Free Speech Panel 3-21 Hr1

Episode Transcript

Speaker 1 (00:32):
Hello, my fellow Americans, and good day to our friends
around the world. This is a political talk show here
on w rm N. Of course, that's WRMN fourteen ten
AM and WRMN fourteen ten dot com. Thank you very
much for being here, Thanks for being a part of

(00:53):
the show. My name is Dennison R. Green. I'm here
with some friends because, of course we bring our friends
here on Free Speech Friday. We've got the usual suspects
here today. Another great week for political pundits like myself
to talk about all of the different goings on about

(01:17):
our government, both the federal, the state, and local. We
dive into a little bit of economics here or there,
but for the most part we try to keep this
a generic political show. If you've never been here before,
we appreciate you being here now and buckle in because
it is going to be fun. Let me introduce my

(01:40):
Free Speech Friday panel today. Of course, we've got Elliott Serrano.
He fought in the trenches of the Twitter threads, survived
comic book panel wars, and still had time to file
the deadline at the Red Eye. Elliott Serrano is what

(02:01):
happens when encyclopedic nerd knowledge meets Chicago sarcasm with a
dash of lightsaber diplomacy. He may have been quoted as saying,
I support your right to free speech, even if you're
wrong about which Batman is the best. Cecilia Brooks a

(02:23):
stealth operator of local politics. Cecilia is one colmly sipping
coffee while everyone else is losing their minds over a
budget line item. She doesn't raise her voice, she raises expectations,
and if she asks the question at a public meeting,
someone's getting nervous. She may or may not have been

(02:46):
quoted as saying, if your plan doesn't have bullet points,
timelines and community endpoint, I'm already unimpressed. David T's raised
on liberty, forged in the Champion Flyers and fueled by
constitutional conviction. David T's is what happens when grassroots grows

(03:07):
legs and starts talking back. He's out organized. He's out
organized entire city blocks before most people finish their breakfast.
He may or may not have been quoted as saying,
you have the freedom of speech, and I have the
freedom to out debate you before the second cup of coffee.

(03:28):
Thank you Free Speech Panel for being here with us today.
Thanks oh I spoke too much and then everybody else
clogged up.

Speaker 2 (03:43):
Thank you for having us.

Speaker 1 (03:45):
It is great that you guys are all here and
it's fun for free speech. Friday. How has your week been?
Hopefully you've been enjoying the weather. Anybody get to go
out and do any of that? I don't know.

Speaker 3 (03:58):
It's up and down.

Speaker 1 (04:00):
Every day. Just about now, it won't make up. It's mine.

Speaker 2 (04:03):
I am loving all twelve season we've we've had this
past of days, and I've also been fighting the wind,
fighting doors and trying not to blow away.

Speaker 4 (04:13):
It's funny. I didn't want to mention that. Last week
on Friday, while we were in studio, a certain person
who will not be named, just their initials re c B.
Where on roller skates are skate skating and getting blown
up and down the street by by the wind, which
is like, I don't know if you should have just

(04:36):
pulled out like a giant sail and gone, you know,
sail boarding on skates.

Speaker 5 (04:41):
At that point, she got she got stuck in a tree,
and she got stuck.

Speaker 3 (04:45):
In a little tree just like that.

Speaker 4 (04:48):
There people were out bringing the bird food for either
feeding off this a little bird in a tree.

Speaker 1 (04:53):
We kind of lose sight of all of the different
inner workings that happened in the world. When we're all
inside buildings, like we can't see all the different people,
the faces, like the groups, the families, what people are doing.
And I'm so glad when when spring opens up we
get to see all of us in our in our

(05:15):
network of community.

Speaker 4 (05:18):
This although you know, this weather has been fairly bipolar.
It's you know, it's just been up and down, up
and down, like we had seventy degree weather. My dog
was in you know, I had to make sure she
didn't didn't overheat on her walk. Literally two days later,
I have an inch of snow on my lawn. So
I'm like, what.

Speaker 1 (05:37):
Dogs are now layering?

Speaker 2 (05:39):
Yeah, get your dog those steppers for real. Absolutely, I
went to go pick up another order of palm cards
in the middle of a tornado because I did not
realize that it was a tornado. Oh but they did
not blow away, so looking on the bright side, Oh.

