Inside The Education Oversight Machine: Scores, Standards, And Spending

Send us a text

Education isn’t a scoreboard—it’s a future. Representative Terry Alexander joins us to open the black box of South Carolina’s Education Oversight Committee, explain how standards get set, and question whether rising rankings reflect real learning or just better spin. We talk plainly about what data can and can’t tell us, where budgets actually land, and why too many graduates still need remedial classes even as spending climbs.

From the difference between standards and curriculum to the messy politics of federal shakeups and states’ rights, we follow the threads that tie policy to classrooms. The voucher debate takes center stage: who truly benefits when public dollars follow a student to private schools, and who gets left out when families must cover the gap? Terry offers a grounded view on equity, access, and accountability—across teachers, administrators, the state, and parents—showing how any weak link undermines the whole.

We also look forward. Community-led charter schools, especially those anchored by Black churches and local partners, emerge as a powerful model to pair high standards with relevant, culturally rooted learning. We spotlight Florence’s visible progress—new facilities, stronger performance—and talk about how resources, libraries, and civic will can turn buildings into real opportunity. If we want students ready for a global, digital world, we need to fund classrooms first, teach for mastery over metrics, and build schools that fit our kids.

If this conversation resonates, subscribe, share the episode with a friend, and leave a review to help more listeners find us. What’s the one change you’d make to your local schools today?

Support the show

Episode Transcript

SPEAKER_04 (00:05):
Well, hello everyone.
This is Joselia, and welcome toNative Drums sitting in for the
Reverend Dr.
Ralph W.
Canty Sr.
It's our pleasure to have todayhere with us Representative
Terry Alexander.
He's uh representative of HouseSeat 59.

SPEAKER_02 (00:22):
Yay.
Welcome to Native Drums.
Thank you.
Thank you for this invite.
I'm excited about it.

SPEAKER_04 (00:30):
Yes, yes, yes, I'm excited about it too, because
there's a committee that youserve on uh at the State House,
and I don't know if many peopleknow it, but you serve on the
Oversight Committee for oureducation, South Carolina
Education.
Right.
And um that's great to know.
It's really great to know thatyou're that you're there for us.

SPEAKER_00 (00:51):
Yeah, yeah.

SPEAKER_04 (00:52):
And um now there is a subcommittee that you are
serving on as well.
But first, let's talk aboutthis, the oversight committee
itself.
What is the purpose?

SPEAKER_02 (01:05):
Okay, the Education Oversight Committee.
I think I think um I am like theranking member, meaning that I I
am the senior member on thatcommittee.
And and what the EducationOversight Committee does is like
we look at the data that comesin from the various schools, the

(01:26):
test grades, and we kind ofanalyze it and give them some
type of continuity in terms ofwhat they need to be doing in
each individual school.
We take we take out all the testscores that kind of come through
us and we analyze them.
Not we, the staff that analyzethem, and and we take a look,

(01:46):
and then that's how we somehowcome up and produce these um
school grades.

SPEAKER_03 (01:53):
Okay.

SPEAKER_02 (01:54):
Um district grades and so on and so forth.
That is one of our purposes.
This is to oversee the wholeeducational component from um K
through 12, basically.
And in some instances beyondpost-education.

SPEAKER_04 (02:10):
Oh, okay, okay, that's good to know.
That's a a a big job.
Oh my goodness.
So then when it comes to thesubcommittee, because it's about
academic standards andassessments.

SPEAKER_02 (02:24):
Right, right, right.
Um, okay.
That's one committee.
And then I'm on the the StateHouse Education Committee where
I'm uh vice chairman, and withinthat, not well, within that
whole piece, I serve on thestandard and the academics
committee, and we kind of lookat the standards from across the

(02:45):
state.
Let me back up.

SPEAKER_01 (02:47):
Okay.

SPEAKER_02 (02:47):
That's that's all on the Education Oversight
Committee.
But we kind of set thestandards, we look at the
standards, and we determinewhether or not the standards are
fitting based on what we arewhat we are kind of putting in
place there basically.
And not just us as a committee,but committees from across the
state.
We don't do it.

(03:08):
We get information and data fromvarious committees who who be a
part of this standard thing.

SPEAKER_04 (03:14):
Right.
Yeah.
Right, and then they cometogether and put all that
together.
Right, right, right.
Okay.
Oh, all right.
So um, say for instance, if astandard, if the I know that the
the teachers have to go by thesecertain standards for that
particular grade level, correct?

