tv Education Secretary De Vos on Agency Priorities Part 1 CSPAN May 25, 2018 2:05pm-4:33pm EDT
ceremony at the tomb of the unknown soldier. on book tv on c-span 2, at 8:30 p.m. even, "in depth" with novel gist david baldacci, and american history at 8-amp eastern. programs marking the send tenial of world war 1. this memorial day weekend on the c-span networks. go to c-span.org for more programs and times. >> education secretary betsy devos testifies on calol hill. she was asked about school choice programs, charter schools and fraud allegations for-profit college and school safety. the committee held the hearing earlier this week.
[inaudible discussion] >> a quorum being present. thank you all for being here. it's a privilege to welcome secretary devos for her first appearance before the education work force committee. i'm sure everyone here will make you feel welcome today, madam secretary. just a few days ago we experienced yet another tragedy, this time at santa fe high school in texas. i hope we'll hear from you but
the commission for school safety. state and local school districts are struggling and parents of students are concerned and even scared hope today will be an opportunity for all of to us learn more about how the commission is developing recommendations for keeping our schools safe. as members are aware this hearing was originally scheduled for december of last year, but had to be postponed due to changes in the house schedule. want to thank secretary devos for he flexible and workingure if he committee to make he hearing possible. given that secretary devos is primary response is to faithfully carry out the laws enacted by congress, having this dialogue about the depths priorities and activities is critical. while the constitution is clear about our roles, it's less clear about what we must do in terms of policy. as i reminded members of the
committee, and others, on more than one occasion, the 4,543 words in constitution. not one of them is the word "education" or a synonym for it. our country was funds on the principles of life, lisch, and the pursuit of happiness. it's been my experience that education, whatever form it may take, is the key to all of those pursuits. i believe on that point we can all agree. also believe most of the members of the committee would agree that our constituents have strong feelings but in role of the federal government in education policy. they often tell us the less from washington, the better. local control isn't just a matter of philosophy. it's a matter of practicality. we have seen that through the work we have done on work force develop. who examples that come to mind are the work force innovation and opportunity act and the strengthening career and
technical education for the 21st century act. these pieces of legislation reflect the simple fact that local control and input make all the difference in ensuring that educational pursuits yield real results for americans, who just want to live successful lives. this committee took a similar approach to k-12 education with the every student seed succeeds act. we firmly believe states and school districts have an obligation to provide all students an excellent education and hold schools accountable for the performance of all students but effective accountability must have buy insure from parents, teacher and others state and local leader. i applaud states and school districts for stepping up to the challenge and the department for enforcing the law as written. secretary devos hays made it clear she is a believer in local solutions for education challenges. it's parents and the local
school leader they'd know and trust who are best equipped to make decisionses that will help improve education, it should be our job at the federal level to stay out of the way. sometimes there's ad in for legislation. other times it's up to the department to take a step back and let state and local officials respond to the needs of their communities. for example, under the bush administration, the department issued seven economically significant rules. rules carried this designation when they would have hand annual impact of the economy on 100 million or more or any material adverse effect on the economy, productivity, competition, jobs, environment, public halve, or safety or state, local or tribal opt community, end quotes. president obama's administration issued as many such rules in a single year and 27 in the department alone over the length of the administration.
that was a nearly 300% increase in the regulatory burden on education alone. that's why it's crucial that we, the committee of jurisdiction, have a strong and productive relationship with the secretary of education. i expect today's hearing to be an important chapter in that relationship. madam secretary, it's been a pleasure getogy know you over the course of your time at the department. i know what drives you to show up to work every day is the same thing that drives each one of us. ensuring all students have access to an excellent education. i applaud your willingness to take on this work in the face of the unprecedented vitriol you have faced. we look forward to hagbolt what you have done so far to restore the department's authority to its rightful place and the creative ways you found to help open doors for americans lookingor for opportunities in
education. again, it's a pleasure to welcome you here today. i thank you for being here. i now yield to rank member scott for his opening remarks. >> thank you, madam chair and welcome, secretary devos. and thank you for being here this morning. i want to begin by expressing my deepest condolences the santa fe the school community. this was the 16th school shootingis their and we must pass some gun safety legs to stop the violence that continues to devastate or schools and communities. appreciate your support for the idea that congress should be holding hearings on solutions for keeping students safe from gun violence and disappointed the majority has not ahead ore voices or heard the voices of students, parents and educators crying out for action. call on the majority to hold hearings immediately.
the department of education bears a tremendous responsibility for implementing and enforcing federal laws covering nearly 18,200 school districts and more than 50 million public school students. every one of these students deserves an equitable, high quality public education. that is their right and the responsibility of the adapt of education as well as congress in partnership with states and localities to make it a reality. last week we recognized the anniversary of the supreme court's unanimous and landmark ruling ruling in brown v. board of occasion, 64 years ago, declaying the separate to be inherently unequal and ordered public education to desegregate in order to provide equitable earning opportunities for all students. unfortunately, this administration -- excuse me -- has relentletly chipped away at civil right protections, including civil rights protections in education.
in 2017, the department rescinded protections for transgender students, rescind obama era reforms for student loan servicing process and helps borrowerrers better manage their loan. suspended protection for student lob borrowers and have a discharge win a school closes abruptly or defrauds students. rolled back title ix protections against campus based sexual assault, despite overwhelming support for the guidance, and rolled back 72 documents that provide guidelines on special education. this year department has taken establishes to erode appreciations of students of color with disables, by proposing to delay the he can bit and the idea rule. this important route is set to go into effect this july. clarifies when school districts must take action to address racial disparities and other ethnic disparates and over
indication and discipline. the propose deed lay is overwhelmingly opposed students, parents, teachers, civil rights and advocates and individuals with disables. the department -- stopped investigating cases of systemic inequities that -- and re-open previously resolved cases concerning accessibility of students with disabilit yes. today is the first opportunity for member offered this committee and the committee vested with at the oversaying jurisdiction of the department of education to ask the bows he issues, near lay year and a half few into this administration's tenure and such a delay of oversight of the secretary of education is unprecedented in recent putt and come as a time when the need for meaningful oversight is greater than ever. was the department works to implement the every -- every
student succeeds act. serious questions but propose deed regulatory agenda for the coming year that would undermine the try, triad of state, accreditors and federal oversaying that support hider education and question but the severe conflict of interest wind the administration question the federal commission on school safety. we have -- you have vowed that it would be more than talk and we would take action to prevent future shootings. instead, we see some blaming school safety on civil rights and threatening to roll back protections of students of color and students with disabilities. so, we would ask the secretary questions about publicly signaling the intent to rescind the 2014 education and justice
department school discipline guidance package, promulgated during the obama administration the guide line outlines how school districts can avoid rare dirt spirities and discipline especially regarding suspension without jeopardizing school safety. rescinding that guidance would be troubling in light of the findings recent of of the gao that shows the discipline disparity are not a function of poor students acting out more, is a often the claim, the role of racial violence cannot be denied -- cannot be ignored by the department. the departments enforcement of civil rights laws appear to be in full retreat at a time when students, all students, need the department to stand with them, fight for them, and protection their rights to a quality public school education. to put it more plainly the department is moving further away from the promise of
educational he can but the brown v. board, americans students and parents and teachers deserve better emi look forward to the secretary's testimony today and having a chance to discuss these issues which are vital donation's future and thank you, madam chair, and i yield back. >> thank you, mr. scott. pursuant to committee rules, 7c, all members will be permitted to submit written statements to be includes in the permanent hearing record without objection the hearing record will remain open for 14 days to allow such statements and other extraneous material reverend during the hearing to be submitted for the official hearing record. now, my pleasure to briefly introduce our distinguished witness, the orable betsy devos, the secretary for the u.s. department of education, again, secretary, welcome. i ask you to raise your right hand. do you --
let the record reflect secretary devos answered in the affirmative. before i recognize you to provide your testimony, let me briefly remind you of our lighting system. we typically allow five minutes for each witness to present. although i'll be somewhat flexible with your testimony. you are recognized for five minutes. >> thank you, chairwoman foxx. ranking member scott, and members of the committee, thank you for the invitation to testify today. i'm pleased to share an update on the work being done on behalf of america's students. our community u commitment to every student success is one we must renew every day, but first we must ensure our children are safe at school. when evil visit parkland,
florida, it shocked us. it angered us and pained us. the tragedy at santa fe high school in texas was only the most recent devastating reminder that our nation must come together to address the underlying issues that create a culture of violence. this administration is committed to keep the nation others students and teachers safe at school. i've directed my department to do everything within the threw encourage those states and districts fabling affected to take advantage of flexibility so new funds appropriate it under title iv are useful eye. i'm also pleased that attorney general sessions, secretary azar and second neilson join me on the federal commission on school secretary. we are seeking input from students, parents, teachers, school safety personnel, and administeringors, law enforcement officials, meantal health professionals, school counselors, anyone who is focused on identifying and elevating practical solutions.
naturally the primary responsibility for the physical security of the schools rests with states and local communities. the commission looks forward to delivering best practices and findings by year's end. while safety is of primary importance, i i'd also like to sheer with you exciting progress in other number of key areas and discuss other priorities we're pursuing as well. i want to commend you, doctor foxx your leadership on moving to reauthorize and reform the outdated higher education act through the prosper act. this is an issue where we share great passion to help american education catch up to the needs of today's and tomorrow's students. i look forward to working with the fill congress to advance meaningful reform and i know the president looks forward to signing it into law inch 2015, you wisely passed legislation, the every student succeeds act, that aims to return power to those close owes the students.
as this overwhelming bipartisan message was clear, states and local communities, not the federal government, are best positioned to improve education for every student in america and it's money hope that states and local school districts will do the right thing and empower principals, teachers, local leaders, and parents. teachers and parents know best how to meet the needs off their students. we have worked with states to ensure their plans meals the laws' requirements and i have approved 46 plans. but the true test will be how states, school districts and schools turn their plans into action and embrace the flexibility the law allows. we look forward to monitoring the progress made and provide our support where appropriate. in accordance with the president's executive order, the department is also in the process of comprehensively reviewing current regulations and guidance to ensure they are relevant, necessary, and in the
best interests of students. we are removalling old and outdated regulations including the many rendered obsolete as you have updated and amendmentsed laws. we intend to announce negotiates rulemaking to address higher education regulations which stifle innovation by limitings opportunities and unnecessarily burdening agencies and institutions. to ensure fairness to all students, work to draft new proposed regular layings on sexual harassment and misconduct is well underway. school must continue constant front the issues head on, including the here rick incidents that -- horrific incidents that arise. accordingly the adjudication process must be fair and impartial, giving everyone survivors, the accused, parents, and institutions, more confidence in its outcomes.