Speaker 4 (05:54):
Good, that's a great way of distributing them.

Speaker 2 (06:00):
One thousand palm card CB pickup, let's go downtown Algin.

Speaker 4 (06:03):
And they just ended up everywhere.

Speaker 2 (06:07):
Really is spreading the word emphasis on spreading.

Speaker 1 (06:10):
So this week has been a big week of just
I guess guard rail pushing, kind of like testing the
fence Jurassic Park style. What happens when the raptors get out.

Speaker 4 (06:23):
As have been breached? Man, that t Rex has already
torn a hole in the top of the top of
the gate.

Speaker 1 (06:28):
Yeah, so we'll get into some of that, but first
we have to break the ice. And I'm going to
start out with a silly debate here. The use of
subtitles and captions have moved beyond accessibility for the deaf
and heart of hearing to become a standard feature for
many viewers. A twenty twenty two Preplay study found that

(06:53):
fifty percent of Americans watch content with subtitles quote most
of the time, citing clarity, multi tasking, and language learning
as reasons. However, constant captions may distract some viewers or
compromise artistic intent. Platforms like Netflix now offer customizable subtitle options,

(07:16):
but there's debate over whether always on should be the default.
The quote from pre Ply in twenty twenty two is
subtitles are no longer just for accessibility. They're a lifestyle feature. Now, Elliott,
do you think that media should come with captions?

Speaker 4 (07:37):
Well, I mean, I've got to be honest. There are
times I do use them, especially if I'm watching anything
on a BBC, BBC iPlayer, any of those mystery shows
where I cannot understand the accent. I just don't get it. Heck,
I remember there was a time I needed the captions
on the watch Doctor Who because David tennant I had

(08:00):
that thick Welsh accent. I'm like, what is he saying
right now? I use? I literally finished watching the last
season of Severance. For folks who don't watch that show,
the language in that show is incredibly important, the way
they say things. But the problem is the mixing. There
are times you can't you don't hear it because there's

(08:20):
so much going on, so I have to turn to
captions down so I can catch everything.

Speaker 1 (08:24):
It's like reading right, yeah, yeah, So Celia, what do
you think about that about captions? Should radio have captions? Well,
it can if you're watching on YouTube, So.

Speaker 2 (08:35):
For radio and for other people, I think that it's fine.
For me personally, it actually causes me stress because it's
not good for my ADHD. So like, if I'm already
trying to watch TV, that's already hard enough as it is.
For me to just sit down and pay attention. Throw
some words in there that aren't especially if they don't
match up with what's being said with the audio, then

(08:56):
it's over with. I'm like, nope, just turn off.

Speaker 1 (08:57):
Now you're watching the TV, reading the book and scrolling right.

Speaker 4 (09:02):
I'm like, I've got to I don't want captions except
when I'm scrolling my.

Speaker 2 (09:08):
Or now I see that Instagram and Facebook put captions
on my videos. I'm like, no, that's not what I said,
but please don't, please don't autogenerate that's the default.

Speaker 1 (09:16):
Should it be a default, David? Or should people just
turn their ears.

Speaker 3 (09:20):
Up to turn the TV up? I'm definitely one of.

Speaker 5 (09:24):
What you know, Uh, the subtitles just go too fast
for me to keep up with it, and I'm kind
of missing the show and watching you know, the fast
scenes or the shootouts.

Speaker 1 (09:35):
You know.

Speaker 3 (09:35):
It's yeah, it distracts me.

Speaker 4 (09:36):
A little thing called the pause button. You know.

Speaker 3 (09:40):
They don't let me push the world for me. They
don't let me push pushing, and that's the house neither.

Speaker 1 (09:48):
I'm not allowed to do that.

Speaker 3 (09:49):
Neither.

Speaker 5 (09:50):
I want to put something in the microwave, No, don't.
I do like the close captioning thing with it. It
was on Facebook where the reporter was interviewing the teleiban
in the desert and he's speaking English but he had subtitles.

Speaker 3 (10:03):
Wait why do I have subtitles?

Speaker 5 (10:04):
I speak perfectly good English, you know, And he's mad
because he's got subtitles. You get a chance to find
that little skod It is hysterical.