SPEAKER_02 (03:31):
Right, right.
So that's what you all there'sstandards and then there's
curriculum.
Right.
Standards is here.
Curriculum is in here.
As long as your curriculum, aslong as the courses that you're
teaching meet the standards,then you're cool with that.
And that's what we kind of lookat and see.

SPEAKER_04 (03:52):
Okay, all right, okay.
So then, look, with all of thesechanges that are going on um in
the department of education, thenational department of
education, so whatresponsibility will rest on the
state level educationdepartment?

SPEAKER_02 (04:10):
You know, I've been talking to my colleagues, you
know, at the state level, andright now we really don't know
because we don't know what thedepartment uh, you know, this
separation, this cutting apartor tearing apart the department
of education.
We don't know what that lookslike.
And I don't think even those inWashington know what it looks

(04:31):
like.
They know what they want.
Uh but it don't, you know, theseum separating of the Department
of Education into variousentities, we don't know because
the Senate and the House somehowhave to prove that.
So I don't know what that'sgonna look like, Joe.
I think, in my mind's eye, Ithink that they're trying to get

(04:52):
it back to states' rights.
That means that each state dowhat in the world they want to
do.
And uh and that's not good forus.
Because if we are not at thetable happening to decide and
make decisions, then that's notgonna be for us, basically.
So I don't know what what Trumpis doing here is gonna have an

(05:12):
impact here because no one knowsexactly what that looks like.

SPEAKER_04 (05:17):
What it's gonna look like.
Yeah.
Okay, I'll tell you, I'll tellyou.
So there's some other changesgoing on, which you fellas say
you don't know what it lookslike.

SPEAKER_02 (05:28):
But that's my that's my new word.

SPEAKER_04 (05:31):
Hey.
If you don't know, you don'tknow.
Especially in this day and age.
But um with the different, howcan I say it, degrading the
degrees of individuals orprofessionals.
Um, there's this list that cameout recently in reference to

(05:52):
that.
So what's your take on that?
Um, because I saw on there thatthe if you had a master's of
engineering, that was gonna betoo like, what?
A master's of engineering,you're gonna.
What is all that about?

SPEAKER_02 (06:07):
I hate to say it.
But you know, Joe, what youknow, with this whole
educational thing that Trump isdoing and how he and his boys
trying to minimize it, and it inmy mind's eye, they're trying to
create an environment of class.

(06:30):
Of class of people.
You know, if you got it, you gotit.
If you don't, you don't.
And and if we look at ourhistory, we'll find out that our
history was about class.

SPEAKER_04 (06:44):
Yes.

SPEAKER_02 (06:45):
Either you were born into it or you worked hard
enough to get it.
And I think that's where we aregoing.
If you got it, it doesn't matterwhat kind of degree you have.
It doesn't matter what whatbreed you come from, if you got
it, you got it.
And um it's kind of devastating,but but one thing about I find

(07:08):
out about politics that itchanged every four years.
So yeah.
And uh I I don't know.
I I really wish I could say howthis whole process is gonna work
out.
Particularly when I listen towhat uh the president said today
about Somalia, the type ofpeople that they were, that

(07:29):
they're no good, they'recrooked, they're criminals.
Well, we don't know what mightcome out tomorrow relative to
our being, basically.

SPEAKER_03 (07:40):
I I don't know, because our president said
anything.

SPEAKER_04 (07:47):
Yes, yes, so so it's uh a world filled with
uncertainties.

SPEAKER_02 (07:56):
And we have to figure out how to manage it.

SPEAKER_04 (07:59):
And where we fit in.

SPEAKER_02 (08:00):
And where we fit in, and we find our place and we
move it forward.

SPEAKER_04 (08:04):
There you go.

SPEAKER_02 (08:05):
Just like those who came before.
That's right.
Remember, they had to countbubbles in soap.

SPEAKER_04 (08:14):
Oh what?
That's a new one.

SPEAKER_02 (08:17):
Yeah, they had to count but uh made the jelly
beans in a jar.
That's what those of us who camebefore us had to deal with.
And they moved it forward.
And here we are.
We got to figure out how to movethis thing forward too.
I don't know.

SPEAKER_04 (08:36):
Well, it's definitely within us.
It's in us, it's in our spirits,in our souls.

SPEAKER_02 (08:40):
It has to be.
Uh-huh.
For us to have endured what weare, and you and I right now are
podcasting all over the place.
We have to be special in sometype of way.
You know.
Look at us.

