Episode Transcript
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Speaker 1 (00:00):
The director of talk show host Michael Brown.
Speaker 2 (00:02):
Brownie, no, Brownie, You're doing a heart of a job
The Situation with Michael Brown. You're experts on six thirty
k HOW, Denver's talkstation.
Speaker 3 (00:19):
And you're listening to the Situation with Michael Brown on
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(00:39):
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Dragon posts you can visit.
Speaker 2 (00:56):
Michael says, go here dot com.
Speaker 3 (00:59):
What's that sweet?
Speaker 2 (01:00):
Micher says, go here dot com.
Speaker 3 (01:03):
Fantastic check it out. It's all yours Michael and Dragon.
Speaker 4 (01:08):
All right, you goobers, I don't I don't you know.
First of all, maybe I shouldn't blame you because the
bozo that's back there working the board today, well he's
a baseball guy and he really doesn't know much more
than he gets to travel around the country and watch
baseball games and then you know, go party afterwards, and
(01:31):
you know, it's it's a it's a life of Riley.
He doesn't really do any work. He just you know,
he he makes Jack and Jerry look good so that
you know, their voice booms out across the you know,
the entire Rockies radio network. And other than that, he
doesn't do anything. So to expect him to have a
talkback or anything, it's just let's just dumb it down
(01:54):
for today. Okay, okay, back there. Yeah, I'm good. Are you?
Are you sure I'm gonna get can of you anything?
Speaker 3 (02:00):
Nope?
Speaker 4 (02:01):
You need a nap, you need.
Speaker 2 (02:03):
A I'm thinking about that though. These are not my hours,
just so just so you know, I'm about ready for you.
Speaker 4 (02:09):
This is exactly the opposite of what you usually.
Speaker 2 (02:12):
Is, the exact opposite. Sure, but good news is I
think happy Hours starts at about noon if you get
up at four a m. So oh right, yeah, okay,
I walked in.
Speaker 4 (02:21):
With are you kidding? You think that's Nike Coke? That's
why it's in a tumbler today. It's not in like
a you know, a McDonald's gop because I knew you
were going to be here. Yeah, you know, the health
I thought, well, you know, maybe I should use it
on my own liquid medicine, the good stuff exactly, not
(02:42):
the cheek not the cheek crap you guys drink on
the road. Bobby Kennedy's about to be confirmed as the
next Secretary of Health and Human Services. That's good news.
We got Tulsa Gabbert confirmed yesterday. I think that's good news,
but a lot of people don't think it's good news. Uh.
We just need to keep these things moving, keep them moving.
John Thune needs to get office, ask and keep them moving.
(03:05):
Before I delve into a study that's come out from
I think I have to look my notes here Harvard, Stanford,
and there was an element that slips in my mind
right now about test scores and how we're doing, you know,
post COVID and and what happened because of the shutdown
(03:25):
of schools. Let's go to the one person who screamed
the most about we got to shut schools down because
it's you know, for the good of the children. Randy Weingarten,
the president of the American Federation of Teachers, who just
has this to say on CNN yesterday.
Speaker 5 (03:45):
So for more on this, Brandy Winegarden joins us. Now
she's the president of the American Federation of Teachers, one
of the largest teachers unions in the country. What are
you hearing, Randy, from your members who have woken up
to these letters?
Speaker 6 (04:01):
So you know, our members work in the field in schools.
We don't have members that actually work at the Department
of Education, but we have people like, for example, the
head of all of Career tech Ed at the Department
of Education. This is Career Tech Edmund So we were
talking to her when she was put on leave, and
(04:23):
she's the one who actually make sure that that school
districts all across America have the money that they need
for kids to become welders.
Speaker 1 (04:33):
And for.
Speaker 4 (04:37):
Why why is it the federal government's responsibility to see that? Now,
did you get your property tax bill? Have you looked
at it? Do you see how much is going For example,
I look through it every year to see how much
is going to like Douglas County, and how much is
going to Douglas County schools, and how much is going
to all these little training programs and this or that
(05:00):
pay property taxes to support education. So Carter creates the
Department of Education, and now they take more taxes from you,
but they take it from whatever income taxes you pay,
whether you pay that by buying something from a company,
or you pay it directly through your income tax through
your ten forty, however you pay for this. And as
(05:25):
I've tried to help everybody understand, when you add a
bureaucracy on top of a bureaucracy, because that's what the
Department of Education is. It is a bureaucracy on top
of all fifty states or fifty seven states of count Obama.
So this bureaucracy takes some of the money that goes
(05:48):
into the general Fund from taxes and excise taxes and
tariffs and fees and everything, and they take that and
it's not enough to cover the Department of Education budget.
So we borrow some of that money. So when you
think about our thirty nine trillion dollars of debt, it's
because we created a bureaucracy. And this is just I
(06:11):
could use every cabinet and department as an example of this,
but we're focused right now on DOE. So education gets
a budget of whatever it is let's just say it's
a billion dollars. Well, they borrow forty seven percent of
that to pay for what they're sending back to the States. Now,
(06:34):
how do they send it back to the States? Well,
first of all, Congress has to borrow the money, then
appropriate and send it over to Office of Management and
Budget at the White House, who you know, and so
all of that involves personnel people, so you're paying all
those salaries and all those benefits. Then it goes to
omb where you're paying all those salaries and all those benefits,
and then you send it over to the Department of Education.
(06:56):
And then in the Department of Education it gets kind
of almost like a sieve of sort. They just kind
of poured it into the top of the building and
it just kind of flows down the stairwells and it
kind of seeps through the doorways of all these different
little program offices where there's all these little bureaucrats, you know,
running their little computers, playing solitaire, looking at porn, whatever
(07:17):
they're doing. And then they get, oh, Dan, I got
some money, so I gotta send it out. So while
you're paying for the salaries of all of those people,
all they do is they just didn't take that money,
and they design a program that is like here she's
talking about technology. So they they design a technology program
and then they send that out to the states, and
(07:39):
so every state department of education gets a notice of
a program. Oh, look, the Fed will give us some
money for technology. So then all of those bureaucrats at
the state Department of Education in Colorado then send that
notice out to all of the people that work in
the local boards of education, all those bureaucrats, and they go, oh,
(08:02):
we need some new computers or we need some new whatever.