the department has never regulated on the issue of sexual harassment under title ix since the supreme court ruled in 1999. relying instead of leaders from unelect political appointees drafted behind closes doors. while i sad when we announces the changes, the era of rule by letter is over. the consensus on both the right and the left is that the prior administrationerred erred when it failed tone gauge the public through notice and comment rulemaking on the issue. we plan to release a notice of proposed rilemaking in the coming months. we're also in the process of rulemaking on two higher education regulations that were poorly designed. borrowerrer defense to repayment and gainful prime minister. these rules must protect students front bad faith actorss and treat both institutions and taxpayers fairly. these proposed rules are-under
in the rue at omb and we expect to publish for public comment soon. perhaps no effort has a greater potential to positively and directly impact post secondary students that reforms in federal student aid. this next generation financial services environment will be the most significant improvement to administering student aid in two decades. it will modernize and improve borrower outcomes. look forward to working with with the committee to improve experience of students. this is how we approach every issue. student does not have the at the time for adults to tinker around the edges. we must maac bold, fearless changes that alaw all students to pursue an education that meets their unique needs and i challenge the department and every teacher, administrator, parent, and leader from every
walk of life in america, to rethink schools. we think means that we must question everything regardless of how difficult or politically sensitive it might be to ensure nothing limits students or leaves them unprepared. it's past time to ask themes that often get labeled as nonnegotiable or just don't get asked at all. questions such as, why are students grouped by age? why do schools close for the summer? why can't the student learn at his or her own pace? why are students limited based upon the faculty and facilities available? and there are many more. we must also rethink education after high school, and. embrace the fact a global economy demands life-long learning. education does not end with the movement of a tassel. must put to end the notion that a four year degree is the only
pathway to success. we're working to expand high quality onces available for students and we look forward to workingive congress to ensure that the pros prosper act addresses this need as well. finally we must rethink the department. we have developed a reorganization plan to more efficiently serve students and the taxpayers. the department must protect the rights of students, especially the most vulnerable. while empowerogy -- empowering patients and teachers to meet the needs of the studentses they serve. these reforms nor rooted in a partisan ideology nor designed to benefit one group over another. they're focused solely on the studentses, parents and teachers i meet each week and millions more like them. all they ask for is the opportunity to learn, to teach, to grow, and n a safe, exciting, and challenging environment.
no student in america should be denied the equal opportunity to a great education. we work each day to fulfill that promise. thank you again for the opportunity to share where we haven and where we are going. i look forward to working to in support of all students, and i'll be happy to answer your questions. >> thank you, madam secretary. i'm going to begin the questioning this morning. madam secretary, thank you for mentioning the prosper act. it contains many provisions to help students gain valuable skills, enter the work force and enjoy successful careers. one such provision work for pel is similar to a proposal in your bought expand eligibility of the pel grant program to students in short-term programs people share with the committee the importance of such initiatives for expanding students access to
obtaining skills for insure demand jobs. >> thank you for the question. we all know that today there are very few -- there are low percentage of traditional students entering four-year college and universities. students today need many options to pursue great careers and high-paying job. we need to have a short-term -- we need to approach pel with a much more flexibility in mind and your proposal in the prosper took allow for high quality, shorter term certifications, and credentialing programs i think is very important extent step in the right direction. >> thank you very much. madam secretary, it's imperative the department provide borrowers who default on student loans the services they need to get back into paper and repair their credit. he reports that the department's existing collections contractors are so overwhelmed with accounts they cannot respond in real time to all borrowers pro-actively,
reaching out for help with loans. what this department doing to ensure there is sufficient can't monthars to provide immediate service to borrowers seeking to rehabilitate their loans. >> we share your concern about making sure students are well-taken care of and well-services when they take on student debt and student loans and we are confident that the current servicing agreements and arrange.s are -- have the capacity to take care or these and as we continue to move into the reforms of the federal students add, this pathway will allow to us focus on what is doing right and best for students so we have every confidence we can service them well and do so even better in the future. >> thank you, madam secretary. i am going now yield to the ranking member for his questioning.
>> thank you. welcome, madam secretary, the prosper act provides for a $15 billion cut in student aid. is that right? >> i have heard that opined. i'm not sure i agree with that. >> you have another number? >> pardon me? >> do you have another number? >> it's an approach to giving students much more flexibility pursuing their higher education. >> $15 billion cut. is that -- do you have another number? >> i heard heard that opined that is he case. i've said i don't necessarily hear -- share that perspective. >> public service loan -- the debacle with teachers who are in the process of fulfilling their loan forgiveness requirement. how long how has the department known about that. >> the teacher grant program?
>> yes. >> we are aware of the issues within that program, and have taken steps to address the issues. >> host: do you need legislation to fix it? >> i don't believe. so. >> can we expect the same debacle to happen in -- in a few years when students are completing their ten years of loan forgiveness? >> we are committed to fulfilling the requirements and the arrangements of loans under the public service loan forgiveness agreements. >> you don't need any legislation to help that -- to fulfill that responsibility. >> i don't believe so. >> under the every student succeeds act, over 50 members of congress, including members of the congressional black caucus, hispanic caucusx, asia and pacific american caucus, sent you a letter expression disappointed regarding the implement addition and the concern that you have approved plans that teen violate the law.
that was more than two months ago. do now intend to respond to the letter? >> sir, met just say i've not approved any plan that does not comport with the law. that has been my commitment, stated multiple times publicly. >> do you intend to,. >> i'm committed to follow -- >> do you intend to respond to the letter. >> the letter will be responded to but i have given you've my commitment before, and i give it again, that no plans are approved that do not correspond and comport with the law. >> the law requires states to reduce the achievement gap. some plans that have been approved provide that the ranking of schools will not include subgroup performance. how do you comply with the law to require a reduction in achievement gaps if the rank ago of schools does not include the calculation of subgroup performance.
>> sir, all of the plan is have approved follow what the law requires, and it will -- we will continue to do so. >> how does that conform to the law if subgroup performance is not part of the calculation? >> all of the plans comport with the law as this body passed. >> the subgroup performance -- >> as required by the law. >> if a state does not include subgroup performance in the calculation, how is that in compliance with the law which requires them to address achievement gaps? >> again, sir, all of the plan is have approved follow the law as this body passed. >> what -- are you going to answer the question? how do you address an achievement gap of subgroup performance is not addressed? >> it is addressed as required
by the law. >> how is that? >> whatever the law states, it requires -- >> what does the law state. >> the plans that it have approved follow the law as this body passed. >> what is the requirement -- >> if the question is, what it -- what the law does not include that you might have wished it did, i will not add to the law. i will follow the law. >> i'm just asking you what you think he law is that you're follying. >> the every student succeeds act as passed by the body. >> right. and based on subgroup performance, you're required to -- the states are required to reduce the achievement gap. i'm just asking you, how can you do that if you don't calculate subgroup performance. >> we hope that every state will not only do what the law requires but will good above and beyond and work to close the
achievement gap for every student they serve in their state. >> the gentleman's time has expired. mr. wilson, recognized for a five minutes. >> thank you, madam chairwoman. madam secretary, thank you for your extraordinary teacher for american families and classroom teaches. as the grateful hud of an educator i appreciate your efforts to provide quality otherwise quart fer nation's youth. also grateful for their service of former south carolina -- as the nation's new deputy education secretary. secretary and his wife, susan, served ably as the president and first lady of newberry college in south carolina and also proud of his very proud ukrainian heritage. what an extraordinary individual and what a great team you make.