SPEAKER_04 (08:57):
Mm-hmm.

SPEAKER_02 (08:59):
East Florence.

SPEAKER_04 (09:00):
Yeah.

SPEAKER_02 (09:01):
And we go and, as they say, W W W worldwide.
Something special about us.

SPEAKER_04 (09:10):
Yeah.

SPEAKER_02 (09:11):
Yeah.

SPEAKER_04 (09:12):
Definitely.

SPEAKER_02 (09:14):
Keep waking up.

SPEAKER_04 (09:17):
Well, let's back up a little bit.
Yeah, yeah, yeah, yeah.
I'm sorry.
No, no, no.
This is good.
This is good.
Um, let's back up to the rankingof our education in South
Carolina.
Okay.
Now, um, we've been in the past.
South Carolina, of course.

SPEAKER_02 (09:33):
Come on, come on, Florida.

SPEAKER_04 (09:34):
South Carolina, uh, South Carolina, the state um as
opposed to the nation.

SPEAKER_02 (09:39):
Gots, gotcha, gotcha, gotcha.

SPEAKER_04 (09:41):
Yes.
Um, the numbers have gone up.

SPEAKER_02 (09:45):
Yeah, yeah.
I have, let me say the date.
I am, I was at a conference umin New Orleans, right?
And uh this later came on andpresented about data.
I don't mess with data, becausedata jive.
People have data do and say whatthey want data to do to say.

(10:07):
And so this lady got up thereand said, um, well, you know, I
take your data and I take yourbad data and I do this, I do
that.
I said, madam, then it's nolonger my data.
So they take data and move it towhere they want it to be.

(10:27):
And um, and I look at bottomline as a look, just here, at
the beginning of the year, theysay 25% of the students ain't
gonna make it.
At the beginning of the year, atleast 25%, because they have to
have down, they have to have astarting point.

SPEAKER_01 (10:49):
Right.

SPEAKER_02 (10:50):
They had to have a start.
So automatically they're cuttingus off.
So to me, any other stuff don'tmake no sense.
You see, because they 25%.
So 75%, I don't got 75%, thenthose of us who're gonna
survive, gonna survive.

(11:11):
And that's not good data to me.
Uh we can make numbers lookwhatever way we want numbers to
look.
Yeah.
And uh when this COVID thingcame, they'd say that that the
numbers was this and thatbecause they didn't take the

(11:33):
numbers per se.
Listen, education is gonna bethe next abortion bill.
They got the people, they gotmoney, don't mess with their
children, don't mess theirdollars, and that's education.
And they're coming to get us.
We don't get our help ourselves.

(11:56):
I could go on and on and onabout how our old educational
system and the impact that ithave on us.
And we haven't been goodstewards of the education that
God has given them to us.

(12:16):
Uh they're coming at us.
And if you can't read and write,you ain't got that.
It may not be my lifetime oryour lifetime, but they're
coming to take that away for us.

(12:38):
I don't know.
I don't know.
But that data, that data theygot where we rank it now.
One time we used to be number atthe bottom, and then we went up,
and then Mississippi went up,then we went up.
And then after a while, ournumbers began to shift.
And that's a that's a wholenother conversation.

SPEAKER_04 (12:58):
Yeah, because I I I did take a look at um West
Virginia is at the bottom.

SPEAKER_02 (13:03):
Right, that's a whole you know how how you how
you make numbers work for you.
How you make numbers do what youwant numbers to do.

SPEAKER_04 (13:13):
Yeah, because they moved us up about 10 points.

SPEAKER_02 (13:15):
Yeah, easy, easy, easy.
And because based on what howwhat we presented.

SPEAKER_03 (13:21):
Right.
What we presented.

SPEAKER_02 (13:23):
And uh we got kids in this state graduating still
can't read and write.
Graduating this year cannot readnor write.
And then we have collegestudents going to college that
uh after they get into college,they have to take remedial math

(13:47):
courses, scholarship students.

SPEAKER_04 (13:51):
Oh my.

SPEAKER_02 (13:52):
Right.
So when you look at this wholesystem, it's it's really giant.
That's that's a that's a that athree-day conversation home,
girl.

SPEAKER_04 (14:01):
So what attributes to that?
Um the of them not, is it ateacher thing, the impact of
where why our children are notgrasping the skills?