So they apply for the grant. So they spend time
or they hire someone to apply for that grant, and
then they take it back to the state and then
the state sends it back up to the Feds, and
then the federaly you review all the grant programs and
then decide they decide who the winners are, or maybe
everybody's a winner, because you know, everybody gets a trophy,
(08:23):
so maybe everybody gets some new technology. So then those
people decide, Okay, well now we're going to give it
all fifty seven states. So now we're going to start drifting,
you know, dribbling and drabbling that money out to all
the states. Now all of that tax money that you
paid and or borrowed has gotten eaten up, in part
(08:44):
by the bureaucrats whose salary and benefits, laptop, overhead, utilities, everything,
vacation time whenever you want to add all of the
costs of those people, eats up some of your tax dollars.
So the dollar that you spent that if we could
trace one dollar bill that went from your pocket when
(09:06):
you paid your income tax to the IRS or got
it withheld by your company, it goes and it gets
eaten up all through that process. I mean, even the
IRS has to pay to collect the money. So the
dollar starts getting whittled down, whittled down, whittled down every
time a bureaucrat touches it. Then when it finally gets
(09:28):
back and oh, we're gonna send We're gonna send a
million dollars to the state of Colorado. Well they've probably
spent two million dollars just to get that one million
dollar to spend in Colorado on technology. And once Colorado
gets the one million dollars, guess what it all happens
again because the state Department of Education and all the
(09:51):
people that work there and all their salaries, and they're
all their benefits and all of their overhead has to
be taken out and paid for by somebody, and nothing's free.
So now that million dollars finally gets down to a
local board of education. And let's just say there were
ten boards of education in Colorado, So each got one
(10:12):
hundred thousand dollars? Did they really? You know they did?
They actually got one hundred thousand dollars. But how much
was spent to get them one hundred thousand dollars? Probably
one hundred and fifty thousand, two hundred thousand dollars, all
because of a stupid thing called the United States Department
(10:34):
of Education. Now, how about we do this, how about
we completely eliminate it. Don't and don't pull this bull
crap on me that we're going to take some of
these programs and put them in other offices. That's not
eliminating the Department of Education. That's shuffling the deck chairs
on the Titanic. I mean eliminated completely the budget and everything.
(10:57):
Now guess what happens. Oh, now the state of Colorado
has to deal with local boards of education, or local
boards of education on their own have to go back
to their voters and say we need computers in schools,
we need some new laptops, we need some new whatever.
It is, okay, whether once you ask for a bond issue,
(11:18):
or why don't you ask to increase our property taxes?
Why don't you do that so it goes directly to
the end user. But we don't do that because we'd
like to create mammoth, gigantic, Iceberg like bureaucracies that we
all think are doing good. So when she tells you
what she just said, she's a lion sack a poop.
(11:39):
It's not what happened.
Speaker 6 (11:41):
Had an all of career tech ed at the Department
of Education. This is career tech edmund. So we were
talking to her when she was put on leave, and
she's the one who actually make sure that that school
districts all across America have the money that they need
for kids to become welders.
Speaker 4 (12:03):
And who really should be making certain that if you
want to have trade programs, you want to have welding
programs in your school, who should decide that and who
should pay for it? Should people in Texas pay for
a welding program in Colorado, or should Colorado's pay for that,
(12:26):
I think we should pay for it, and I don't
want to pay for a welding program in some county
in Florida. If Broward County wants to have a welding
program in their local school district, then let them pay
for it, because then you eliminate all the bureaucracy and
you start saving some money. And it also means that
(12:46):
local people get to decide how much they want to
spend on schools and what they're going to spend it on,
not some bureaucrat with his head up his ass in DC.
Speaker 6 (13:00):
Like Randy Wingarten for kids to have apprentice programs or
for things like that.
Speaker 4 (13:06):
So you know what she's trying to do here, You
just don't. She's trying to make you believe. She's trying
to make the CNN audience believe that if these programs
go away, that no school will have a welding program,
no school will have any sort of trade programs, no
school will have technology because that person has been kicked
out of office. No, you just shift the funding from
(13:29):
the entire country to the state and to the local district,
which is where it should be, so you and I
can actually decide how competitive do we want our schools
to be. If it's the same thing with whatever social
welfare programs you have, you know, people probably would give
(13:53):
more to social welfare programs if they didn't see that
they were already being taxed to provide other people with
health care or food or housing or whatever else. Then
they might give to a not an NGO, but a
true charitable organization that effectively spends its money on programs.
(14:15):
You ever looked at Charity Navigator and some of the
programs you give to, and you find out that, oh,
they give ninety five percent of what they collect directly
to a recipient, directly to a program. Federal government barely
gets to twenty percent. Twenty five percent if they're lucky.
Everything else gets eaten up by the bureaucracy. So she's
trying to make you believe that if you eliminate DOE,
(14:39):
then all these schools are never going to have anything.
How did we function prior to the creation of the
Department of Education? Quite well? But Jimmy Carter thought, oh no,
we need a giant federal bureaucracy because I want to
show that I am for the kids, I'm for it education. Okay, Well,
(15:01):
then you did just the opposite. You actually help destroy
education in this country. And I've got the receipts coming up.
Speaker 6 (15:09):
Hearing is just complete chaos and frankly, a whole bunch
of cruelty, because at the end of the day, you
can make departments more efficient. And I'm not a big
believer in bureaucracy, but.
Speaker 4 (15:23):
This says the woman who relies on the bureaucracy for.
Speaker 6 (15:27):
Her pay, feels like as Elon Muff said to you
of vis serration. So here's a guy who has hundreds
of millions of dollars of contracts from these departments and
he's not touching them. But what he's doing.
Speaker 4 (15:42):
How many contracts does the American Federation of Teachers have?
How many contracts do you have with NGOs or even
with state or local governments that you're benefiting.
Speaker 6 (15:55):
From doing is really taking money from kids who really
needed in the field. In these departments, Yes, they can
be much more efficient, but that's what the education department does.
It gives out money to kids so you can feed
them a decent lunch, so we can have, you know,
tutors for reading.
Speaker 4 (16:17):
And you wouldn't have she would you believe, you wouldn't
have anything you would have any school lunches, you would
have any programs for kids unless you have the Department
of Education. Talk about somebody that's got a vested interest,
self interest. Talk about somebody that can't see the forest
for the trees. Talk about somebody that is trying to
support up a massive overweight, overblow to bureaucracy, when we
(16:41):
be much better off with local control, local decisions, local taxation.
About what you want to do with your schools. Imagine
schools competing to be the best. Imagine schools doing that
so you.
Speaker 6 (16:55):
Can actually help kids with math problems.
Speaker 4 (16:58):
Oh, it's probably a good place to stop with her.