Speaker 1 (10:11):
I'm gonna have to has anything ever spoiled? Like, have
subtitles ever spoiled something? For you? Like for me, they
always put the name of the mystery person, like everybody
else is a mystery person, and then they're like doctor
Jackal said this thing. It's like, oh now we know
it's this thing that ever spoiled anything.

Speaker 4 (10:32):
It's a weird thing. It's with the pacing where the
subtitle might say something ahead of time, like it has
two sentences, but the character on the screen hasn't said
that second sentence yet. It won't happen until like the
seat and shifts, so it's like, so you already know
what's coming, and which to me is like, oh man,

(10:54):
I wanted to be surprised by that, you know, but
I can tell it's already moving ahead because you know,
I know with the the practical point of subtitles is
you only have so much real estate there, so you
kind of have to make a decision as what goes where. Plus,
like you said, like sometimes people talk really fast on
a show, so they might give you they might pace
it so you have a little more time to read

(11:14):
that and catch up with whatever the pace of the
dialogue is. But yeah, I have had subtitles do that
to me.

Speaker 1 (11:21):
What about foreign films? Do you dub them and listen
to and watch the subtitles or do you leave it
in the original language and then put the subtitles in it? Cecilia,
I have.

Speaker 2 (11:32):
To say, I actually don't. I'm terrible watching TV and movies,
but I'm trying to get into it.

Speaker 1 (11:37):
Okay, okay, like like bad Kung Fu movies. All we've
all seen those before. So do you do you leave
it where they dub over and put English in the audio,
or do you leave it in the original language and
then put like those those bright yellow subtitles across the bottom.

Speaker 3 (11:55):
Yes, I think they'll keep up with the guy's talking.

Speaker 5 (11:57):
Their mouth moves and the words don't come out after
I talk, and I think the subtitles will match up
with their mouths.

Speaker 1 (12:03):
Yeah, that's true. So I guess we'll just leave it
up there to see what's there subtitles. Let's say over
fifty percent of the time.

Speaker 4 (12:13):
Who's who says, yes, that's fair, especially for foreign film.

Speaker 1 (12:18):
Yeah, I would do over fifty percent of the time.
I'm subtitles all the time. I love reading and listening
at the same time. But you guys are saying, nope,
default should be should be no subtitles get better hearing.
Oh yeah, that's very true. When we come back, we
will talk some actual, some serious things here on a

(12:39):
political talk show. This week we've had the dismantling of
the Department of Education. We've also had some uh, I
guess conversations about Ukraine and Russia, and of course we
are now looking at the guard rails as tensions grow
between the executive branch and the judiciary. But don't worry.

(13:04):
We will also find out what our panel thinks about
alarm clocks. Should they be standalone or is your smartphone already?
Everything else more A political talk show will continue after this.

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Speaker 1 (16:49):
Welcome back to a political talks show here on wrm N.
If you haven't done so already, join the over thousand
of people who have jumped on the YouTube side. That's
YouTube dot com. You can find w r MN Radio
over there. You can also if you are going to

(17:12):
be voting in the upcoming consolidated election. We have a
YouTube playlist that has a lot of interviews and people
talking about different local things, and a lot of that
is thanks to our good friend here on the panel,
that would be mister T's Thank you very much for

(17:35):
for really facilitating a lot of that as as well.
Thank you. We've had people, We've I think we've had
almost everybody over here as far as the city council goes.
I still have to get in touch with Steve Thorn,
I think, and do his interview as well for it.

(17:56):
And I think that's the I think that's the last candidate,
and I think we did all of the candidates other
than Nope, we still have mister Good to do as well.
Once we do that, we will have all of the
Elgin City Council members that are running, and we also
have a couple other people here and there. And we

(18:18):
have some people talking about the the extra tax, the
what are they calling it? It's not a luxury tax, it's.

Speaker 3 (18:26):
A sales tax. Yeah, referendum for a sales tax.

Speaker 1 (18:30):
So that referendum of zero point seventy five percent, seventy
five cents for every one hundred dollars. It does sound small,
because it's supposed to sound small and be small, but
all together it will end up being I believe, over
fifty million dollars in new revenue for the county. So

(18:51):
form an opinion by listening to other people's opinions and
the facts that they bring up with it. But today,
in the last the little bit, we're just going to
do just a little bit of the beginning of this
and we'll carry it to the other side of the break.
This past week has witnessed pivotal moments and developments in

(19:14):
the US politics, notably the Trump administration's move to dismantle
the Department of Education. On March twentieth, President Donald Trump
signed an executive order to dismantle the US Department of Education,
aiming to transfer control over education to states and local communities.