SPEAKER_02 (14:16):
I think it's a you know, teaching it's not just
about a teacher gettingclassroom.
That's right.
Blah blah blah blah.
Not just one leg.

SPEAKER_04 (14:26):
That's right.

SPEAKER_02 (14:27):
Second leg, the the administration, third leg, the
State Department of Education,fourth leg, maybe the parents or
whatever.
All of those pieces have to cometogether.
And um, if we're notintentional, then we don't care.
Only thing we care about is us,mine.

(14:49):
But if we're not intentional,we're gonna we're gonna lose
these kids.
I'm I'm always processing, whatcan I do to keep this thing
alive?
You know.
What what can I do to make surethose who come behind us have
the same opportunity that youand I have.
And that's the process, not theA, B, C, D, E, F, G.

(15:13):
Mm-hmm.
Because that's jive.
They can make that look any waythey want to look.
Well, um And I hope I'm notgoing off.

SPEAKER_04 (15:22):
Oh, no, no, no, you're fine, you're fine.
A couple of weeks back we hadRepresentative Robert Williams
in, and we talked about the billum uh where the each student is
funded, and that child can takethat money and go to a parochial
tribe.
That voucher program.
That voucher program.
What's your take on that?

SPEAKER_02 (15:43):
I don't think it's good.
I don't think it's good.
And it was set up and designedto to um allow children to take
that money and go to anotherschool.
But what what what we found out,particularly from an
African-American perspective, Ican ask for that money to go to
a, you know, this privateschool, but then I have to come

(16:05):
up with the rest of the money topay for it.
So whatever money I get,whatever voucher I get, if I
don't have money to pay for therest, then it ain't gonna make
me, it's not gonna make anydifference to me.
So that voucher program forthose who can contribute to it.
I think I think each kid gets, Ithink, about$11,000 a year,

(16:27):
$7,000 to$11,000 a year thatcomes from the State Department
for student.
If they get that voucher, it maycost more at a private school.
And so, where is that kid goingto get the remainder of that
money, basically, to pay?
So it wasn't designed for us.
It was designed for those whocan add to the voucher,

(16:51):
basically.

SPEAKER_04 (16:52):
Well, um, look at this.

SPEAKER_02 (16:53):
It's not a good bill.
It's not a good bill.

SPEAKER_04 (16:55):
Well, look at this.
Um, um, turning beauty intoashes, like you said, beauty for
ashes.

SPEAKER_02 (17:00):
Yeah, ashes is the beauty.

SPEAKER_04 (17:02):
Uh yeah.
Um, what if uh this casescenario, what if churches got
together, or individualchurches, or however situation,
and if they were to have a dayschool or something for the

(17:23):
children, and and take that$11,000 for that child and bring
that child to uh a a new settingbecause I think that would be a
grand idea.

SPEAKER_02 (17:36):
Charter schools originated from African American
communities.
Okay.
We charter schools came aboutbecause we wasn't getting what
we needed in traditional, so westart our own schools.
But those other folks of ourfriends of the lighted pew have
taken the charter schools anddone something else with it.

(17:57):
Now, I am interested, right, aswe speak, in starting a charter
school where the standards arehere, and there is the
curriculum, and I and you canbase your curriculum like you
want to.
I think it's a grand idea forAfrican American churches to

(18:18):
come together and start theirown school.
Because at one point, that's allwe had.

SPEAKER_03 (18:22):
That's all we have.

SPEAKER_02 (18:23):
You know, under the steeple, there used to be
education, economics, communitydevelopment, all under one
steeple.
And maybe this is God making usgo back there.
Start our own charter school.
I think Bible Way is beginningto start theirs, a charter
school.

SPEAKER_04 (18:44):
Yeah, and um, there's a school that my
daughter is affiliated with.
It's called Soaring EaglesChristian Academy.

SPEAKER_02 (18:53):
Where is that here?

SPEAKER_04 (18:53):
In Columbia.

SPEAKER_02 (18:54):
And there might be one in France real soon.

SPEAKER_04 (18:58):
And that would be wonderful because I think that
would really, you know, boostour babies.

SPEAKER_02 (19:04):
You know, we need to.
That's how we take it back.
Yeah.
We can't expect them to teachus.
The oppressor, the oppressorwill not teach the oppressed.
What values that he's gonnateach me how to be?
And say not teaching me how tocome.
So we have to do it ourselves.