So you can help kids with math problems. That's what
she claims the Department of Education does, is that it's
going to help kids with math problems and help them
be so much better off because we have the Department
of Education. What if I told you that, Well, actually
(17:22):
it's wrong. It's been nearly four years since we were
plunged into chaos and unnecessary and unscientific experiments closing schools
in response to COVID nineteen. Now I know, and you
(17:43):
know that I know that iHeart gave me leeway, and
I fought that every step of the way on air.
They gave me a separate program just to go fight
that stuff. But now we've got the data and it
confirms exactly what I suspected. And it's even more political
than you can imagine. Students in blue states, students in
(18:06):
Democrat states suffered far more severe learning loss than students
in red states. Dartmouth, that was college I forgot. Dartmouth, Harvard,
and Stanford have released a new report. It shows that
students in Democratic led states where schools remain closed for
up to a year are still facing severe academic setbacks.
(18:31):
And I'll give you the numbers coming up in Erik Michael.
Speaker 6 (18:34):
I love the current honesty and bluntness and transparency. Caroline Levitt,
tom Oman, whoever it is you name it, say it
like it is. Yeah, cut the crap, answer the questions.
Speaker 7 (18:48):
Yeah, I love it.
Speaker 1 (18:49):
Michael. You have been talking about such serious things lately.
That's why you're not getting the talkbacks. When you talk
about fun things, then we send you talkbacks like last
Thursday talking about waffle House.
Speaker 4 (19:06):
It's interesting. It's interesting you say that because that's actually
crossed my mind, and I want this is really egotistical
of me. But I want to believe that you're not
leaving talkbacks because you're so engrossed in what I'm telling you,
as opposed to the because we do like to have
fun occasionally. I can't have any fun today because Jesse's here.
(19:29):
Jesse's all right, He's just Oh my god. I feel
so sorry for Jack and Jerry having to deal with him.
You know, it's just if you ever want a bitch
about the Rockies, it's all his fault. It's Jesse.
Speaker 2 (19:42):
I get blamed for a lot of things, you know.
Speaker 4 (19:45):
You know the sad part is, I'm sure you do.
I'm quite certain of that. Back to let's go back
to Randy Winegarten for just a second, and then I
want to get into some of these numbers.
Speaker 6 (19:58):
That's what's going on right man.
Speaker 5 (20:00):
And to be clear on you, unus, we really don't
know the scope of what exactly he's doing. He's been
involved with nineteen agencies. He does have some contracts in
front of those agencies, but there's not transparency. And when
it comes to the funds, the Trump administration says that
it's going to go to locals, that the local officials
know what's best for their community and the state of
the education apartment is new.
Speaker 4 (20:20):
I know you can't see this, but the ment that
a little news reporter at talks about Trump believes that
this money is better spent at the local level. Randy
Weingarten laughs because she's not. She's a she's a communist.
She believes it's the collective that you know, what we
(20:41):
should just do is turn you wouldn't do this, because
this is the direction we're headed. Let's eliminate local school boards,
Let's eliminate state departments of education, and let's nationalize education
in this country. Let's just let the Department of Education
run school districts. I know you recoil from that, but
(21:05):
that's the that's the path that we are on. Who
drives policy the person that has the money and the
people that have the money or the Feds. And the results.
Speaker 6 (21:20):
Are abysmal, longer needed.
Speaker 5 (21:22):
That is what they say. Why is that an issue
for you?
Speaker 4 (21:28):
So why is it an issue for you that they
want to get rid of the Department of d and
we ought to not return things to the state and
local governments.
Speaker 6 (21:37):
Look spoiler alert, that's what happens now. I mean education.
If I can, if I can make one point to
your listeners or viewers. Education is run by states and localities.
It's always been run by states and localities.
Speaker 4 (21:53):
But in theory, in practice, no, go ask any educator
how many of the programs or policies that you have
are dictated by the money that you receive from the
federal government.
Speaker 6 (22:09):
Go ask about fifty or sixty years ago. You know
Lyndon Johnson who was one of those local teachers. His
kids would come into his classroom without shoes on, that
were really poor.
Speaker 4 (22:25):
So what did Lyndon Johnson do? Does anybody know? Have
you taken my advice? And have you read the books
about Lyndon Johnson? The biographies by Robert Carrow. His Lynden
Johnson was a public school teacher. He was about as
poor as those kids were. He did everything he could
to help get them shoes. He did. Is it the
(22:49):
job of taxpayers to make sure that kids have shoes
at school? I think that's a great job for a
charitable organization. Thinks are great because well, I want kids
to have shoes and I want kids to eat. I
think that's part of my allbligation as a taxpayer. If
we're going to if we're going to have public education.
(23:10):
Then that's part of my abigation as a taxpayer in
my local school district, because I want them to have
really nice sneakers. Jesse would just want them to have
cheap flip flops, even in the dead of winter.
Speaker 6 (23:25):
And so when he became president, he said, look, let's
actually level up instead of taking you know, instead of
actually trying to say to states and localities you've got
to spend more, which you know they should. Let's actually
have federal dollars that help kids who are poor. Let's
actually have federal dollars that help kids who are disabled.
Speaker 4 (23:49):
And thus begins the march of progressivism, starting back with
Woodrow Wilson and then just accelerating with LBJ. So LBJ,
the Great Society, the War on Poverty, all of these
things that LBJ put in place, and the Democrats, and
look where we are. It's simply not working. So this
(24:15):
report from Dartmouth, Harvard, and Stanford shows that students and
Democrat led states where the schools remain closed from up
to a year are facing severe economic academic setbacks. Massachusetts, Ohio,
Pennsylvania students remain at least a half a year behind
their pre COVID reading levels. In places like Maine, Oregon, Vermont,
(24:40):
the loss is nearly a full year behind their pre
COVID reading levels, But in states that prioritized keeping schools open,
such as Alabama and Louisiana, have not only recovered to
their pre COVID levels, but in some cases are exceeding
their pre pandemic. Score changes in reading achievement between twenty
(25:06):
nineteen to twenty twenty four the ten Let me just
I know everybody's waiting to hear about Colorado. I can't
tell you about Colorado. There are let me pull up
the actual study again, get on my notes. When you
go to the actual study, there are one, two, three, four, five, six,
(25:29):
seven states that have no data Maine, Vermont, New York,
New Mexico, Montana, Oregon, and Colorado. Now I've probably read.
