids being screened and once we discover them, do something with them? >> senator, thank you for the question.
▶ 1:29:27Sen. Kaine: It is such an important issue and I'm glad you referenced that stat about folks who were imprisoned. It is truly one of the best ways to disenfranchise people is to ensure that they cannot read. So much is closed to you if you are not able to read, make yourself understood them and understand others.
▶ 1:29:46Sen. Kaine: One of the recommendations we make for state policy is to identify screen and intervene, so the right evidenced-based screeners to get early can flag the children who may have reading issues like dyslexia and others so then you know very quickly which tools to use to help them get back on track. We have so much more now that I'm sure your wife knows this very well. So many more tools that are available if we are screening correctly.
▶ 1:30:11Sen. Kaine: >> do we have a sense of how many states around the nation have mandatory screening for reading issues in pre-k, kindergarten, or first grade? >> I know we have about 40 states you have some science of reading law of the various forms. >> that is different from screening to see if somebody is at risk. Whatever we have on the whiteboard it doesn't matter unless -- I think we would all agree, what is the old axiom?
▶ 1:30:38Sen. Kaine: You learn to read by grade three and after that, you read to learn. Most kids are only determined to have a problem reading by a grade three so we lost that opportunity. I am very impressed with the stats coming out of san diego that you leave. Do y'all universally screened for dyslexia or other reading disorders and if so, at what age? >> yes, california has a universal screening policy now. >> at what grade?
▶ 1:31:08Sen. Kaine: >> pkk so it starts at the youngest grades and I think he goes to second grade. And we have got it established -- we have an established group of universal screening providers that also do formative assessment and analysis around evidence-based literacy practices.
▶ 1:31:30Sen. Kaine: >> within the school system, do y'all have a program specifically, it curriculum specifically for the dyslexic student or are they mainstream with the others, kind of the same curriculum everyone else is?
▶ 1:31:46Sen. Kaine: >> I think there is a curriculum but then there's also practice so if we have the tools, the screening tools in place which we do, that allows classroom teachers and of classroom teachers have access to the data and ability to do that analysis, particularly around formative assessments, that allows teachers to target strategies. >> let me ask you.
▶ 1:32:14Sen. Kaine: I think one of you, may be any -- anyone of you talked about the need for teachers to have ongoing education as regards both the prospective teacher, the actual teacher, and teaching a dyslexic is different than teaching a non-dyslexic if you will. >> again, what we would point to is the most important professional development strategy for teachers.
▶ 1:32:39Sen. Kaine: You know, that is what happens in a school of education, pull out were teachers leave their classroom and go to something. It is having an experienced literacy resource teacher who can be there side by side with a classroom teacher and identify this particular student. >> the literacy teacher, lest she is taught specifically about dyslexia because often, dyslexia is not I think given the specific emphasis.
▶ 1:33:06Sen. Kaine: We got 20% of the population is dyslexic. We got national reading scores that have not improved for decades. 40% of kids of color are reading below by grade four. Now, something is wrong so in my mind, it makes sense we have a bunch of kids, pulley -- diagnosed with dyslexia anchoring that so whatever we do for the others, we are anchored by kids failing to reach their potential because the intervention is not correct. So I say that. I am not fussing with anybody.
▶ 1:33:39Sen. Kaine: It is a cry of the heart to do something. In your school system, and I can imagine your demographic because I am a little bit familiar with your neighborhood, what percent of the kids are reading? Do you have that dismal 40% reading below basic by grade three? >> it depends obviously on the part of the district.
▶ 1:34:04Sen. Kaine: Obviously, it depends on where students are when they come into the system so if we have students who are already three years behind by the time they enter a kindergarten or tk, then it takes longer to catch those students out. If you look at the data we are anticipating for this recently concluded here, the 24-2025 year, we are expecting record growth on our assessments,
▶ 1:34:35Sen. Kaine: Particularly driven by latino students, students who are -- >> record growth in terms of student population or score rates? >> growth of literacy achievement scores for those particular students. >> I also just want to put something out there because they came in late and I have incredible respect for senator kaine and work very well with him but I think I heard him whether it -- wondering whether or not charter schools cherry picked were others cherry pick.
▶ 1:35:02Sen. Kaine: My wife is the ceo of public charter schools for children with dyslexia and she gets referrals from private parochial and public schools for children who cannot read. You are concentrating people and when you give them a word intensive test, you are focusing upon their weakness.
▶ 1:35:20Sen. Kaine: Not upon their strength and so there can be a conversing that you can actually, if you do, as my wife dies, have -- specifically reach out to a group which is more academically challenged, everybody else is referring because they don't want these kids pulling down their median score.
▶ 1:35:39Sen. Kaine: So they refer to my wife and they do a great job and their scores rise what you have got something which is concentrated upon addressing their weakness and that weakness is particularly for a test such as schools are graded by. I am making a pitch here and as chair of the committee, I imagine you will do something about it.
▶ 1:36:00Sen. Kaine: The better way to evaluate children would be against themselves year over year as opposed to a school against every other school. It is the mirror image of what Mr. barnett -- the criticism charters get so you are cherry picking.
▶ 1:36:18Sen. Kaine: You can have a score which concentrates those who have the greatest need and you are cherry picking but you are cherry picking for a sense of mission not in order to gain your score but I am a big believer in charters. Thank you all for caring about education and traveling.
▶ 1:36:35Sen. Kaine: With that, do I have -- or any senator wishing to ask additional questions, they will be due wednesday, august 6. Thank you again for the witnesses for being here. The subcommittee stands adjourned. Thank you all. [captioning performed by the national captioning institute, which is responsible for its caption content and accuracy. Visit ncicap.org]