SPEAKER_04 (19:24):
Do it ourselves.
Yeah.
Amen.
Amen.
Um, one thing you and I talkedabout um prior to our going on
to the broadcast about the moneythat the state sinks into um
education.
Let's talk about that.

SPEAKER_02 (19:42):
Uh what you want to talk about.

SPEAKER_04 (19:47):
Well, we talked about priority but um you know,
you said that um here in SouthCarolina, we sink a great deal
of money into the budget, if youlook at our state budget.

SPEAKER_02 (19:59):
Yes.
If you look at what we spend ineducation, it's extremely high.
It was not the highest when youlook at the overall educational
budget.
And then you have to wonderabout the results and where that
budgetarial money is going if weare still, we moved up, but

(20:20):
we're still not in the top 10.
And we're spending a whole lotof money.
And I guess we need to find outwhere that money is going.
Is it going to administrativecosts?
Is it going to health care?
It's going to retirement.
Whatever is going, we arerecognized, I am recognizing and
realizing it's not going intothe classrooms.

(20:42):
It's just not.
Because the results are notthere.

SPEAKER_04 (20:47):
I gotcha.
I gotcha.
So um so that's one thing thatum the oversight committee needs
to do.
Yeah, yeah, yeah, yeah.

SPEAKER_03 (20:56):
And we're looking.
Yes.

SPEAKER_02 (20:58):
But it's so many fastest.
I I think our educational systemis still working on the premise
when it first begun.
In in that, you know, you youteach them the past.
You don't teach them to live,teach them to pass from one
grade to the other, one grade tothe other.
And and that could be simplifiedor it can be ignored.

(21:21):
And I think we do well with bothof them.
We can simplify the passing orwe can ignore the passing, just
let them cooperate.
And then when they get to highschool, they can't read and
write.
You know?
So our educational system needsto be redapted.
And I consider this called thelearning system, not the

(21:42):
education.
You know, how we learn, howstudents learn, you know, and
what we need to do to help themto learn differently.
Because who they're dealing withis not their neighbor next door
anymore.
They're dealing with the personaround the world.

SPEAKER_03 (21:59):
That's who we are competing against.

SPEAKER_02 (22:02):
Not our neighbors, but around the world.
And uh and in some placesthey're they're going around us
like it ain't nothing.

SPEAKER_04 (22:12):
And the internet has a lot to do with that.

SPEAKER_02 (22:14):
Yeah, that whole social media.
That's all this guy about thiswhole social media component.
What we're doing here.

SPEAKER_03 (22:19):
Yes.
It's a crazy stuff.

SPEAKER_02 (22:22):
Who would have thought 10 years ago?
And just imagine if we're doingthis now, what our children
would be doing later.

SPEAKER_00 (22:30):
Right.

SPEAKER_02 (22:31):
So it's best to get them engaged and involved right
now and ready them for what'scoming before us, basically.
That's us, you know.

SPEAKER_04 (22:42):
And one last question.
Florence, our educational systemhere.
What's your outlook on that?

SPEAKER_02 (22:54):
I I received an invite from the superintendent
about that new porner building.

SPEAKER_04 (23:00):
Right.

SPEAKER_02 (23:00):
That is a beautiful.

SPEAKER_04 (23:02):
Yes, it is.
And I told my middle school,that's the super school I went
to.

SPEAKER_02 (23:06):
That's right.
I told my superintendent, Isaid, man, you just keep making,
you just keep showing how youcan make district woman look
good.
A lot of folks don't like it.
But he has won basically fivedifferent superintendents'

(23:26):
award, other than superintendentof the year.
And he didn't have a onesuperintendent of the year
because he hadn't been here longenough.

SPEAKER_03 (23:41):
To him.
To him, uh huh.

SPEAKER_02 (23:43):
Uh, but he his grades are up.
His grades are really up.
You know, his his his class,his, his, his population, his
workforce is pretty decentcomparable to others.
And he and he does some thingsthat haven't been done.

(24:05):
And uh a lot of folks will likeit.
But I think Joe, the last timebefore we built these new
schools, the last time we had auh a game at Wilson High Schools
in 1970.
And he came about four years agoand gave us our stadium back.

(24:27):
And his like I said, his gradesare good.
You know, his grades are good.
So I think this one is in a verygood position.
We just have to take advantageof it.
You know, we have we have tomake sure that they are doing
what they say.

SPEAKER_03 (24:45):
Keep them accountable, keep it
accountable.