Now I've done a word search, and I'm not sure
that the word search is going to get into all
(25:50):
the subtabs. But in the word search, I can't find Colorado,
and it's one of the seven states that are There's
a color coded map and you can highlight your particular
state and you can look at the numbers for that
particular state. You'll give you an in depth analysis of
that state. I click on Colorado zilch, New Mexico zilch.
(26:13):
I just haven't yet figured out why that's the case.
So I can't tell you about Colorado, but I can
tell you the ten states that lost the least the
least loss in reading achievement pre during and post COVID.
Louisiana actually gained. Hawaii and Alabama were down by the least,
(26:40):
followed by Mississippi and Washington, d C. Followed by Indiana, Georgia, Texas, Tennessee,
and South Carolina. So with the exception of Washington and Hawaii,
you've got red states ten states that lost the most,
with the exception of the top two, well three, actually
(27:05):
there's four. There's more in here, but it's still outnumbers
by at least fifty percent. Those from blue states. The
ten states that lost the most during the lockdowns West Virginia,
North Carolina, Michigan, Florida, Oklahoma, Delaware, Nebraska, Oregon, Vermont, and Maine.
(27:27):
So the states that refused to follow the science and
instead followed Randy winegartens are now dealing with an educational
crisis that, my opinion is of their own making. In
this study, is another piece of evidence proving that school
closures were a partisan decision and not a scientific decision.
(27:48):
In Red States, schools reopened as soon as the fall
of twenty twenty. Now, I know this is ancient history,
but go back. It was December of twenty nineteen and
January of twenty twenty when we started shutting down the
entire world, and we started getting the daily briefings between
Trump and Fauci and doctor Burke Burks. So when Red
(28:11):
states and schools started reopening as soon as the fall
of twenty twenty, they weren't waiting. In fact, many never
closed beyond the initial shut down in the spring. But
Blue states kept kids out of classrooms almost all the
way through, almost all the way through of twenty twenty one,
and those states had far greater academic declines. Eight of
(28:34):
the ten states with the most severe learning losses voted
Democrat in all the recent elections. Conversely, eight of the
ten states with the smallest learning gaps voted Republicans. Changes
in math achievement, you know what, get Let me give
(28:55):
these numbers after the break. I'll be right back.
Speaker 7 (28:57):
And we should remember that Randy Wine Garner was all
for these lockdowns, claiming that she really cares about the
kids and all of that stuff. No, it's all about
the teachers' unions, and that's what this US Department of
Education was formed in the first place. Another great thing
(29:18):
from Jimmy Carter and why conservatives hate the man who
was really a con man.
Speaker 4 (29:29):
Yep, that's exactly right. But you think about it back
when I was talking about back in twenty twenty and
saying that locking kids out of school, first of all,
they were at low risk. We never did the risk
analysis that showed at that time that those at high risk.
In fact, the data is since proven that those at
high risk were those that were over the age I
(29:51):
think either sixty five or seventy and had comorbidities. They
were obese, had diabetes, had you know, Alzheimer's, had something else,
They had at least two or three other comorbidities. Those
were the people highest at risk. School children, high school
and younger at the lowest risk. And as I said
(30:15):
at the time, locking kids out of school is going
to have a generational effect. And I was supposed to
be some you know, I was a nutjob. Now the
very blue state leaders who championed those policies are certainly
quiet as this evidence starts to mount against them. But
(30:37):
probably the most tragic result of the school closures was
the disproportionate impact on low income and minority students. Learning
laws actually exacerbates racial and class disparities, so that means
that black and Latito students falling even further behind. They're
white and they're Asian peers. And then schools impoorant districts,
(31:00):
many of which we kept closed the longest, now face
an almost impossible task of trying to make up for
two years of totally mised education. And don't give me
this crap that, oh, but they had online learning. I
had a teams meeting yesterday. I shouldn't say this on
their I had a teams meeting yesterday that I mandatory.
(31:20):
I tend you wouldn't believe how much other stuff I
got done during that meeting. Yeah, I know how to
work from home. Yeah. The elite private here's the irony.
If you were an elite private school in a blue state,
(31:43):
you figured out a way, by hook or crook to
keep your doors open. But the middle class and the
poor students were left staring at those screens. The children
of politicians and bureaucrats who imposed the closures on you, well,
they continued in learning person in their private schools. And
(32:05):
then you know, even if the original closers closures weren't
bad enough, there's another crisis that has emerged in the
wake of closing skyrocketing absenteeism. Student attendance rates are plummeting.
A lot of kids simply never returned to school after
(32:26):
the lockdowns ended. Thomas Kane, an economists at Harvard, described
the situation as a tsunami still rolling through the schools.
When you tell students and families for an entire year
that school is not essential, and they come from families
that don't believe that the education is essential, then don't
(32:47):
be surprised when they actually start to believe it. And
then there's no incentive to, hey, get your kid back
in school, particularly if those same kids come from a
poor household where maybe both parents are not working and
they're staying at home. There's no incentive to go to work,
and so they don't have the pressure that a working
(33:08):
class stiff has that I got to get the kid
in school, not only because I want the kid to learn,
but because well, I need that babysitting time too. The
good thing about this study if you want to I
forget what my Google search terms were, but if you
google Stanford, Harvard, Dartmouth School study absenteeism reading math skills
(33:36):
post COVID nineteen, he'll get you to the study. It's
at education. Well, here's the here's where you can get
to the map, Education Recovery Scorecard dot org. Education Recovery
Scorecard dot org. And I'd encourage you to go look
(33:56):
at it. Don't just leave what I'm telling you. You
go read it for yourself. And the researchers do one
more thing they point out and I and I this
is probably more my words than their words. We should
never allow this to happen again. If there's a future pandemic,
(34:17):
can I They keep telling us there's just you know,
oh the bird flew is is you know it's it's
skipped over to a human, one human. Eight billion people
on the planet and it's skipped over to one human.
So get ready for another pandemic. And I heard on
the news yesterday there's some hospital. I forget where it is.
That's once again imposing a mask mandate. Get ready, here
(34:38):
we go again. Don't let them do it. Demand science
from the politicians, from the union bosses, from all everybody,
the school boards, governors, everybody, Show me the science. Keep
(34:59):
the kids in school, you know. I think, probably most importantly,
we had to recognize that following the data means standing
up for what's right, even when these so called experts
like Fauci and Berks and all the others tell you otherwise. Now,
(35:20):
will anything ever happened, I seriously doubt it. At least
now you've got some facts to look at. The school
closures were horrific, Absolutely horrific. I can't wait to study
more about the absenteeism, because that says a lot about
what government intrusion into private lives has done to our society,
The director of talk show host Michael Brown.