believe the american students have the trying know if the education they're receiving is propaganda produces by a foreign government. currently foreign entities can exploited loopholes in the current law to promote the political agent of its government, while stifling opposing viewpoints. one such example is the con few sis institute that has -- con few -- regarding influencing teaching creque live and ken censorson hoff speech. a former leader of the communist party stated the confucius institutes are, quote, an important part of china's overseas prop began to setup. end of quote. and further state, quote, it is -- improving our soft power. the confucius brand has a natural attractiveness using the
excuse of teaching chinese language, every looks reasonable and logical. currently there are 103 acts of confucius institutes in the united states with hundreds more confucius classrooms in k-through 12. i introduced hr35336 the foreign influence transparency act which would require institutions of higher education to disclose to contractors they've entered into with foreign sources such as the institutes and the dollar amount received where they have facilities collocated with advance research lab dores. do you sayre my attorney but the influence of foreign political parties in nation state knows okayed offerings students? should there be more transparency with foreign actors in our nations colleges and universities. >> thank you for the question and thank you for your comments but the new deputy secretary. i'm thrilled to be able to work with him, and appreciate the
work he has done in south carolina. share your corn but the possibility of foreign government influence anywhere in our country. i know this issue has been raised up recently, and while it is more a state and institutional issue to deal with, i think having transparency around foreign government financial contributions into any school or any institution is -- would be an important consideration. >> thank you for your assistance and input. south carolina's every student seeding a plan spearhead bid current superintendent of education includes career reddiness as a measure to report the percentage of our high school students who are career ready by the time of graduation. business leaders have been involved in determining the career readiness credentials need. he last year and house passed hr2353 the bipartisan
strengthening career and technical education act for the 201st century would reauthorize the act. unfortunately the senate has not taken up this important piece of legislation. with the growing industry and n our state creating jobs throughout the country and the great needer for skilled workers, how do you perceive the role of federal government assistance -- the high school and middle school levels, specifically with our rural districts? >> thank you for that question. very good question. the reauthorization of perkins to support career and technical education is of utmost importance as we look out how at the support students today and tomorrow and the flexibility around allowing for students in high school to begin yearning college credits, to begin getting a taste of what could be beyond high school, to have a variety of earned and learned
options affords them. all of these areaires think need be built upon and expanded, and i commend regional and local community leadership, particularly in the business community, engaging with educational institutions, to really think about what needs are today and tomorrow and to help create relevant programs and possibilities for students. >> thank you very much. >> thank you, the gentleman's time expired. miss davis, you're recognized for five minutes. >> thank you, madam chairwoman, and secretary devos, thank you for joining us today. may i ask you a little bit about for-profit, nonprofit schools as of last august 100,000 borrowers have filed community wiz the department of education saying they had been misled by the school. can you tell me propose portion of those came from students who
attended public institutions. >> thank you no the question the exact percentage of students from for profit versus not for profiter school its don't know the breakdown -- >> just an estimate. >> but we have -- inherited tens of thousands of claims when came into office, and for the ones that were very clearly to be decided, those were able to be taken care of very quickly. but frankly, beyond that there was no process and no framework in order to consider these, and we are -- we have now been able to put that processing to and have been able to address these pending claims. >> thank you, thank you. >> very promptly. >> and our continueogy do so on behalf of the student. >> you-under focus on those, do you have inside the percentage of nonprofit institutions? >> well, as you know -- >> that would be. >> primarily from two large
institutions, both corinthian and itt, and the greatest -- significant percentage of those were from those institutions. >> from this institutionses. i understand that one percent of public institutions, less than really one percent for nonprofits, actually have students who felt they had been misled by their school, and i'm just wondering, 90% of colleges enroll students in the nonprofits so that's a large percentage of for-profits that students are reporting on which you seem to have indicated. what do those numbers tell you? >> well, fraud in any case is not to be tolerated, and i think we have to be very clear about that. we need to ensure that students that have been defrauded are --
that is taken into consideration in regards to their student debt and dealt with appropriately. we need to make sure that students go into higher education with their eyes wide open about what they're buying -- >> do we have role -- the federal government have a parole in that? if we're looking at 200 times more ending up filing this kinds of complaintses, it suggests there is a difference between these institution types and i'm wondering, with the eyes on this that you suggest, it's a federal government do you have insideie how many people have been dedicated to looking at the flawed what i understand there is were some -- a number somewhere like 27, perhaps, individuals, personnel. do you happen no know how many are doing that today. >> from within federal student aid? >> yes. >> the team committed to this is dedicated to this, continues to
be, and in fact we have add too that number in order to help -- >> any idea how many-requires now. >> i don't have the figure of the exact number. looking specifically at this -- cheese claims today but the process is one that has been in place and has been augments in order to ensure that the backlog we inherited is able to be addressed. >> thank you. know that the madam chair brought up the issue of teacher grants and i hope that you have a number of people that are dedicated to looking at that. that issue right now. because certainly i think people are very concerned when they hear about that it and really falls on the department. i wanted to just mention very quick story about a nation veteran, many of whom attended for-profiter schools. served in the navy, promised if he went on to school, he used his g.i. bill he would be able to get a far better john than he
would have been able to transition in from them naveie. take bears $50,000, he spend three years of his life in a for-profit institution, assured his degree would translate and none of that was the case should there be a recourse for students in his situation who enrolled anywhere false pretenses? >> again i think we have to be very serious about and intentional about rooting out fraud, and we need to ensure that students have a wide range and full and appropriate information when entering into programs that they are pursuing. >> was you look at the new regulations which i think have been delayed -- i hope this is something that is addressed. thank you. >> thank you. >> thank you. mr. guthrie, you're recognized for five minutes. >> thank you, madam chair worming and thank you, madam sect are for being here today i want to talk about apprenticeships and hoping to
figure white the federal rule versus tape and local level -- versus state and local level. we have the same -- your personal family in the aluminum casting industry and i think everyone in west michigan had been trained by prince machines or somebody the training and the moving forward. i think it's great you're leading on this issue because it is in your family legacy. he got to meet calvin greeter, the chairman now of the plant in -- they were trying implement what they good in switzerland, here in the united states to really take care of the people who aren't going college but not just take care of them. tear creating career paths and just amazing what westlaw and would like to see those opportunities here. i know that you served on the task force for apresencetiveship and the task force presented a road map. would you like to describey
you're doing with that and the road map on apresence tipsships. >> temperature for your question and focus and interest in this area. think vary broadly that earn learn opportunities are really important to be here fully developed and made strike young people as they pursue their education and their careers beyond high school, and i think the apprenticeship task force has brought forward a couple of dozen, maybe slightly more, recommendations on how to really improve the number and offering, wide range of offerings. our nation doesn't have quite the same tradition of apprentice ships and earn and learn opportunities as, say, switzerland and germany. we are committed to finding and encouraging the growing of these
apprenticeship opportunities, workingive business to develop industry recognized credentialing options and programs, and so i will be working closely with secretary acosta, where our duties and responds overlap to ensure that we can advance these opportunities as swiftly and as broadly as possible for students. >> and that's been an area that has been very bipartisan. the only thing we are trying figure outing to white house the federal roll versus the state and local role but the idea of doing this from -- this idea of allowing people to use assistance for a -- apprenticeship. the fact that the cte as not been reauthorized? we want the senate move and i don't want to put you hone spot but what would that mean for the presidenties priorities if you were able to get a new cte available to you.
>> i think the reauthorization 0 the updating of the perk concerns act is -- perkins act because the framework is a look backward versus a look forward -- a look at where we and are a look forward, and we need to have -- we need build in more flexibilities for these programs to really serve needs of students today and meet the needs of industry so it is a very very important consideration, guy illinois courage and urge the senate to take it up very quickly. >> want to switch to something that has been a ravage to my commonwealth and the country, the opioid epidemic, and just like about every committee that has any type of jurisdiction that would deal with opioid can energy economies that taken the lead because of our jurisdiction but trying attack this from every angle and i know in the fc
22019 bug you were looking at school based opioid abuse prevention and school climate transformation grants. how. >> the -- we all know this is a really serious problem in our country and a greg problem, and the bug proposal that has 43 millions in it for school -- to look at school programs that are doing well at preventing and educating young people avoid these drugs and this trap in the hurt future. -- this trap in the future. we'll be looking to replicate program that are working well at the local and state level and i just can't stress enough how important it is to really focus on the prevention of kids getting involved, young people getting involved with these drugs to begin with, and awareness how quickly and easily
it happens, and i just offer a personal anecdote. we have some very close friend, my husband and i, who just adopted a second infant, the infant was born with a methadone addiction and the little boy just was able to leave the hospital this week after 29 days of were drawl dream and the want they were in to receive this little boy has a third of the babies there on average that are born drug addicted and this is a serious, serious issue. >> thank you. yield back. >> the gentleman's time expired. >> thank you, madam chair, and thank you for being here, madam secretary. one general question and one pick question. you mentioned the -- your point that we need to be rethinking education and how we are
delivering that vital service to the american people. in arizona, in west virginia, oklahoma, colorado, north carolina, educateddors have been walk you go another of classrooms going to their state capitol because they're fed up with the lack of investment in education. i can speak in specifically to arizona. teachers august out of the classroom for a variety of reasons. one was pay compensation. the eone was the history of almost ten years in a row of texas cut -- tax cuts to wealthy individual, to corporations in the state and that money divert away from education. education money diverted to for profit schools in a state voucher program. school facilities, technology, structural materials all lacking
and behind, and the changed demographics of the state and the need -- one out off every four kids in the stayed if not more come from poverty, from economically challenged homes. in which learners being a predominant population of students that need that attention, students with dippabilities and i mentioned all these things because that's why they walk out. the red for red movement, spoke to lack of invest mitchell general questiones, those teaches are telling you what, telling congress what and what do you say to these teachers? >> thank you, congressman, for the question. let in the just say that there's no one more important to us students education than a great teacher. and i think great teachers need to be supported. i think they should be better compensated. i think they should be treat as
professionals, and i i contend that the system as it exists today doesn't treat them really as professionals. it really forces all of them into a system, into a becomes, and gives them very little opportunity for personal ex-e excelling and development, and i think that's an area that we need rethink when it comes to education, is honoring and respecting great teachers and treating them as the professionals they are and should be. >> think teachers are telling to us rethink the decisions, policy decisions made that have forced them into this situation where they have to make the very rick decision of walking out of their classroom and the students they're responsible for and powered for and have committed to teaching. i think they're telling to us rethink what we're doing. in fact, the potential
initiative will to be -- in the state of arizona would be to roll back the tax cuts to at the wealthiest and corporations and to direct that money back into the education fund so that we can deal with some of the lack of investments that have occurred. one pick question having to do with the office of english learners with a directorship in that. the population is growing. office of english language acquisition, the director position has been eliminate. do you feel you have the authority to implement the consolidation you're doing with that and eliminating the directorship or do you feel you will need congressional approval for that? >> sir, i think the -- what you're referring is to part of our reorganization proposal in and plan, and i really believe
that programs need to be able to work together and share information and make one another better, and what i've learned over the last year at the department of education, that is that over the years, many sigh lows have developed and grown -- silos have developed and grown and there's very little information shared and very little synergy created between these different programs areas, and so our proposal is actually to really envelope all of these really important pieses and parts to k12ed space how we best su e serve students to make everything better as a result. and so it's -- the pro proposal is to elevate and make it more importance that's right ran diminish importance no the office of english acquisition was established and n law and my
questions is will you seek congressional approval to lee name -- >> wherever the law would require change, it's up to congress whether to approve it or not. >> yield back, madam chair. >> thank you, mr. wahlberg, you're recognize for five minutes. >> thank you, madam chairwoman, and madam second, thank you for being here and having had an opportunity to be up close and personal to your activities the past number of decades, across theboard in education, excellence and not just one-size-fits-all and not just private parochial and also public activities you have done across michigan as well as the united states. putting personal effort toward that and not just talk, i appreciate that. having had an opportunity to talk to some of the teachers you have enhanced. they're not talking but walking
out. they're talking about the excite. of inning a place where their students are primary and they're given all of the support necessary. i'm talking about a public charter academy that it had the chance to walk through that was so creative, with aviation and engineering and whole strata of students that were there it was exciting to see. so we appreciate that. madam secretary, you have previously state that your budget focuses on improving educational opportunities and outcomes for all students while also returning power to people close toast the students. please elaborate on returning fewer the people close toast at the student, states-localities, parents, teachers, helps to improve opportunities and outcomes for the students. >> thank you for the question. and i have enjoyed working with with you over the years to really help students become everything they can be when they are able, with their parents to make the right kind of
educational choice for themselves, and that really is what we're talking but here, this those who are close toast students know them the best, and classroom teachers, i ebola need to have a lot more autonomy and flexibility to meet the needs of students in their classroom... victory lap for the year as teacher of the year or district teacher of the year. they came back to their schools and were basically encouraged to kind of get back in the classroom and not make any more noise. and one of isthem said, i got
tired of hearing to keep it down. that we are having too much fun. another one sent, if i wasn't on page 72 of the textbook on this day, i had my wrist slapped. the frustration that they expressed, i think is indicative of a system not for too long has tried to control everything from above and has not respected and honored the needs of the individual students at the most local levels. evand as parents desire for better for their kids. and if teachers wanted to meet their students needs and not having the flexibility to do things differently. that is one of the things i talk about when i talk about rethinking school. we have got to get back into a mode where we have more creativity. we have more flexibility and we
expect results but we have a lot more variety in the way we get to those results. because no two children on the same. they all learn differently. a and so, when we talk about trying to do things at a local level, it is with the desire for every single child to have that opportunity. the spark that is in them to get not only lit a little more but really stoped in a-- stoked in a major way. >> you have expressed some support for these prosper act. it would reform the formula to distribute dollars based on pell grant recipients and undergraduate need. u is upgrading the work-study formula something the
department supports? >> yes, it is. >> right henow the possibilitie not there. especially for some of the colleges like one in my district that is expanding and growing. haand yet, it is not long existing.i hope that you will work with that and give them the opportunity. i say that my time is expired. i yield sat. >> thank you. mr. courtney, you'll recognize. >> thank you mrs. chairwoman. to follow up on the $50 billion cut to higher education in the prosper act i would like to note that is not an opinion it is a sport. and madam secretary, that is exactly what we need to abide by and look at when we as policymakers vote on legislation like that. madam secretary, this is not your first trip to the house. when year ago, you appeared before the house appropriations committee. at the time those of us from connecticut were taken off guard by the fact that you cited a story by a gentleman named michael who you spoke to apparently around that time
period. he grew up in connecticut and described his experience at east hartford high school is a very low functioning, sort of high-risk environment. you quoted him describing this as no more than adult daycare, a dangerous daycare. within about 48 hours, the governor of the state of connecticut, congressman john larson, my colleague who attended east harbor high school and taught there, the school superintendent for east hartford and also students wrote to directly. again, within 48 hours, objected to the characterization that you publicly stated as the highest education official in the land. again, to date they have not received a response. in fact, two weeks later at the senate he repeated the story and according to a local newspaper outlet in the state of ecconnecticut, you have told the story four times. in public.