(19:34):
Established in nineteen seventy nine, the department manages federal education assistance,
enforces education laws, and oversees programs for students with special needs.
Critics argue that eliminating the department could disrupt funding for
vulnerable students and create administrative challenges. Supporters believe it will

(19:57):
reduce federal overreach and empower or local entities to tailor
education to their community needs. Look at the Garden if
you want, or the Guardian if you want to read
more about that synopsis quote from MarketWatch. The Department of
Education does not establish curriculums or higher teachers, but mainly

(20:21):
focuses on distributing federal funds like PELL grants and K
through twelve funding for low income and special education students.
Before we go to break here, I just want to
get the general consensus of do we like the Department
of Education panel.

Speaker 4 (20:41):
I think it's great. I think we need it. I
think we're how many other countries invest in education. The
fact that we're saying, oh, we don't need this, it's
going to put us behind cecilium.

Speaker 2 (20:54):
So I'm in favor of the more power to the states,
the better. And so I'd be interested to see how
this does play out in certain particularly different types of states,
and I would hope that it plays out in a
better role and that they encourage the use of kind
of developing their own sense of Department of Education within
each particular state.

Speaker 5 (21:13):
Okay, David, uh, Yeah, Well we learned from gl What
do we got right now? The average proficiency rate at
Illinois is fifty one percent, with school districts being at
thirty nine percent.

Speaker 3 (21:25):
Does this help me?

Speaker 5 (21:27):
How does it force schools to get up there? Get
that up there, start educating the kids better, so we're
not at fifty one, thirty nine, not at fifty one.
I'd like to see us at like seventy percent.

Speaker 1 (21:38):
At least the state should get a see right.

Speaker 5 (21:41):
Hopefully they get hopefully they get regulate it for the
schools to be funded too.

Speaker 1 (21:44):
I don't know.

Speaker 5 (21:44):
Hopefully that's a good thing that you're going to get
less money because because it was your rate is it's
you're going to get more money because that. But then again,
low income is going to I think low income schools
like Chicago, stuff like that, they might be the ones
that are going to take the ball and struggle.

Speaker 1 (21:59):
Well, innovation is bred and formed by scarcity and trouble
and everything else. A vacuum, right, can't stay a vacuum forever,
And this may be what this is. We've heard a
lot of people describe doze as a turn it off
and turn it back on again, or flip the light

(22:21):
switch and see which roaches scatter. So, I mean, it's
a whole bunch of different mixed metaphors, but I think
it is a the same kind of go fast, break
it and if it was supposed to be there, well
we'll put it back together. Funding should funding for education,

(22:42):
not curriculum? Should that come from federal or state? Go ahead,
Elliott will start with you again and just we'll run
right down in the last minute.

Speaker 4 (22:51):
Well, the problem is is that not every state generates
the same amount of revenue, so you have to go
through federal states. Cities. Schools in the City of Chicago,
New York, wherever are always going to have more money
than schools in Mississippi, Alabama, Tennessee.

Speaker 1 (23:06):
That's very true.

Speaker 4 (23:07):
So if we want these school if we want these
these states that are economically disadvantaged to have good schools,
it's got to come through the federal government.

Speaker 1 (23:16):
Cecilia's local or federal.

Speaker 2 (23:19):
Well, I'm still leaning towards more local. There's going to
have to be some restructuring within these states to provide I.

Speaker 5 (23:26):
Think federal, but I think we need to have a
platform where this is it, this is the number, this
is what everybody gets before we dismantle Department of Bechigate.

Speaker 1 (23:34):
That's why I bring the panel on. Three different people,
three different conversation.

Speaker 4 (23:40):
But I'm the one who's right.

Speaker 1 (23:44):
Here on a political talk show WRMN. We'll be right
back after the bottom of the hour, news and some weather.

Speaker 10 (23:57):
When you're fourteen to ten WRMN News. I'm Sean Curdan.
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Speaker 16 (26:54):
This is Sarah Silver with your Fox Valley forecast. This afternoon,
mostly cloudy with a high in near fifty nine, windy
with gusts up to forty miles per hour. Tonight, scattered
rain showers, and thunderstorms, then isolated snowshowers. Mostly cloudy with
a low around twenty nine, temperatures rising to around thirty
two overnight. Tomorrow sunny with a high near forty two.