Speaker 2 (00:02):
Brownie, no, Brownie, You're doing a heart of a job
The Situation with Michael Brown. You're experts on six thirty
k HOW, Denver's talkstation.
Speaker 3 (00:19):
And you're listening to the Situation with Michael Brown on
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(00:39):
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the program live, download the podcast, listen to a compilation
of different talkbacks. See the various photos and stories the
Dragon posts you can visit.
Speaker 2 (00:56):
Michael says, go here dot com.
Speaker 3 (00:59):
What's that sweet?
Speaker 2 (01:00):
Micher says, go here dot com.
Speaker 3 (01:03):
Fantastic check it out. It's all yours Michael and Dragon.
Speaker 4 (01:08):
All right, you goobers, I don't I don't you know.
First of all, maybe I shouldn't blame you because the
bozo that's back there working the board today, well he's
a baseball guy and he really doesn't know much more
than he gets to travel around the country and watch
baseball games and then you know, go party afterwards, and
(01:31):
you know, it's it's a it's a life of Riley.
He doesn't really do any work. He just you know,
he he makes Jack and Jerry look good so that
you know, their voice booms out across the you know,
the entire Rockies radio network. And other than that, he
doesn't do anything. So to expect him to have a
talkback or anything, it's just let's just dumb it down
(01:54):
for today. Okay, okay, back there. Yeah, I'm good. Are you?
Are you sure I'm gonna get can of you anything?
Speaker 3 (02:00):
Nope?
Speaker 4 (02:01):
You need a nap, you need.
Speaker 2 (02:03):
A I'm thinking about that though. These are not my hours,
just so just so you know, I'm about ready for you.
Speaker 4 (02:09):
This is exactly the opposite of what you usually.
Speaker 2 (02:12):
Is, the exact opposite. Sure, but good news is I
think happy Hours starts at about noon if you get
up at four a m. So oh right, yeah, okay,
I walked in.
Speaker 4 (02:21):
With are you kidding? You think that's Nike Coke? That's
why it's in a tumbler today. It's not in like
a you know, a McDonald's gop because I knew you
were going to be here. Yeah, you know, the health
I thought, well, you know, maybe I should use it
on my own liquid medicine, the good stuff exactly, not
(02:42):
the cheek not the cheek crap you guys drink on
the road. Bobby Kennedy's about to be confirmed as the
next Secretary of Health and Human Services. That's good news.
We got Tulsa Gabbert confirmed yesterday. I think that's good news,
but a lot of people don't think it's good news. Uh.
We just need to keep these things moving, keep them moving.
John Thune needs to get office, ask and keep them moving.
(03:05):
Before I delve into a study that's come out from
I think I have to look my notes here Harvard, Stanford,
and there was an element that slips in my mind
right now about test scores and how we're doing, you know,
post COVID and and what happened because of the shutdown
(03:25):
of schools. Let's go to the one person who screamed
the most about we got to shut schools down because
it's you know, for the good of the children. Randy Weingarten,
the president of the American Federation of Teachers, who just
has this to say on CNN yesterday.
Speaker 5 (03:45):
So for more on this, Brandy Winegarden joins us. Now
she's the president of the American Federation of Teachers, one
of the largest teachers unions in the country. What are
you hearing, Randy, from your members who have woken up
to these letters?
Speaker 6 (04:01):
So you know, our members work in the field in schools.
We don't have members that actually work at the Department
of Education, but we have people like, for example, the
head of all of Career tech Ed at the Department
of Education. This is Career Tech Edmund So we were
talking to her when she was put on leave, and
(04:23):
she's the one who actually make sure that that school
districts all across America have the money that they need
for kids to become welders.
Speaker 1 (04:33):
And for.
Speaker 4 (04:37):
Why why is it the federal government's responsibility to see that? Now,
did you get your property tax bill? Have you looked
at it? Do you see how much is going For example,
I look through it every year to see how much
is going to like Douglas County, and how much is
going to Douglas County schools, and how much is going
to all these little training programs and this or that
(05:00):
pay property taxes to support education. So Carter creates the
Department of Education, and now they take more taxes from you,
but they take it from whatever income taxes you pay,
whether you pay that by buying something from a company,
or you pay it directly through your income tax through
your ten forty, however you pay for this. And as
(05:25):
I've tried to help everybody understand, when you add a
bureaucracy on top of a bureaucracy, because that's what the
Department of Education is. It is a bureaucracy on top
of all fifty states or fifty seven states of count Obama.
So this bureaucracy takes some of the money that goes
(05:48):
into the general Fund from taxes and excise taxes and
tariffs and fees and everything, and they take that and
it's not enough to cover the Department of Education budget.
So we borrow some of that money. So when you
think about our thirty nine trillion dollars of debt, it's
because we created a bureaucracy. And this is just I
(06:11):
could use every cabinet and department as an example of this,
but we're focused right now on DOE. So education gets
a budget of whatever it is let's just say it's
a billion dollars. Well, they borrow forty seven percent of
that to pay for what they're sending back to the States. Now,
(06:34):
how do they send it back to the States? Well,
first of all, Congress has to borrow the money, then
appropriate and send it over to Office of Management and
Budget at the White House, who you know, and so
all of that involves personnel people, so you're paying all
those salaries and all those benefits. Then it goes to
omb where you're paying all those salaries and all those benefits,
and then you send it over to the Department of Education.
(06:56):
And then in the Department of Education it gets kind
of almost like a sieve of sort. They just kind
of poured it into the top of the building and
it just kind of flows down the stairwells and it
kind of seeps through the doorways of all these different
little program offices where there's all these little bureaucrats, you know,
running their little computers, playing solitaire, looking at porn, whatever
(07:17):
they're doing. And then they get, oh, Dan, I got
some money, so I gotta send it out. So while
you're paying for the salaries of all of those people,
all they do is they just didn't take that money,
and they design a program that is like here she's
talking about technology. So they they design a technology program
and then they send that out to the states, and
(07:39):
so every state department of education gets a notice of
a program. Oh, look, the Fed will give us some
money for technology. So then all of those bureaucrats at
the state Department of Education in Colorado then send that
notice out to all of the people that work in
the local boards of education, all those bureaucrats, and they go, oh,
(08:02):
we need some new computers or we need some new whatever.