and again, for the record, madam chair woman i asked that this be put into the record. i would note that again, the invitation was given in the letters for you to come visit. which again, has not occurred. i thought maybe i will bring a little bit of east hartford high school to washington. i have a chart here that shows the campus of east hartford high school. the building here there is a second attack a structure which was a high school magnet school. it was constructed within the last 10 years. the gentleman i spoke with graduated 17 1years ago. that is who you cited. as some kind of expert or person who knows east hartford high school. that magnet school again shares programs and facilities with the students at east hartford high school. they were ranked number two of all high schools in the state woof connecticut by u.s. news a
world report. and number 125 for the entire country in terms of high schools. east hartford high numbers in absenteeism and test scores have been going up. something which the superintendent pointed out to you. and which again, you still to this day, i'm not responded. i know a little bit about this because the magnet school is a place where my daughter attended school. she graduated in 2013. my wife is a pediatric nurse practitioner. she would not send our daughter to a dangerous environment. so again, number one, we please respond to poletters that were written politely? two the facts, the current facts regarding the programs happening there in east hartford high school. which again, u.s. news and world report has recognized. >> thank you, congressman for the question and for your advocacy for east hartford high school. i am very pleased to hear. >> i ask you a question, to
respond to the letters a year later. please. >> as soon as i have enough staff and place to appropriately respond. >> i think it is -- a year is pretty good latitude in terms of responding to mail. secondly, we please accept the invitation to come and see for yourself what has happened there? again, what you will see is that the accountable magnet school approach which your department and your budgets have underfunded at the same time you been over funding unaccountable charter schools. which again, is part of the ideology obviously of the department. you will see the magnet approach which promotes diversity for students as well as quality. and actually, it is accountable to the public and the taxpayer. which again, is far from the case in many charter schools. which again, have clearly been getting the lions share of the
budget you've been sending over. so again, i would encourage you to answer your mail. and after one year and secondly that you will come up to connecticut and actually see whether or not this gentleman, the 17-year-old story, frankly has been overtaken by real-life. with that, i yield back. >> thank you, mr. courtney. mr. rokita, you are recognized for five minutes. >> thank you, mrs. chairwoman. good morning mrs. secretary, i appreciate you being here. i like to correct the record in this discussion we are having about the budget and the prosper act. i serve as vice chairman of the budget committee. as i look at this score i can hisay that the prosper act relocates taxpayer dollars from unfair programs and pell dollars for low-income students to access postsecondary education.if you take into account the entire cbo score
for the bill, my fellow members of the committee, you will find that rather than quote - unquote cutting $50 billion in student aid, the prosper act actually proposes to invest close to 30 billion dollars in the pell grant program resulting in an additional 7 million pell grant recipients over the next 10 years. and that is out of the cbo report as well. so, i would appreciate my colleagues looking and reviewing the entire cbo score to see with the reality of the situation is. and of course, cbo is limited to the 1974 budget act and understanding that tit can only score things in a static scenario. not necessarily a dynamic scenario that accounts for the flexibility in a real-life tha students are going through. madam secretary, i recently had the chance to visit with
teachers in every corner of our state. and i am recalling that based on the story that you just explained a couple questioners ago about teachers who were frustrated. i met 12. she was running for-- i met one too. she was very engaged in the community and she was with her superintendent.she said, that she was quitting. she had announced that fellow teachers are also just hanging it up. i am unclear as to why. she let me know it was still all of the paperwork and forms and data collection. federal government this and state government that. it was just really, she was not able to teach. and i was dismayed because for five or six years, i hope to write and i'm on the committee
and i passed the every student succeeds act which the wall street journal called the biggest evolution of power from the federal government to the state government that the editorial board had seen from any bill on any subject in the last 25 years. quarter century. i thought we were doing good. that message or that reality has not reached, at least according to the conversations i have had, our teachers and superintendents and principals. at least in the state of indiana. so, i would like you to talk to the committee to the teachers of my state and tell them what's really happening.let's start with the state plans. we said, i hate to use the word approval because it is barely that. as long as we just some parameters however, the state adjust them as long as they were covered in the plan, you are to quote - unquote approve it and make it transparent for the voters and taxpayers in my state. and then that was the devolution. that was the transfer of power.
that local stakeholders would have to buy in. what is going on? >> thank you congressman for that question. every student succeeds act does give a lot of flexibility back to the states. each state has sthe opportunit to take that same flexibility and bring it down to the district and community level. and i have urged and encouraged states to edo so. i think if that is taken seriously and seriously, that teachers will find themselves with a lot more flexibility and autonomy. i think about a couple schools i visited in your home state and a couple of them that are doing things differently. one of them as part of the indianapolis public school system. but it has opted to be an innovation school. and take itself out of the system, still supported with some services but of taken upon itself esto organize itself
internally with his own leadership, in its own teaching staff that is accountable to the leadership and very self-contained and autonomous in terms of making decisions around faculty and leadership within the school.rs the results according to the teachers and the leadership i talked with have been remarkable. students achievements have continued to rise in the two years since i have undertaken this. they are able to do things so y much more flexibly and make changes so much more quickly in response to the needs of students. they all determined that having a saturday morning session for a few hours to help students who are struggling would be a good idea. they had that of an implement it in less than one month. they said, every part of the regular system, it would still be under consideration a year and and a half later. and so, i use that as an
example of what can be. i think of another school that is a charter school that is focused on kids coming out of addiction. that want to continue their studies and they have opted to be there, to continue in their treatment programs but to focus on completing their high school and in many cases, earning a year or two escollege credit while they are -- >> madam secretary. the time has expired. thank you. >> thank you, chairwoman. >> marcia fudge, you are recognized. >> thank you secretary. it is a pleasure to meet you. let me clear up something that my colleague just said. about pell grants. they probably are going up but it is alternative facts. they are going up because we are allowing pell to be used
for more low performing programs just like the fraudulent for-profit schools that your department defense. that is the reason they are going up. and madam secretary, the truman is probably collect that education is not mentioned anywhere in the constitution. but in fact, it is mentioned in the law. the very same law that you are sworn to uphold and defend. just as you are charged to ensure equal access to a quality education for all children could not some children, all children. including public school children. including english language learners. including idea students. further, your charged to ensure that all schools be held to the same standards of accountability. now, i am concerned about the low performance of your civil rights office. could you please state for me the mission of the civil rights
office? >> thank you congresswoman for the question. the office for civil rights is committed to protecting the civil rights as determined under the law of this land. and we do so proudly and with great focus each day. >> that is not the mission statement. do you know what it is? that's okay. >> i have not memorized the mission statement. >> that is okay. please explain to me what you would believe to be vigorous enforcement of civil rights and the concept of schools today? >> it would be following the law and enforcing the law as stated. >> okay. so, you do believe that the office of civil rights is following the procedures that were put in force since 1964, civil rights act of 1964?