(27:15):
Currently it is sixty and overcast. I'm Sarah Silver on
the Talk of the Town WRMN.

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Speaker 1 (28:25):
Welcome back to a political talk show here on WRMN.
My name is Dennison R. Green. You're listening to Free
Speech Friday. WRMN fourteen ten Am and WRMN fourteen ten
dot com are the places to go so that you
can stay in the know about WRMM. Hey, did you

(28:46):
know by the way that WRMN now plays the Chicago
White Sox here on the AM dial? It is fantastically smooth.
If I would say so myself as it comes down
the satellite feed traveling at the speed of light over

(29:08):
a couple billion feet, all to deliver it through the
AM dial as baseball was intended to be broadcast on
and Elliott, tell me a little bit more about what
we are doing with the White Sox and different different promos,

(29:28):
are different things to expect here as we play the
White Sox coming through.

Speaker 4 (29:33):
Well, first, it is the coolest thing to hear the
voice of the White Sox. Len Casper do the station
ID for WORMN fourteen ten. We have been welcomed and
incorporated into the White Sox Radio Network. So WRMN is
an affiliate station. We're part of the We're part of
the family, and with that comes a lot of great opportunities,

(29:58):
especially if you are your your business that supports the
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advertise during White Sox games. I'm going to tell you
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(30:19):
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(30:40):
and get better. We want to do that with our
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ad time during White Sox games, and you're gonna have
it right there during those those inning breaks and all
those things, like a like a big time advertising.

Speaker 1 (30:55):
It'll say the White Sox Radio Network and then go
right into your commercial immediately afterwards.

Speaker 4 (31:01):
Right into your commercial. But if you're interested in doing
that reach out to us, you can. You can have
ads throughout the entire season. You could have it for
them if you want to do a month. If you
want to just have ads for one series, like a
three game series against the you know, the Minnesota Twins
or you know the Houston Astros or whoever, if it's

(31:23):
your favorite you know opponent, whoever, you can have your
your ads run during that series. And again we have
competitive rates. You can promote your business and expand the
reach and the awareness. And again we want to do
this for the community to help you. And again, if
you think I don't know if I have the budget
for it, trust me. We want to work with you.

(31:45):
We want to work with you. We will figure out
a way to help you and get your ads on
during White Sox games.

Speaker 1 (31:51):
What I can imagine is if somebody bought a series
and they were betting, like if you and I, David,
were going to turn around and be like, Okay, it's
the Cincinnati Reds versus the Socks, and you and I
were going to put a bet together. And all I
did was call up the station and be like, hey,
let me get thirty seconds to trash talk that I'm

(32:12):
gonna win this. I'm real quick. Do you see that score?
You see that score, David, that's where you.

Speaker 4 (32:18):
I mean, thank you for bringing that up. Because we're
talking about all sorts of ads. I mean, you might
want to give it. You might be a White Sox fan.
You want to give a shout out to your friends
who are Socks fans. You want to give them congratulations
on different anniversaries. That's there for you. That's an opportunity
for the again to reach a wide, really dedicated fan base.

(32:42):
Because I understand you and I remember when we had
the big sales meeting with the White Sox before the
season started. They were talking about, you know, the challenges
that people have in during what the White Sox challenges
are going to be, and what it's going to be
for advertisers too, And We're like, and they were very
they were very straightforward about it, go, we know this,

(33:02):
this and this, but we're you know, we're expecting a
lot of good things that happen here. We expect things
to improve over the next season or two. And and
they said, but you know what, White Sox fans if
they can say that they're not going to games or not,
but they listen to the games. They are listeners because
I'm telling you if anything, as someone who I mean,

(33:27):
the very first baseball game I ever went to as
a kid was a White Sox game. I went to
the old Misky Park. Yes it will always be Comiskey,
it will be And it was the White Sox against
the California Angels the first time, you know, the White
Sox hit a home run, saying no, no, no, no, no, no, no, hey,
hey goodbye. That is really a fandom. Let's be honest.