So they apply for the grant. So they spend time
or they hire someone to apply for that grant, and
then they take it back to the state and then
the state sends it back up to the Feds, and
then the federaly you review all the grant programs and
then decide they decide who the winners are, or maybe
everybody's a winner, because you know, everybody gets a trophy,
(08:23):
so maybe everybody gets some new technology. So then those
people decide, Okay, well now we're going to give it
all fifty seven states. So now we're going to start drifting,
you know, dribbling and drabbling that money out to all
the states. Now all of that tax money that you
paid and or borrowed has gotten eaten up, in part
(08:44):
by the bureaucrats whose salary and benefits, laptop, overhead, utilities, everything,
vacation time whenever you want to add all of the
costs of those people, eats up some of your tax dollars.
So the dollar that you spent that if we could
trace one dollar bill that went from your pocket when
(09:06):
you paid your income tax to the IRS or got
it withheld by your company, it goes and it gets
eaten up all through that process. I mean, even the
IRS has to pay to collect the money. So the
dollar starts getting whittled down, whittled down, whittled down every
time a bureaucrat touches it. Then when it finally gets
(09:28):
back and oh, we're gonna send We're gonna send a
million dollars to the state of Colorado. Well they've probably
spent two million dollars just to get that one million
dollar to spend in Colorado on technology. And once Colorado
gets the one million dollars, guess what it all happens
again because the state Department of Education and all the
(09:51):
people that work there and all their salaries, and they're
all their benefits and all of their overhead has to
be taken out and paid for by somebody, and nothing's free.
So now that million dollars finally gets down to a
local board of education. And let's just say there were
ten boards of education in Colorado, So each got one
(10:12):
hundred thousand dollars? Did they really? You know they did?
They actually got one hundred thousand dollars. But how much
was spent to get them one hundred thousand dollars? Probably
one hundred and fifty thousand, two hundred thousand dollars, all
because of a stupid thing called the United States Department
(10:34):
of Education. Now, how about we do this, how about
we completely eliminate it. Don't and don't pull this bull
crap on me that we're going to take some of
these programs and put them in other offices. That's not
eliminating the Department of Education. That's shuffling the deck chairs
on the Titanic. I mean eliminated completely the budget and everything.
(10:57):
Now guess what happens. Oh, now the state of Colorado
has to deal with local boards of education, or local
boards of education on their own have to go back
to their voters and say we need computers in schools,
we need some new laptops, we need some new whatever.
It is, okay, whether once you ask for a bond issue,
(11:18):
or why don't you ask to increase our property taxes?
Why don't you do that so it goes directly to
the end user. But we don't do that because we'd
like to create mammoth, gigantic, Iceberg like bureaucracies that we
all think are doing good. So when she tells you
what she just said, she's a lion sack a poop.
(11:39):
It's not what happened.
Speaker 6 (11:41):
Had an all of career tech ed at the Department
of Education. This is career tech edmund. So we were
talking to her when she was put on leave, and
she's the one who actually make sure that that school
districts all across America have the money that they need
for kids to become welders.
Speaker 4 (12:03):
And who really should be making certain that if you
want to have trade programs, you want to have welding
programs in your school, who should decide that and who
should pay for it? Should people in Texas pay for
a welding program in Colorado, or should Colorado's pay for that,
(12:26):
I think we should pay for it, and I don't
want to pay for a welding program in some county
in Florida. If Broward County wants to have a welding
program in their local school district, then let them pay
for it, because then you eliminate all the bureaucracy and
you start saving some money. And it also means that
(12:46):
local people get to decide how much they want to
spend on schools and what they're going to spend it on,
not some bureaucrat with his head up his ass in DC.
Speaker 6 (13:00):
Like Randy Wingarten for kids to have apprentice programs or
for things like that.
Speaker 4 (13:06):
So you know what she's trying to do here, You
just don't. She's trying to make you believe. She's trying
to make the CNN audience believe that if these programs
go away, that no school will have a welding program,
no school will have any sort of trade programs, no
school will have technology because that person has been kicked
out of office. No, you just shift the funding from
(13:29):
the entire country to the state and to the local district,
which is where it should be, so you and I
can actually decide how competitive do we want our schools
to be. If it's the same thing with whatever social
welfare programs you have, you know, people probably would give
(13:53):
more to social welfare programs if they didn't see that
they were already being taxed to provide other people with
health care or food or housing or whatever else. Then
they might give to a not an NGO, but a
true charitable organization that effectively spends its money on programs.
(14:15):
You ever looked at Charity Navigator and some of the
programs you give to, and you find out that, oh,
they give ninety five percent of what they collect directly
to a recipient, directly to a program. Federal government barely
gets to twenty percent. Twenty five percent if they're lucky.
Everything else gets eaten up by the bureaucracy. So she's
trying to make you believe that if you eliminate DOE,
(14:39):
then all these schools are never going to have anything.
How did we function prior to the creation of the
Department of Education? Quite well? But Jimmy Carter thought, oh no,
we need a giant federal bureaucracy because I want to
show that I am for the kids, I'm for it education. Okay, Well,
(15:01):
then you did just the opposite. You actually help destroy
education in this country. And I've got the receipts coming up.
Speaker 6 (15:09):
Hearing is just complete chaos and frankly, a whole bunch
of cruelty, because at the end of the day, you
can make departments more efficient. And I'm not a big
believer in bureaucracy, but.
Speaker 4 (15:23):
This says the woman who relies on the bureaucracy for.
Speaker 6 (15:27):
Her pay, feels like as Elon Muff said to you
of vis serration. So here's a guy who has hundreds
of millions of dollars of contracts from these departments and
he's not touching them. But what he's doing.
Speaker 4 (15:42):
How many contracts does the American Federation of Teachers have?
How many contracts do you have with NGOs or even
with state or local governments that you're benefiting.
Speaker 6 (15:55):
From doing is really taking money from kids who really
needed in the field. In these departments, Yes, they can
be much more efficient, but that's what the education department does.
It gives out money to kids so you can feed
them a decent lunch, so we can have, you know,
tutors for reading.
Speaker 4 (16:17):
And you wouldn't have she would you believe, you wouldn't
have anything you would have any school lunches, you would
have any programs for kids unless you have the Department
of Education. Talk about somebody that's got a vested interest,
self interest. Talk about somebody that can't see the forest
for the trees. Talk about somebody that is trying to
support up a massive overweight, overblow to bureaucracy, when we
(16:41):
be much better off with local control, local decisions, local taxation.
About what you want to do with your schools. Imagine
schools competing to be the best. Imagine schools doing that
so you.
Speaker 6 (16:55):
Can actually help kids with math problems.
Speaker 4 (16:58):
Oh, it's probably a good place to stop with her.