>> i'm sorry, do i believe that the office is following the law? >> yes. >> indeed, i do. >> what leads you to believe that they are? i'm confident that the team assembled there both career staff, dedicated career staff and political staff have continued to focus on doing so with great gprofessionalism. >> how can you do if you continue to try to dismantle and defund the office? i am not understanding. >> we have not done any such thing. >> i think i have heard enough. thank you very much, i yield back, madam chair. >> thank you. mr. barletta, you are recognized for five minutes. >> thank you for being here today. 10.2 million children are in afterschool programs. but the parents of another 19.4
million children say their children would participate in afterschool if a program were available. in pennsylvania, we are building on the successes of a program called school of education or shine. since 2007, 81 percent of students participating in shine improve their homework completion. 99 percent advance to the next grade level. 79 percent improve academic performance. everything we've seen in the original programs is now being replicated in one county investing the same results. i could not be prouder of this program. i would like to highlight some of the practices that t are unique to shine. which i believe would make sense to incorporate in other afterschool programs. first and foremost, shine does an exceptional job of involving parents. in the progress of the child through home visits and other approaches because it is critical that the parents have a stake in their child's
success. second, the person take at shine realizes regular school day teachers operate the program for the running of the ins and outs of how students learn from nine until three. able to build on the first from three until six. it also stresses the importance of steam education for that is stem with the arts included. additionally teachers have a better understanding of students means they are individualized education plans for each student. for any student walks into a shine program teachers are already equipped with a blueprint for best how to help the particular student learn and improve. this is for teachers administrators and students. ultimately the skin brings a great job of bringing schools and homes together to o achieve the best outcome for the student and it is working. secretary, incorporated you for your willingness to engage on
the subject during our meeting last month. given the innovative approach that shine offers and the results it has been able to produce i think it would benefit many students across the country. how can we encourage these practices from the federal level and when relevant, showcase them as models for other sensor programs to take advantage of? >> thank you, congressman for that question and the obvious passion and advocacy for that program in your district. we did indeed talk about that when we met. it is very inspiring to hear about the results and tthe impact that it is having. i think the role that the department can play in helping encourage other districts, other communities to adopt a program such as this is to ensure information available, may broadly available to those who are looking for these kinds of tested and tried programs.
and we need to be able to do so on a place that is easy to access and actually, readable and approachable. >> thank you. i want to switch gears and talk about something that is very important to me. that is the safety of our students in schools. i've been calling for increased protections for all schools as they are absolutely a part of our nations critical infrastructure and deserve the same sort of treatment is federal agency buildings and capital buildings. following the tragic school shooting in parkland, florida, president trump formed a federal commission on school safety. this commission brings together several agency heads including the dhs secretary nelson and yourself. my understanding is that the school safety commission met back in march. can you elaborate on the commissions goals and what is the timeline for this commission moving forward and what sort of results and information can our students, teachers and law enforcement
expect? >> thanks for the question regarding g the federal safety commission, school safety commission. we have been in the process of together for genda the commission. we had a meeting with last week, one of the first broader listening sessions. we received updates from those who have been involved in commissions and reports from previous tragedies to find out what can be learned from there. we also listen to parents of students who have had a child killed in one of these terrible tragedies as well. and going forward, we will soon have a timeline to be published more broadly. we're looking forward to listening to every interest group, every constituency. particularly teachers, parents and law enforcement and school
leadership that have been close to the situations and ones that have taken really, intentional steps to address safety in their own school and in their own community. the outcomes will be really raising up practices, ideas that have been implemented in communities across the country but may not be broadly known. with the goal of ensuring that schools and communities are knowledgeable of the resources available niand have the tools be able to make the right decisions for them to protect their own buildings in their own communities. >> thank you. >> mr. barletta, your time is expired. mr. polis, you are recognized. >> thank you, madam chair. he states across the country including colorado, educators have been protesting the state capitals because frankly, they are fed up with lack of
investment and education reflected in increasing class sizes, reflected in teacher pay, reflected in lack of a basic classroom resources that they need to succeed. in pueblo, colorado teachers went on strike for the first time in 25 years. we see this both in urban and rural areas as teachers are struggling to afford to live in communities where they work because he is so low. i think we all agree a qualified teacher is radical to student success. one of the ways a federal government show support is to invest in title ii. a key lever supporting development and for the second year in a row there recommend the elimination of title to a. which would mean millions of dollars in loss of funding which would lead to additional
teacher layoffs. when it comes to title ii a, what are you guys doing -- >> thank you. as it relates to the budget tough decisions were made as to where to recommend resources be focused. and that particular provision in which he referred has not been demonstrated to be particularly impactful. so, all of that to say flexibility is in other funding streams. really ken and should be focused on helping ensure that teachers have the opportunity to continue to develop their craft and their skills. and we do need to ensure that they have the kind of opportunities that are necessary for them heto continu to develop in their professions. >> i urge you to look into, title ii a does have a lot of flexibility for districts. i've seen those funds implements it very well and they have a good cohesive team training environment.
another issue have you heard of whitaker versus kenosha school district? >> i am not familiar. it is big. >>. is a seventh circuit ruled there was sex basis commission and therefore illegal when a student -- when a school does not allow a transgender student use the bathroom of their chosen gender. -- this has been the law of the land. their president in the basic civil rights statute congress has entrusted the department of education with perfection of all students civil rights in the educational setting. wanted to ask what are your plans to address lgbtq discrimination and harassment in the schools? >> thank you for your question.
we are protected civil rights and are continuing to do so. i think part of what you have referred to is with regard to transgender students, the courts have been mixed on that and this body has not updated or -- >> those are two precedents that stand. extend his current interpretation as us civil rights laws.wanted to know how you are having them adhere to the will and are practically protecting transgender students? >> as i said, we are committed to ensuring that the law is followed and protecting students civil rights as written in the law. we have done so and we will continue to do so. >> ought to be clear it is written in the law and his current precedent. correct? you will conform -- >> this body has not added to
-- >> the courts may be in other areas but this stands, their current interpretations and i want to make sure that your department will incorporate the law accordingly. >> and there are other opinions or conflict with that. until the ilsupreme court of pines or this body transactions i will not make laws from the department of education.n.>> those law are again currently in force. finally, with regard to special education. we our students with special needs often face higher rates of discipline and as you know the federal government has never met its commission check of commitment to finally -- >> and very much committed to upholding the provisions and continue to be focused on the fact that we need to ensure
that all students with disabilities have the opportunity to pursue their education as directed by -- >> we work with congress to fully fund i.d.e.a.? >> i certainly will work with congress to be focused on the needs of the students. >> i yield back. >> thank you, mr. polis. mr. byrne, you are recognized for five minutes. >> thank you, madam chairman. secretary, thank you for being here today. thank you for coming to mobile and spending time in our schools. you remember going with me to the excel academy. and those were high school students. some of home have already dropped out and somewhere in grave danger of dropping out. it would do some innovative things to try to reach out to students that otherwise would just be left behind. and you and i got to have some conversations with the students. and i was touched by your concern for them as individuals.what is the department doing to try to address the needs of students like those? students otherwise, we would
just lose. >> thank you congressman. i really enjoyed our day together they are and was very much inspired by what we learned at the excel academy and i have learned at other similar approaches across the country. we need to ensure that all students have the opportunity to pursue education and when they fall down, some are in the process that they have an option to try to get back up on their feet again and move forward. we need to ensure that flexibilities are granted and allowed for the state and local level. so that those sorts of schools can develop without limitation and without overregulation. and in that in fact, we encourage them to do so.i think -- i noted that your community has come around this school, the leadership there and has supported it, the business community has
supported it. we need to see replication of that across nthe country. we do that best when we ensure that there is a kind of flexibility at the local level to be able to take the steps. >> we appreciate that and it was obvious to me that day that you understand those are not throwaway kids. they are all of our kids. i want to talk about something that is near and dear to the hearts of everybody on this committee. it is a very bipartisan issue and that is career technical education. also, i took you to and maritime training facility. we had some younger adults in there and they were doing some pretty innovative things to create workforce for shipyards. making ships for the navy near there.how important is the program to that and other type of programs around the country? >> i think the perkins act, an
update and a renewal and modernization of it is really important. seeing the approach that was taken at that particular facility, it was engaging students of many different ages and giving them a new path forward for a great career in fact, if many if not most of them had already been guaranteed a job upon completion of their program. those are the sorts of opportunities that we need to see replicated across the country. and doing so, with the kinds of flexibility that need to be afforded at the federal level will happen if the reauthorization of perkins actually happens. i hope that will happen soon. >> i might need to take you over to the senate with me. we have a few conversations over the see if we can get the senate. the final point i wanted to bring up is, we also went to a public magnet school. counsel. beautiful, they had uniforms
on. it struck me there that we have a school that is a school of very high standards. remember, those kids came from all over mobile county. from all walks of equal basically equal, african-american and white. those kids have incredible test boards. high standards. what can we do the federal level to revamp the high standards for every nuschool in america? >> i think we continue to talk about expectations that standards will be high and achievement expectations need to be high. i think we also continue to support new approaches to education like this magnet school had. it was new in the sense that they were offering current and future relevant coursework. but it was also classical in the sense that it gave a great foundation to the students. and so, i think again, having
the opportunity for more creativity and flexibility of the school building level with the clear and stated expectation of excellence and high achievement and accountability that follow, that is an approach we have to have replicated across the country. your ank you for leadership. come back to mobile. i yield ipback. let's thank you, mr. sablan, you are recognized. >> madam secretary, thank you for being here this morning and joining us. the admission of the department of education office for civil rights is to ensure equal access to education and to promote educational excellence throughout the nation. also civil rights data collection is charged with collecting data on education and civil rights issue in all our nations public schools. however, despite the charge and despite having the agency
discretion to do so, they do not collect data in the territories. i represent a district that is highly diverse. i like to think that there are no major issues regarding student inequity and opportunity. but we find the data valuable information that is only available to states -- according to department they should not conduct this based on potential burden and lack of resources. money. yet, your fiscal year 2019 budget request also decreased the office of civil rights. it is promising to note that they will soon be conducted in -- but why stop there, madam secretary? why have you not acted to include the outlying areas? can you add the four remaining district in our country to fully capture all of our
nations schools? >> thank you, congressman, for the question. as you know, the office of civil rights has completed data collection on a regular basis. and has done so at the direction of this body and of congress. and we will continue to do so as we are directed. i think your question about collection of students in the northern marianas and other territories is a valid one. it is something that i can and should -- we will go back and ask staff to take a look at what is prohibiting it, if anything. >> thank you. and are you saying that, can i get your commitment today, madam secretary? that you will add the northern mariana islands and the other territories in the next collection? >> i will take a look at it.