SPEAKER_02 (24:48):
Keep the teachers, the principals, the
superintendents, and theparents, the family accountable.
That's what makes the child.
All of us.
The village.
The village.

SPEAKER_04 (25:06):
Great, great, great.
Yeah, that accountability iskey.
Key.
It is key, it is key.
Well, I tell you, um, this hasbeen very enlightening.

SPEAKER_02 (25:19):
Oh, well, thank you.
Thank you, classmate.

SPEAKER_04 (25:22):
Yes, yes, yes, yes.
We were McClinigan high schoolgraduates there together.

SPEAKER_02 (25:28):
But that's a, you know, that porner building.
It is not a beautiful building.
I I often I would ride by it atnight even before they started
the construction.
And ride by it at night and lookat it.
That's a beautiful building atnight.
Now they have lit up thatcorner.
It is a beautiful corner.

SPEAKER_04 (25:47):
And you went there?
Yeah, I went to Porter.
That's my middle school.
I didn't know that, Joseph.
Yes, I sure did.
And um, and uh one beautifulpiece of history is that was
Wilson High School.

SPEAKER_02 (26:01):
I know.
I know that was it.
That was it.
And then it went over, then itwent over to behind the boys
club, Anthony's at the boysclub.
Yes.
And and you know that buildingwhere the police officers are.
They just be the library.

SPEAKER_04 (26:14):
The library, I remember.

SPEAKER_03 (26:15):
I am trying to get that bag to be a library.

SPEAKER_04 (26:18):
Really?
One of the members of thischurch, Ms.
Juanita Myers, was the librarianthere.
No.

SPEAKER_03 (26:24):
Yes, she was.
I uh I spoke some years ago.
I said, man, give us our librarybank.

SPEAKER_02 (26:33):
That would be sweet.
Instead of a police junkyard.
That's all it is.

SPEAKER_04 (26:39):
Really?

SPEAKER_02 (26:41):
They don't, they don't, I don't know what it do.

SPEAKER_04 (26:45):
Give us our library bag.
That would be really nice forour children.
Yeah.
Our library bag.
So you keep keep pushing that.

SPEAKER_00 (26:54):
I am.

SPEAKER_04 (26:55):
Give us our library back.
Uh yes.

SPEAKER_02 (26:58):
Yeah, yeah.
Yeah.
I I approached him about it someyears ago, and then a lot of
stuff took going on.
I think I'm gonna reignite that.

SPEAKER_04 (27:08):
Revisit it, yes.

SPEAKER_02 (27:10):
Yeah, based on our city council.

SPEAKER_04 (27:12):
Yeah.

SPEAKER_02 (27:13):
And what we have.

SPEAKER_04 (27:14):
We might be able to work that out.

SPEAKER_02 (27:17):
Yeah.
Y'all hear that?

SPEAKER_04 (27:18):
Y'all hear that?
With our mayor, too, who's amember of this church.
I know.

SPEAKER_02 (27:23):
So we can do a lot of things if we just set our
mind to it.
So okay, this is what we can do.
Particularly if we have theauthority to do it.

SPEAKER_04 (27:33):
Yes.

SPEAKER_02 (27:34):
That's important.
And we do at this point.

SPEAKER_04 (27:38):
Amen.
Amen.
Well, again, it is so nice tohave you here with us on today.
And uh the doors swing open foryou to come back.

SPEAKER_02 (27:47):
Bless you.

SPEAKER_04 (27:48):
Yes.

SPEAKER_02 (27:48):
And uh I'm hoping to start this in January.

SPEAKER_04 (27:53):
Okay.

SPEAKER_02 (27:54):
Can I announce it?
It's gonna be called Commentary.

SPEAKER_04 (28:01):
All right.
So your podcast will beCommentary.

SPEAKER_02 (28:04):
Commentary.
All right.
We can talk about all kinds ofstuff.

SPEAKER_04 (28:09):
Well, we look forward to that.
And I'm excited.
We hear at Native Drums.
Wish you the best.

SPEAKER_02 (28:14):
I've been playing while you leave, but you left
it.
It sounds so good.

SPEAKER_04 (28:19):
All right.
Thanks again.

SPEAKER_02 (28:21):
Thank you.
I appreciate you.

SPEAKER_04 (28:24):
I appreciate you as well.
And thank you, everyone, for umtuning in to Native Drums on
this Sunday evening.
Um, you be blessed and see younext week.