So you can help kids with math problems. That's what
she claims the Department of Education does, is that it's
going to help kids with math problems and help them
be so much better off because we have the Department
of Education. What if I told you that, Well, actually
(17:22):
it's wrong. It's been nearly four years since we were
plunged into chaos and unnecessary and unscientific experiments closing schools
in response to COVID nineteen. Now I know, and you
(17:43):
know that I know that iHeart gave me leeway, and
I fought that every step of the way on air.
They gave me a separate program just to go fight
that stuff. But now we've got the data and it
confirms exactly what I suspected. And it's even more political
than you can imagine. Students in blue states, students in
(18:06):
Democrat states suffered far more severe learning loss than students
in red states. Dartmouth, that was college I forgot. Dartmouth, Harvard,
and Stanford have released a new report. It shows that
students in Democratic led states where schools remain closed for
up to a year are still facing severe academic setbacks.
(18:31):
And I'll give you the numbers coming up in Erik Michael.
Speaker 6 (18:34):
I love the current honesty and bluntness and transparency. Caroline Levitt,
tom Oman, whoever it is you name it, say it
like it is. Yeah, cut the crap, answer the questions.
Speaker 7 (18:48):
Yeah, I love it.
Speaker 1 (18:49):
Michael. You have been talking about such serious things lately.
That's why you're not getting the talkbacks. When you talk
about fun things, then we send you talkbacks like last
Thursday talking about waffle House.
Speaker 4 (19:06):
It's interesting. It's interesting you say that because that's actually
crossed my mind, and I want this is really egotistical
of me. But I want to believe that you're not
leaving talkbacks because you're so engrossed in what I'm telling you,
as opposed to the because we do like to have
fun occasionally. I can't have any fun today because Jesse's here.
(19:29):
Jesse's all right, He's just Oh my god. I feel
so sorry for Jack and Jerry having to deal with him.
You know, it's just if you ever want a bitch
about the Rockies, it's all his fault. It's Jesse.
Speaker 2 (19:42):
I get blamed for a lot of things, you know.
Speaker 4 (19:45):
You know the sad part is, I'm sure you do.
I'm quite certain of that. Back to let's go back
to Randy Winegarten for just a second, and then I
want to get into some of these numbers.
Speaker 6 (19:58):
That's what's going on right man.
Speaker 5 (20:00):
And to be clear on you, unus, we really don't
know the scope of what exactly he's doing. He's been
involved with nineteen agencies. He does have some contracts in
front of those agencies, but there's not transparency. And when
it comes to the funds, the Trump administration says that
it's going to go to locals, that the local officials
know what's best for their community and the state of
the education apartment is new.
Speaker 4 (20:20):
I know you can't see this, but the ment that
a little news reporter at talks about Trump believes that
this money is better spent at the local level. Randy
Weingarten laughs because she's not. She's a she's a communist.
She believes it's the collective that you know, what we
(20:41):
should just do is turn you wouldn't do this, because
this is the direction we're headed. Let's eliminate local school boards,
Let's eliminate state departments of education, and let's nationalize education
in this country. Let's just let the Department of Education
run school districts. I know you recoil from that, but
(21:05):
that's the that's the path that we are on. Who
drives policy the person that has the money and the
people that have the money or the Feds. And the results.
Speaker 6 (21:20):
Are abysmal, longer needed.
Speaker 5 (21:22):
That is what they say. Why is that an issue
for you?
Speaker 4 (21:28):
So why is it an issue for you that they
want to get rid of the Department of d and
we ought to not return things to the state and
local governments.
Speaker 6 (21:37):
Look spoiler alert, that's what happens now. I mean education.
If I can, if I can make one point to
your listeners or viewers. Education is run by states and localities.
It's always been run by states and localities.
Speaker 4 (21:53):
But in theory, in practice, no, go ask any educator
how many of the programs or policies that you have
are dictated by the money that you receive from the
federal government.
Speaker 6 (22:09):
Go ask about fifty or sixty years ago. You know
Lyndon Johnson who was one of those local teachers. His
kids would come into his classroom without shoes on, that
were really poor.
Speaker 4 (22:25):
So what did Lyndon Johnson do? Does anybody know? Have
you taken my advice? And have you read the books
about Lyndon Johnson? The biographies by Robert Carrow. His Lynden
Johnson was a public school teacher. He was about as
poor as those kids were. He did everything he could
to help get them shoes. He did. Is it the
(22:49):
job of taxpayers to make sure that kids have shoes
at school? I think that's a great job for a
charitable organization. Thinks are great because well, I want kids
to have shoes and I want kids to eat. I
think that's part of my allbligation as a taxpayer. If
we're going to if we're going to have public education.
(23:10):
Then that's part of my abigation as a taxpayer in
my local school district, because I want them to have
really nice sneakers. Jesse would just want them to have
cheap flip flops, even in the dead of winter.
Speaker 6 (23:25):
And so when he became president, he said, look, let's
actually level up instead of taking you know, instead of
actually trying to say to states and localities you've got
to spend more, which you know they should. Let's actually
have federal dollars that help kids who are poor. Let's
actually have federal dollars that help kids who are disabled.
Speaker 4 (23:49):
And thus begins the march of progressivism, starting back with
Woodrow Wilson and then just accelerating with LBJ. So LBJ,
the Great Society, the War on Poverty, all of these
things that LBJ put in place, and the Democrats, and
look where we are. It's simply not working. So this
(24:15):
report from Dartmouth, Harvard, and Stanford shows that students and
Democrat led states where the schools remain closed from up
to a year are facing severe economic academic setbacks. Massachusetts, Ohio,
Pennsylvania students remain at least a half a year behind
their pre COVID reading levels. In places like Maine, Oregon, Vermont,
(24:40):
the loss is nearly a full year behind their pre
COVID reading levels, But in states that prioritized keeping schools open,
such as Alabama and Louisiana, have not only recovered to
their pre COVID levels, but in some cases are exceeding
their pre pandemic. Score changes in reading achievement between twenty
(25:06):
nineteen to twenty twenty four the ten Let me just
I know everybody's waiting to hear about Colorado. I can't
tell you about Colorado. There are let me pull up
the actual study again, get on my notes. When you
go to the actual study, there are one, two, three, four, five, six,
(25:29):
seven states that have no data Maine, Vermont, New York,
New Mexico, Montana, Oregon, and Colorado. Now I've probably read.