>> that is a commitment, yes or no? >> i commit to you that will take a look at it. >> okay. will you commit, to the current elements of the crtc and maintain all to participate in the collection? >> are no plans to change the data collection proceedings. >> but the data collections for all that includes outlying areas that has not been -- let me ask you madam secretary. does every state and territory have four-year institutions of higher education? >> i'm sorry? >> does every state and territory have four-year institutions of higher education? >> every state and territory? >> do you know?
would you know? >> and some of the territories do. >> you do not know, not all, right? that is what you are saying? not all territories have four-year institutions of higher learning two. >> why don't you tell me? >> i will. despite the systems in the northern mariana islands and american somewhat produced high school graduates eager to pursue higher education. the territory has an accredited four-year university for college. most have asked for your degree or no affordable option to ensure significant personal cost to leave home in order to pursue a college degree beyond two years. simply put, for your degrees are all too often prohibitive for students in these territories. even after factoring in federal student aid. madam secretary, how can the department support motivated
high school graduates living in these territories to pursue a four year degree? >> congressman, i think that we definitely should include all students to pursue their future and the opportunities that they have. whether that be a four year degree or a multitude of other pathways. as we have talked about earlier in the hearing, there are multitudes, multiple pathways that students can and should be able to pursue to pursue careers and pursue meaningful adult lives.me we are committed to ensuring that students have those opportunities across the board. >> i do not disagree too many times. but i really like to work with your office, your department in this issue. >> thank you, i would welcome that. >> i appreciate that, thank you. i yield back.
>> thank you mr. sablan. mr. grothman, you are recognized for five minutes. >> i have two questions for you. the first if you are not ready that's okay. but i want to ask you, about the workforce innovation act. and rules that were promulgated for guidance that was promulgated out of the obama administration and how it affected people with different abilities after they left high school and before they were aged 25. and whether you have any plans to change the obama era situation which is as i see it, it could be very harmful to people at this point abilities. they cannot be recommended for advised to go to work centers as i understand it a lot people out there therefore, are sitting home losing skills. losing social opportunity.
are you familiar with the situation? >> eight speaking of the integrated employment issue? >> correct. this is a matter of great interest and concern to me. and it is when we are looking at closely. there are groups and individuals that have come from both sides of this issue and have strong arguments on both sides. and so, it is a guidance piece that i'm looking at closely and have not yet reached any kind of conclusion. >> have you toured any, i guess i called and work centers now. they are sometimes called i guess, not to call them work centers they used to call them -- have you had an opportunity to tour any of these in the areas? >> i have not. >> i would just ask you, because, as long as i've been involved in this i always have, i was worried about peoples different abilities. i think if you tour some of the
work centers, and i would tour two or three.just go back home and sit seems to be in wisconsin we have one for every county. next time they are back in michigan i would ask you to spend one or two hours at a couple of days work centers or what used to be called work stops. looking at people who work there as well as the employees that work there. and think what happens if we take some people kind of out of the game between age 22 and 25. would you do that for me? you will not regret it, it will be enjoyable. >> i would welcome that opportunity. >> okay. now we are onto the next question. i would like you, i would like to thank you for taking a stand and trying to o reduce the budg by $7.7 billion. and this is a onquestion i aske of the prior hearing. i do not expect you to know the answer but i would like to ask if you know how much the federal government is borrowing
in the current years budget? >> under this figure the other day but i'm sure you know. the current years budget -- 13 percent? >> over 22 percent. it is so easy to not care about the next generation. so many people in this building don't care at all about the next generation for the grandchildren down the line. they just love to pose for pictures and say that they want to spend more money now. but i think you for being one of the few people hanging around washington who does care about their children and grandchildren. a d i appreciate you making modest 10.8 percent. that is going over the appropriations committee? >> well, i know many of the recommendations have not been adopted. by the appropriators. but that doesn't mean we
shouldn't attempt to the right thing on behalf of taxpayers and stay focused on the core mission. >> not only taxpayers, on our children and grandchildren, right? >> i have seven now, so -- >> congratulations, that is wonderful and i'm glad that you want to protect them. as you're finding out now you are in washington all sorts of elected officials are not that caring as you are. but would you say there is a disagreement between the trump administration and the republican congress as to how much money we should be spending in the next year? >> i think i would encourage members of congress to think in the big picture in broader terms. a lot more than it seems. >> you think it is accurate to say the trump administration is looking for the children and grandchildren? it is about time republican appropriations committee got with the program? >> i think there are some lessons to be ilearned and i think we should be cognizant of the future. and what the implications are
for kids and grandkids. >> do not be afraid to set up an appointment with some of those appropriators and try to get them in shape. thanks much. >> thank you, mr. grothman. mr. bonamici you are recognized. >> thank you. there was 1/20 anniversary of haskell shooting oregon. 15-year-old student killed his parents s and then walked into the house with guns underneath his trench coat. killed two students and gwound 25. that community is still grieving. he said the commission on school safety recommendations will be out by year end. it's only may. students today are telling me that they walk into a classroom and the first thing they do is look for where they can hide and how they can escape. i want to go on ranking member scott and others calling for hearings on behalf of alexandria and all of the students marching for their lives. we please expedite the work of the commission? >> we are working very quickly
to do the work of the commission and as i said in my opening statement, i have directed my department to do everything within the law to support the schools as requested under the bus that expand funding and encourage school to take advantage of the opportunity today. >> i hope we see meaningful recommendations soon. with regards to higher education for states an active role in protecting the residential predatory unfair and deceptive practices. over the last few years, they recognize the need to take action regarding student loan servicers. requiring them to be licensed and enforcing protections. the department recently published an interpretation saying that states are preempted by federal law. which would of course severely restrict the ability of states to protect their residence.in your opinion are the servicers doing a good job? and is someone that talks about state rights, is the interpretation inconsistent with your position on states
rights? >> thanks for that question. federal student aid is a federal program. as such, has federal oversight attendant to that. we believe it is important for that to be consistent. if we had 50 different states 50 different approaches to oversight, it would be very confusing and convoluted process. as long as federal student aid is a federal program, we believe the federal level has the appropriate oversight responsibility. >> secretary, that response is quite concerning. i urge you to read the bipartisan letter which i would like to with unanimous consent to place into the record. a letter that i wrote. stating that you should please, reconsider your decision. scores of states attorney generals, governors and state banking regulators all agree states should be able to protect their own residence. we commit to sending a timely
response to athat letter? >> yes, i will. >> thank you, i appreciate that. every student succeeds after congress recognizes the value of student support and grant program. ndpart of the program one point billion for fiscal year 2018. recently stated in house appropriations hearing that the program is worth revisiting given the area of education support the flexibility it provides to the school districts.and i agree with that. secretary, one of your key responsibilities as a cabinet secretary is to advise the president. unfortunately, the program has been zeroed out, not once but twice.in the presence proposed budgets. we will advocate for this program and is funding to the presidency does not get targeted for elimination? >> i commit that we are advocating for a budget that builds and a lot of flexibility state and local level. and that funds can be used in a broad range of activities and
programs. either the states and local communities are best equipped to make the decisions about what is right for their students and under their purview. and so, we will continue to advocate for that kind of flexibility at the state level. >> and again, this is a program that had bipartisan support and i oencourage russ bus funding. following up on a question recently lgbt students were bullied and forced to read a bible in public high school in rural oregon. is your office of civil rights investigating? >> if the complaint is brought to our attention will certainly look at it and we will see if that falls under the purview of our office. >> thank you. finally, he submitted a story in your written testimony about shirley and her daughter. her daughter was afraid to be bullied in the neighborhood school so the mother tried to earn money for her to go to private school. positive for the next page of your testimony where you say that you went to that school in her neighborhood. he spoke with educators and administrators and families.
maybe they need better anti-bullying programs, maybe the classes are too crowded, maybe there ,is blood in the water. maybe they need wraparound services for students in poverty. his response to all students was not part of your story? >> it was a very touching story about shirley who has been working extra jobs in order to afford the right place for child to go to school. i cite it as an example of the desire of all parents to have their child go and learn in an environment that works for them. >> i do encourage you to go visit that school you are talking about and find out why the daughter was afraid because the students in this country attend public schools. we should be focusing and as someone who has a responsibility for all students, you should be focusing also not just on one student but all of the students who o attend that school. and had to determine what we can to help all of the students. thank you and i yield back.
>> thank you miss bonamici. mr. lewis, you are recognized for five minutes. >> thank you, madam chair and thank you madam secretary for joining us at today's hearing. i also want to talk little bit about the departments 2014 school discipline guidance. i commend my democrat colleagues for their passion on this issue.si in fact, so for much of my work in the community has indeed been focused on juvenile justice and reaching troubled kids early to help them get back kion track. ruling of discrimination, combating the school pipeline and goals that i have and goals we share and should vigorously pursue. however i also believe discretion must be afforded to the teachers and leaders in our schools to build positive school cultures and maintain safe, productive classrooms and succeed in the educational mission. lowering expectations, turning a blind eye to misbehaviors is not doing any of our kids any favors. madam secretary, my question is this.
under the 2014 guidance, even a school policy that is neutral, implemented evenly to all students and deemed academically necessary, would be considered unlawful if federal officials decide they prefer a different policy. do you think the federal government is properly equipped to send such a school management and safety policy? or are these decisions better left to the teachers, administrators who know the needs of the school in their communities? >> thank you congressman for the question. this is a really important issue. one that i think we all share the ultimate goal on. that is that students are able to learn an environment that is enhancing for all of them. this is an issue we are looking closely at and are under consideration on. we need to ensure that students are treated justly and fairly and it is not tolerable if a
student of one color is disciplined more harshly than a student of another color for the same infraction.and we know the data also shows disparities. but the broader issue is the question of what is ultimately right for each and every individual student in protecting their rights. looking at it very closely and more on that later. >> me just quickly drill down a little bit on this. as schools across the country look at this guidance, this discipline guidance and decide how to remain in compliance, what we school have to do to ensure the policies would not be found unlawful under the current guidance of the previous guidance as we just discussed having neutral policies and applying them equally to all students may not be enough to ensure compliance. so the only defense it seems to me would be to get their numbers down or achieve some sort of statistical disparity by any means necessary.