(33:50):
It has kind of a chip on its shoulder. Because
there is another team in Chicago that tends to get
all the attention, especially this season too, there's been talk
about them so very dedicated fan base. And here's the thing.
If you're a fan, you want to support the Socks,
you want to support the b rm N, you want
to be part of the w RMN White Sox experience,

(34:11):
we can make that work for you.

Speaker 1 (34:13):
Absolutely. We got some tickets that we're going to be
given away this season as well. Go ahead, David, really quickly.

Speaker 5 (34:18):
And when you talked about the series, you can, you know,
sponsor a series and all that stuff, Cubs versus Socks
at local bars and like in Wisconsin at Champs, they
they have Bears packers. They divide the bar down the
middle and they get these sponge bricks. They're actually sponge,
they look like bricks, and that's all they do is
bricks sponge.

Speaker 1 (34:35):
Bricks at each other.

Speaker 5 (34:36):
It's a Bear score, bricks and white everywhere. So if
you're a bar, you could advertise, hey, come to this
bar and we're going to have a Cubs Socks party,
you know, and all that stuff.

Speaker 1 (34:45):
Series.

Speaker 4 (34:46):
I'd like to know if we can get some of
those sponge bricks for this segment, so that the next time,
the next time someone on that table talks about how
great Elon Musk is, I'm going to start throwing like my.

Speaker 2 (35:05):
Going so you want the smoke and the sponges is
what I'm here.

Speaker 4 (35:09):
He's going to get the smoke, that's for sure.

Speaker 3 (35:11):
So you can do that.

Speaker 5 (35:12):
And here's another idea. I never thought about this, as
you know people proposed to these.

Speaker 6 (35:19):
On w r MAN.

Speaker 4 (35:22):
That's actually a pretty good idea then. And okay, so
for folks who are out there again, we are open
to things. Mind you, that would take a little bit
of coordination because we for something like that, you want
to make sure you're listening the time your AD runs.
So but f YI, all these things that we're saying here,
we are open to this. And just so you know,
you cannot call these other radio stations and ask them

(35:45):
for that kind of thing. You cannot call like, let's
say an ESPN and say hey, can I have my
AD run during this time, and they're gonna go plus
and especially not also for the rates that we're going
to be charging here. Tell you folk, for the amount
of an AD here on w RMN, you pay that
much like to promote your your TikTok video.

Speaker 1 (36:08):
Or your Facebook or anything else.

Speaker 4 (36:10):
And thanks for bringing that up. Because if you are
a sponsor, I'm WRMN, you also get the benefit of
being on all our other platforms. Now, the White Sox
games can't be aired on YouTube or on Facebook, but
we will run your ads, not just then, but we
will run your ads in other areas and it will

(36:30):
go out on our Facebook page, it will go out
on our YouTube page. And you will also get that
production piece for your own use in any other platform
you want. And again it's a value that you get
a full professional production of an ad for again for
the price of you know what, for the price of
a for a price of a nice dinner cases.

Speaker 1 (36:52):
Yeah, that's really good because that's what we wanted to
be able to do is make everything accessible right open,
the let's not gatekeep in any kind of way. So
with that, I want to say hello to some of
the people that are in the chat with us today.
We've got the Dutchman Jeffson here, Susan, pat Tom, George,

(37:16):
Michael Andrew, all of these great people that decided to
join us today on our stream, especially with Rick Lindy
and the wild Ones. During Dino's Night out. That was fun.

Speaker 5 (37:28):
Now really quickly, yeah, put a shout out to my
son Tyler. He turned twenty one today, so it is
his birthday and he's head on over to my house
pretty soon and we're all going to celebrate some birthday
time with him.

Speaker 4 (37:39):
See, now that was your free There you go.

Speaker 3 (37:44):
Birthday ads, Tyler.

Speaker 2 (37:46):
If you're listening to this, happy twenty first birthday. I
know how big that is, and I'm really excited for you.
I hope you have the best day.

Speaker 4 (37:54):
Send some cougar work over here.