Now I've done a word search, and I'm not sure
that the word search is going to get into all
(25:50):
the subtabs. But in the word search, I can't find Colorado,
and it's one of the seven states that are There's
a color coded map and you can highlight your particular
state and you can look at the numbers for that
particular state. You'll give you an in depth analysis of
that state. I click on Colorado zilch, New Mexico zilch.
(26:13):
I just haven't yet figured out why that's the case.
So I can't tell you about Colorado, but I can
tell you the ten states that lost the least the
least loss in reading achievement pre during and post COVID.
Louisiana actually gained. Hawaii and Alabama were down by the least,
(26:40):
followed by Mississippi and Washington, d C. Followed by Indiana, Georgia, Texas, Tennessee,
and South Carolina. So with the exception of Washington and Hawaii,
you've got red states ten states that lost the most,
with the exception of the top two, well three, actually
(27:05):
there's four. There's more in here, but it's still outnumbers
by at least fifty percent. Those from blue states. The
ten states that lost the most during the lockdowns West Virginia,
North Carolina, Michigan, Florida, Oklahoma, Delaware, Nebraska, Oregon, Vermont, and Maine.
(27:27):
So the states that refused to follow the science and
instead followed Randy winegartens are now dealing with an educational
crisis that, my opinion is of their own making. In
this study, is another piece of evidence proving that school
closures were a partisan decision and not a scientific decision.
(27:48):
In Red States, schools reopened as soon as the fall
of twenty twenty. Now, I know this is ancient history,
but go back. It was December of twenty nineteen and
January of twenty twenty when we started shutting down the
entire world, and we started getting the daily briefings between
Trump and Fauci and doctor Burke Burks. So when Red
(28:11):
states and schools started reopening as soon as the fall
of twenty twenty, they weren't waiting. In fact, many never
closed beyond the initial shut down in the spring. But
Blue states kept kids out of classrooms almost all the
way through, almost all the way through of twenty twenty one,
and those states had far greater academic declines. Eight of
(28:34):
the ten states with the most severe learning losses voted
Democrat in all the recent elections. Conversely, eight of the
ten states with the smallest learning gaps voted Republicans. Changes
in math achievement, you know what, get Let me give
(28:55):
these numbers after the break. I'll be right back.
Speaker 7 (28:57):
And we should remember that Randy Wine Garner was all
for these lockdowns, claiming that she really cares about the
kids and all of that stuff. No, it's all about
the teachers' unions, and that's what this US Department of
Education was formed in the first place. Another great thing
(29:18):
from Jimmy Carter and why conservatives hate the man who
was really a con man.
Speaker 4 (29:29):
Yep, that's exactly right. But you think about it back
when I was talking about back in twenty twenty and
saying that locking kids out of school, first of all,
they were at low risk. We never did the risk
analysis that showed at that time that those at high risk.
In fact, the data is since proven that those at
high risk were those that were over the age I
(29:51):
think either sixty five or seventy and had comorbidities. They
were obese, had diabetes, had you know, Alzheimer's, had something else,
They had at least two or three other comorbidities. Those
were the people highest at risk. School children, high school
and younger at the lowest risk. And as I said
(30:15):
at the time, locking kids out of school is going
to have a generational effect. And I was supposed to
be some you know, I was a nutjob. Now the
very blue state leaders who championed those policies are certainly
quiet as this evidence starts to mount against them. But
(30:37):
probably the most tragic result of the school closures was
the disproportionate impact on low income and minority students. Learning
laws actually exacerbates racial and class disparities, so that means
that black and Latito students falling even further behind. They're
white and they're Asian peers. And then schools impoorant districts,
(31:00):
many of which we kept closed the longest, now face
an almost impossible task of trying to make up for
two years of totally mised education. And don't give me
this crap that, oh, but they had online learning. I
had a teams meeting yesterday. I shouldn't say this on
their I had a teams meeting yesterday that I mandatory.
(31:20):
I tend you wouldn't believe how much other stuff I
got done during that meeting. Yeah, I know how to
work from home. Yeah. The elite private here's the irony.
If you were an elite private school in a blue state,
(31:43):
you figured out a way, by hook or crook to
keep your doors open. But the middle class and the
poor students were left staring at those screens. The children
of politicians and bureaucrats who imposed the closures on you, well,
they continued in learning person in their private schools. And
(32:05):
then you know, even if the original closers closures weren't
bad enough, there's another crisis that has emerged in the
wake of closing skyrocketing absenteeism. Student attendance rates are plummeting.
A lot of kids simply never returned to school after
(32:26):
the lockdowns ended. Thomas Kane, an economists at Harvard, described
the situation as a tsunami still rolling through the schools.
When you tell students and families for an entire year
that school is not essential, and they come from families
that don't believe that the education is essential, then don't
(32:47):
be surprised when they actually start to believe it. And
then there's no incentive to, hey, get your kid back
in school, particularly if those same kids come from a
poor household where maybe both parents are not working and
they're staying at home. There's no incentive to go to work,
and so they don't have the pressure that a working
(33:08):
class stiff has that I got to get the kid
in school, not only because I want the kid to learn,
but because well, I need that babysitting time too. The
good thing about this study if you want to I
forget what my Google search terms were, but if you
google Stanford, Harvard, Dartmouth School study absenteeism reading math skills
(33:36):
post COVID nineteen, he'll get you to the study. It's
at education. Well, here's the here's where you can get
to the map, Education Recovery Scorecard dot org. Education Recovery
Scorecard dot org. And I'd encourage you to go look
(33:56):
at it. Don't just leave what I'm telling you. You
go read it for yourself. And the researchers do one
more thing they point out and I and I this
is probably more my words than their words. We should
never allow this to happen again. If there's a future pandemic,
(34:17):
can I They keep telling us there's just you know,
oh the bird flew is is you know it's it's
skipped over to a human, one human. Eight billion people
on the planet and it's skipped over to one human.
So get ready for another pandemic. And I heard on
the news yesterday there's some hospital. I forget where it is.
That's once again imposing a mask mandate. Get ready, here
(34:38):
we go again. Don't let them do it. Demand science
from the politicians, from the union bosses, from all everybody,
the school boards, governors, everybody, Show me the science. Keep
(34:59):
the kids in school, you know. I think, probably most importantly,
we had to recognize that following the data means standing
up for what's right, even when these so called experts
like Fauci and Berks and all the others tell you otherwise. Now,
(35:20):
will anything ever happened, I seriously doubt it. At least
now you've got some facts to look at. The school
closures were horrific, Absolutely horrific. I can't wait to study
more about the absenteeism, because that says a lot about
what government intrusion into private lives has done to our society,
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