and that is a concern in consequence of the 2014 guidance. and it can certainly lead to lowered expectations. could it not? >> this gets right at the heart of the issue. one that points to the fact that this is an important subject to be just an issue to be addressed. and so, we're looking at it and we will be continuing to share as we decide how to move forward on the existing guidance. >> are you engaged right now in proper notice and comment rulemaking and so forth from local officials? >> we are taking input from a a wide variety of individuals, yes. >> some of those comments? >> yes. >> so far are there. >> there's a lot of intensity on both sides of the issue. what i would say all with the common goal in mind. that is, what is going to help students learn. >> it seems to me this pertains in some cases to school safety
as well. does it not? >> it does, indeed. >> and the educational mission which should be foremost in everyone's mind. thank you madam secretary for coming today. i -- i yield back. >> madam secretary, i represent the state of california with corinthian colleges and itt tech employee leave with students massive amounts of debt and unfinished uses degrees. one of those deported were student veterans that put down for spent down the hard earned benefits. madam secretary, can we read the passage of the forever g.i. bill that restored g.i. bill benefits to student veterans as a recognition by congress that corinthian colleges and itt tech defrauded our student veterans? >> thank you congressman. we are continuing to move forward on student claims that these institutions did defraud
them and for their has been demonstrated instance of fraud that those student debts are forgiven accordingly. >> so you do read the passage of the g.i. bill and the provision that restored the g.i. bill benefits to veterans as a recognition by congress that veterans, student veterans were defrauded.by these institutions? >> yes. i know there have been students defrauded. d>> yes. >> as i said earlier, fraud is not to be tolerated. >> thank you. do you agree that the borrower defense to payment rule was designed to protect students from this type of fraud? including the many students that also took out loans on top of the g.i. bill benefits? >> i know that rule was put forward to protect students.at in general. and as part of that. >> thank you i appreciate your answer. in december he significantly
weakens the borrow defense role by changing the amount a student can receive. this hurts student borrowers. including low income borrowers. under your will so working full-time federal minimum wage earning only $15,000 a year, they could possibly receive a partial relief from their debts that they incur. i find that this revision to be a direct contradiction with the passage of the forever g.i. bill which research will g.i. bill benefits to defrauded student veterans. you think a rule that only gives minimum wage workers half the money that they were defrauded is doing a good job of protecting students? >> i think we have a responsibility and a taking this responsibility seriously to ensure that students that have been defrauded are recognized and relieved accordingly. there is a process for all of the claims that have been put
forward. >> thank you. you are where the original rule that you revise would have given full relief to students, low income students as well as our student veterans? right? the original rule would have done that. >> i am aware of that. >> okay. i want to move on to talk about the department of federal student aid card pilot program. doctor johnson, and mr. fox and others have previous ties to financial firms like mastercard, citibank and bank of america. wthey're working on implementation of the pilot card program. do you agree that it would be a serious conflict of interest in these three people involved in selecting the financial firm that will carry out the program? >> i am confident in the team that is tasked with implementing this pilot program. at the appropriate delineation of duties are in place and that we are going to advance the
program -- >> to believe these particular individuals with close the effusions if they were to be involved in selecting the institution that would have the program it will be a conflict of interest. >> all of those who work within the department of education take their ethics agreements very seriously. and are bound to them and operate accordingly. >> i find your answer ãlet me move on. have these people recused themselves for the decision-making process?>> as i said, only the individuals within the department take their -- >> you're not going to respond to my question. i will move on. when you commit to providing evidence of the refusal to this committee? >> as i sent, and confidence -- >> i think the answer is no. he testified to the pilot program will not be -- but the
firm that will be best served by a student? >> the pilot program will be connected according to processes and seizures within the federal student aid to ensure an objective conclusion n and award for the program. >> thank you madam secretary for your time today. i appreciate it. thank you. >> thank you, mr. takano. >> secretary, thank you for being here today. i will have three questions i will go through fairly quickly. the first is on the perkins loan program. you are where congress has decided not to extend this program despite widespread support for members of the committee and the majority of the house for a bipartisan bill introduced with representative -- i been hearing concerns from campuses in my district about the lack of clarity of the orprocess winding down the program. specifically, colleges are concerned over how the federal share of the revolving fund will be determined and equally important, at what point in the
process are school going to be required to surrender the funds? can you speak to the process of winding down the loan program? >> thanks congresswoman. we touched on this briefly and i have got more information about the fact that in the wind down, our team is working closely with the institutions to ensure that they have clarity around the urprocess an that students know what their alternatives are at the conclusion of this program to be clear, those in this program as it exists, will see their way through to the completion of the program and that there will be other alternatives and opportunities for students for the institutions involved currently that we are cworking with them to ensure they have that clarity. >> great. and i like to encourage the department to make this process as easy as possible for the higher institutions. to make up for the loss of the program.
my second akquestion is, i want to reference in your opening statement, you discussed the need to offer students and failing schools the option to receive a better education. the zip code and family wealth should not determine students opportunities. i represent one of the largest districts on the east coast. one of the most rural districts. we do not have charter schools like our neighbors in new york city. i represent very, very few communities that you have a private or parochial school. there are challenges that we face in the public school system, it is an incredibly important community center and this is for our educational system. on friday, i visited argyle central school. argyle is a small community in washington county. i had the opportunity to meet with amazing art teacher who has headed up the school art system for 30 years. i like to hear your ideas about
moral innovation. helping take the best and brightest teachers htand ensure that schools in a rural district like mine have access to those increased electives and access to additional ap courses? i would love to hear your ideas on rural innovation. >> thanks for the question.i think sometimes only think of rural areas, we think of choice in terms of added infrastructure.i would like to encourage those from rural areas and engaging them to think more broadly about how different choices can be introduced and i think about students perhaps in this argyle school, you may want to pursue an ap course that simply does not have enough students to warrant a teacher.h for it is just impossible to offer. we know that there is probably a very capable and highly qualified instructor that could teach the course for that student remotely or virtually. perhaps, there is a small group of students in the school that learn differently than the
other students. perhaps there could be a sub charter school that actually code located within the school to meet the needs of those students who learn differently and while still maintaining the community feel of that particular building. i think we have to be open for thinking more broadly and creatively about how different student needs and desires for study can be met and do it within the context of what works for our community. >> i appreciate that. i do think looking at exceptional teachers like an art teacher that was discussing, making his expertise available to public school systems in the region. it would be a way to strengthen education. it is just one example. there are lots of other examples of other teachers. my third question is related to the other side of my district. from where argyle is. i represent fort drum, the 10th
mountain division. the most deployed in the us army. thousands of military families in the north country. those military families are served by the indian river and keck hospital districts. we are reliant on aid. ... system are integrated with nonmilitary families. can you talk about the importance -- i'm concerned about some of the proposals that would upset the system we have in our country and new york so i would love to hear about why it's important to support him with the departments plans are in the funding. >> impact aid does have a great import for communities that have a lot of military connected families and the administration remains committed to ensuring that those funds and that
support is there for those families. at the same time we know that there are many military families who today say they are making decisions to continue in act of service and acted duty based on whether they are going to be able to be living in a place that they feel confident of them comfortable of the school and education options for their children. i think we have to think again more broadly about how can we ensure that we meet the we need to meet the needs of those families and give military connected families more choices in their children's education and at the same time respect the communities these bases are located in and again, have options for the families who really need and want it and ensure that the schools and communities that are currently servingnt others continue.
>> thank you. i will continue to support impact aid under the current model. the program works in my district. thank you for answering those questions today. i yield back. >> the gentlewoman's time has expired. >> ms. adams, you are recognized for five minutes. >> thank you madam chair and secretary, thank you for being here. my own secretary, i along with ranking member scott and congressman bud greensboro sent to a letter dated may 8 commenting on how best to administrate funds to the capital financing program and fiscal year 2018 for deferment and modification of loans. did you receive the letter? >> we have not received a response. >> i did. >> are you going to respond. >> yes. >> i'm sure that the fiscal year 18 omnibus included a provision appropriating
10 million, i'm sure you know that since he did get the letter. to defer loans for schools that met certain criteria in relation to their physical standing and it's our hope that this environment will help these institutions struggling to make payments and provide them with the necessary temporary relief from the loan payment. we have approximately five to seven that need these deferments in place by the end of this fiscal year which is june 30. i think i can speak for the ranking member and say that we fought for this provision to be included because there was pending emergency and we expected and hoped that the department can administer it immediately in a way that would benefit all of the institutions and distress, not just one. but i'm hearing that the department o is pursuing a plan that would not allow all the schools that qualify to benefit. the suggested rationale was that capital finance payments b typically average around
2 million and the department is not promising to use funding for loan modifications after fiscal year 18. my question is, we commit to administering the deferment program so that we can assure we don't have hbcus closures? we've had some, we really don't have anymore. we commit to working with us to ensure that any school that fits the criteria listed in the bill and applies in time for deferment gets one? >> we are working on this carefully and i commit that we are going to see the intention of this addition to the omnibus, we will see it through and we are committed to supporting h hcb use in their mission. >> i certainly hope that you will look at that as it relates to this date of june 30. it is extremely critical that these schools offer so much to our institution. let me follow up on the
comments to you and the questions, and i'm curious about what the rationale for these are. >> i'm sorry? >> the cards. he talked to you about the student loan disbursement and the cards. >> cards? >> okay, let me just move on and back up and ask you a question about the charlotte school of law because during this past year, the charlotte school of law, the students did lose out and we did send a letter asking support for those students, and i don't believe they really got the kind of support that they needed in terms of the payment
and getting their money back and so forth. would you comment on that? >> if the students have madee application for forgiveness of their loans, they are certainly in the process, but if they have not made application, we can't consider that so i assume that all of those that sought relief have done so, have made application and we are working on and committed to considering each of them. >> that really has not been the case for a lot of these students. i hope that as we move forward , these students, if the school was closed, they did not get the opportunity to have their day in court. we need to make sure that all of these students get that opportunity. i'm going to your backpo my time to mr. scott.
>> i would just like to ask what the purpose of measuring subgroup performancesea is? >> sir, i think the purpose of measuring subgroup performances to continue to encourage and challenge schools and districts to close achievement gaps. >> how can their purpose be fulfilled if your not including subgroup performance. >> the summative rating was not part of the law so if that's what you're referring to referring to around the subgroup performance, i think that it's a little conflation of law versus what a state chooses to do to help parents know and understand how their children's schools are doing. >> the germans time has expired. mr. rooney, you are recognized. >> madam secretary, thank you much for your public
service and for being here with us w today. it shows the great leadership that you have brought to the department and your willingness to confront these tough issues. we've seen so many positive results from the parent choice movement all around the country and our state of florida. 1.7millionf children in florida are in current choice schools and the tax credit program grew 26%. with these kind of successes, what can we do to expand parent choice around the country? >> thank you for that question. in florida, it is a prime example of having done the hard work i of reforming education, doing it meaningfully almost 20 a years ago and it was a multi prong approach. it provided multiple options for choices, it empowered parents with choices through
programs that are focused on students withts disabilities for their parents to choose a better school for them, it also took into account that parents need information when making decisions so it started grading schools in in a through f syste system. it set forward the requirement that students be able to read by the end of grade three, at that level and retain them if they weren't able to, knowing that going forward you learn to read through third grade and then learn to read beyond that. it also gave a lot more flexibility and autonomy to individual school building and leadership. it set in place a merit pac pay system for teachers to award those teachers were doing and nextre line job of educating their students, and
so it waspr really a comprehensive approach and the reports results have borne out florida's focus on this broad spread approach of addressing be addressed. the latest nape results demonstrate that. florida is the only d statement nation where those performing at the bottom actually improved as well as those performing at the top. >> thank you madam secretary. i have a question about the prosper act. it appears that taxpayers are on the hook for some $86 billion in defaulted student loans. along with many other important provisions, the prosper act will consolidate these programs and cap the amount that students and parents could borrow. what can we do to avoid this massive default and cost to the taxpayers. >> this is clearly a really big issue that is going to need to be contended with in a much more comprehensive way long-term. the student loan portfolio
today is $1.4 trillion. it keeps growing at the rateg of over $100 billion. year. students need to be able to go and enter their education beyond t high school with eyes wide open about what it is that getting into and what they're taking on. any more information and they need to also have more information about the results of what they're pursuing. i think we can enhance all of those things and we have a need to do that. >> packets to my last question. some of them might be better fitting go to college in the first place and did something called cte. we have 6 million unpaid job that requires serious skills. the graduation rate for people in cte programs is 93% versus the national average of 80. we canwonder how redirect more money and focus
and emphasis to exploit these trends and provide more cte opportunities for students who might not need the university education. >> i think a good start for that is for the senate to consider the reauthorization of an update to the perkins act which this body has already done. we need to provide a lot more flexibility to states and local communities around how they meet these needs and how mhey encourage students that really should be available to them to pursue dual enrollment opportunities starting inig high school and really exposing students to some great opera opportunities as early as middle school and introducing more earn and learn opportunities so students init the workforce are prepared to
do a meaningful job and h do so without that were little debt. those are all things we have to continue to strengthen and enhance the opportunity for. >> thank you for being here and for all your doing for our country. >> thank you. >> thank you. >> madam secretary, we were told we were going to vote around 1210 to 1220. with your indulgence, i would like to continue a little longe longer. if we get a delay in voting, we will take a break, but what i'm hoping is to usese our time as wisely as possible so i'm going to recognize ms. rochester in hopes that we will get some word about votes so we can coincide our break with the votes if you're comfortable with that. >> thanknk you. >> thank you chair member fox and ranking member scott and welcome madame secretary. i'm going to start off with a yes oreloi no question. it's a follow-up on the question. do support mr. banks' amendment that would turn the
impact aid program into a voucher? yes or no? >> i am not going to answer yess or no. >> you can say yes or no or i don't know. >> i support the concept of giving military families more options and choices but the vehicle of using an impact aid funding stream is not one that nksupport or that the administration support. >> thank you. >> as you know the department of education, through the rehabilitative services administration has an important role to play in the employment of people with disabilities. just wanted to clarify, i thought i heard you state earlier that you haven't reached the conclusion on competitive integrative employment so i wanted to give you an opportunity to clarify, did you say you haven't yet reached an conclusion? and if you have, would you state for the record your intention of maintaining the definition of competitive integrativeef employment,
upholding the statutory integrity. >> i have not yet reached the conclusion.ea >> thank you. >> and then, my next question is, the individuals with disabilities education act requires students to be educated as much as possible in the least restrictive environment. this means educated with their same aged peers in the general education classroom to the maximum extent possible. you believe students should be educated in the general education classroom to the maximum extent possible. >> yes i do. >> would you commit to the guidance on lre. >> i am committed to ensuring that students have every opportunity to achieve what they can and that we should expect as much as possible of severy student. >> do you believe that the segregation of students with disabilities is a civilit rights issue and if so, what you feel the obligation of your department is to ensure we are following the law and
wproviding equitabl equitable education opportunities for all students including students with disabilities. >> i am committed to enforce an enforcing the law as congress has written it. >> alaska my question, i would like to focus onn significant disproportionality roles. i think mr. lewis was asking a question about the comments and based on a quick analysis of the equity in ide a regulation, the notice of proposed rulemaking that recently closed, we understand that more than 85% of the comments oppose the delay while less than 10% support a delay. will you commit on the record to maintain the timeline for the equity regulation? >> i have not reached that conclusion. it's still under consideration. >> i guess one of the broader questions i have is could you
talk more specifically about what you're doing to close the racial discipline gap among students with disabilities? >> as i said before, this is a matter that i take very seriously and we need to ensure that we get it right on behalf of all students. we have a goal of treating students as individuals and ensuring they have the opportunity to pursueop their education to the greatest extent possible. >> this is probably one of the a recent report that came out of your shop, i saw report that came out of harvard law school, said black students with disabilities lose about 77 days of instructionalrs time compared to white peers with disabilities. and really concerned about upholding the protections for all students with disabilities
and particularly students with disabilities of color and as we look at misidentification, being placed in restrictive settings, over or overr discipline, what we really hope to hear from you is a real vision and commitment and accountability in protecting those vulnerable students. with that, i yield back the balance of my time. >> thank you. mr. banks, you are recognized for five minutes. >> thank you madame chairwoman. thank you for being here today. if we collaborate for a little longer about the subject has come up a couple of times since the last 15 minutes about the military education savings account, is there f difference between an education savings account and adi voucher? >> thank you for this question. yes indeed. there's quite a bit of stdifference. a voucher, as you know, voucher and education savings
account are two different mechanisms. the funding a for them is handled differently. a voucher in the case of state programs is an amount that goes tot families to choose where a child goes to school and education savings account is an account put in place for a family for student from which a family can draw down for education services and support, whether that one school or multitude of different resources for their educational experience. >> is at the proper role of the federal government to support our military families perhaps by creating education savings accounts for those familyov specifically. >> i think it's a necessity that we look at ways we can support our military families and give them a lot more options and i personally think an educationi savings account is a great way forward for that happens.
>> can you provide us with a little more background on why our military families, more than any other family in america might be deserving of education savings accounts. >> our military families sacrifice a lot in service to our country. we also know that our military many moves and the disruption for their children over that course of that career can be very painful. in some cases it can be good and i've talked to many children of military parents who say they're growing up was a great experience, but we need to be sensitive to military t families needs and we have to support the fact that we have invested much into these individuals to help them become highly trained and capable in whatever role they have within the military and toulouse individuals prematurely because they are not able to make education choices for their children that work for their children
is just a travesty and i think it's something we have to address. >> so it'ss.s. fair to say thatt is the position of yourself in the administration that you would like to find an avenue a that we can create education savings accounts for military families. >> yes indeed. >> and you're committed to working with myself and others who we have over 70 cosponsors through legislation. i understand the convocations of using impact eight dollars although i disagree with my colleagues who don't understand how minuscule .1% of a difference it would make to impact schools. just to clarify once again you're committed to finding an alternative solution where we can work together. >> i look forward to doing so. >> i heard mr. rooney, my colleague in my freshman class right about the state of florida. i've got to brag about the state of indiana.
with the largest voucher program in the country and more than 90 charter schools, my state, indiana has led the way when it comes to education reform and school choice. more than 35000 low income students are utilizing the indiana choice scholarship program to attend the school that best fits their needs and another 8500 students have used the scholarship tax redit for the same purpose. these initiatives have been accompanied by record levels of achievement on the proficiency test in reading and science and increased scores in math. i've already heard you talk about a little bit, maybe you can expand, what more can this committee do, what can we do to work with you so that other states can follow indiana's lead and provide that type of progress for the students in the state. >> thank you. indiana is indeed a leader and should be a model for states across the country to emulate and i think what this committeee and frankly what
this congress can do is continue to encourage and urge their state leadership to adopt programs like indiana has, like florida has, and to expand a on them because even with the best programs and the best models they are still unmet demand and another thing that this bodyy can do is to support, from a federal level, more choices without mandates to states, but more choices and more flexibility in funds that flow from the federal level to enhance programs already going on in various states. >> thank you. my time has expired. >> thank you mr. banks. the secretary, we do have a call to vote. it will probably take us about 30 minutes. what i would ask is that members returned no later than five minutes after the beginning of the third vote so
that we can end in a timely fashion. we have several members who would still like to ask questions and we invite everyone to come back, we will go through everyone who wants to ask a question and we thank you very much for this morning. >> thank you. >> the meeting will be suspended until five minutes after the third vote. [inaudible conversations]
>> prime time tonight on c-span, bono, the activists and front man of rock band u2 sits down with former president george w. bush to talk about his humanitarian efforts. on c-span2, suzanne lyons, the u.s. olympic committee ceo testifies on capitol hill and apologizes to athletes who were sexually abused. on c-span three, students impacted by gun violence share their experiences with the house democratic gun violence prevention task force. all of that tonight at eight eastern.
this weekend on "after words", former national intelligence director james clapper with his book fax and fears, hard truths from a life in intelligence. he is interviewed by house intelligence committee member democrat jim himes. >> what are the weaknesses that they have today. one of the changes that guys like you and me need to think about for the next ten, 20 years of intelligence. >> i think a weakness that the 911 commission came out with was the fact that the community wasn't as integrated and collaborative as it needed to be and so they even recommended the creation of a leadership position whose full-time job would be to foster and promote integration across the multiple components of the intelligence committee.
at one point in the run-up to the law that came out that was passed after the 911 commission which establish the position and there is talk at the time about why don't we create a department of intelligence, which i think would be a real mistake for this country just because the privacy concerns and fears about such an intelligence organization and what that would create. for the united states model and our values, i think the arrangement we have, as awkward as it might be, it's good as well as you have a champion for keeping it integrated. >> watch "after words" sunday night at 9:00 p.m. eastern on c-span2 book tv. >> next, three former cia officials talk about russian influence efforts