Speaker 1 (37:57):
What are you talking about? Her twenty first was like
eighteen months. Thank you all panel for being here and
be in such good sports while I completely shift the mood.
So here we go. We're talking about the Department of
Education here, and I want to talk about the dismantling

(38:18):
of it now. I think the way that everything is
starting to flow is that they are going to shut
down the Department of Education, at least the way that
it is run. You can't completely get rid of the department.
Congress has to do that. So they, just like any
other venture capitalists, they got the whole thing and just
let it sit until the final decision of sale. Or

(38:40):
whatever it is is gone. But what they have said
as far as the economics of it is that there
will be either the Department of Treasury or one of
the other ones of Oh, what is it, the Bureau
of the I cannot remember the the name of the

(39:03):
Office of Bureau Management or something ridiculous like that. Of course,
it's some three letter organization that's supposed to be invisible
and we're not supposed to know about it because it's
a mechanic of the system versus a symptom. But I
think all of the responsibilities, as far as the pel

(39:25):
grant and the funding, the Title nine, everything else, I
think that responsibility is going to be moved away from
the Department of Education. The Department of Education also does
not control curriculum either, and so I think that's a
big point that a lot of people are missing with it.
Is even if the Department of Education isn't there anymore,

(39:50):
the teachers, the curriculum, that everything isn't just replaced instantly.
So the failing of or perceived failing or anything else
of our students shutting this down doesn't do that. Now,
the curriculum is already in charge of wherever locally or
statewide dependent on those laws. But Cecilia, I'm going to

(40:13):
start with you on this one. How will dismantling the
Department of Education affect the quality of education?

Speaker 2 (40:23):
So I would say that it goes back to the
funding we had discussed earlier. And I had originally said
the funding COID come from locally local or state white governments,
but I actually do want to redact that and say
that I would say, as far as funding goes, that
should be a federal a federal issue just because and
honestly because.

Speaker 4 (40:43):
Because you walked away and you went you know what,
Elliot's right, Wow, I got to start re evaluating what
I'm thinking here because Elliott tends to be right.

Speaker 2 (41:00):
But I will say, but that's something I love about
this panel. It's like, okay, it I have my own opinion,
and there's reasons for that, but it also it's important
for us to have open dialogue and transparency and conversations
because then it does encourage other people to think outside
the box. So, okay, Elliott, way to challenge my thinking.

Speaker 1 (41:18):
What's your reason for federal down?

Speaker 2 (41:22):
So normally, as I mentioned, normally, I'm all for the
states power to the states. But as far as the
funding goes. You brought up a good point, Elliott. There
are going to be states that do not have the income,
or the or the means to go about funding their
own education system. And that's a concern of mine because
us living in the city of Chicago, we do have

(41:42):
a ton of funding and have accessibility to more resources
than per se maybe Appalachia and different rural parts of
the country. And I don't think that those students deserve
any less chance at succeeding in their educational system rather
than compared to places in students in urban populations. And

(42:03):
I don't want to see that that gap divide even further.

Speaker 1 (42:06):
And Elliott, you concur on that federal funding it should
be the should be I guess maybe the primary the
only how do you how do you rank it in primary?

Speaker 4 (42:16):
Yeah, but let's be honest. I mean, I also want
to say, there is such a thing as sometimes a
federal government overreaching and saying, you know, you need to
do this, this and this. I had I understand that.
I concede that there are times when you know there
there are certain things like that they that the people
have a criticism of the Department of Education and say well,

(42:38):
you know, the federal government is telling us we need
to do this, but they're not supporting us. Uh excuse me,
no child left behind? Okay, you know, yeah, we had well,
the kids have to have certain test scores, and if
they don't have these test scores and the schools aren't
going to get that money. And then what happened. Did
the schools actually get better? Did the kids actually get
better or did they start tweaking the test scores so
that they could get set said funding. So there was

(42:59):
always around those certain types of parameters that were set. So, yes,
there are times in the federal government probably doesn't need
to exert so much influence. On the other hand, without
the federal government, and I know, and they're already asking
any teacher, you know that there's going to be a
lot of programs that are going to get cut. We're
talking about access for the kids with special needs, you know, Okay,

(43:23):
we're talking about well, we don't want any of this
DEI stuff. Guess what DEI gives us ramps in buildings.
The ADA is going to go away if you talk
about taking that money away, Because how are schools going
to be able to do these things if they don't
have first the federal government telling them they need to
do it, and then the federal government providing that. So
there's a balance there.

Speaker 1 (43:45):
David, Is this the trickle down economics of education funding
at this point? Is the federal government will just bestow
upon everybody what they deem. Is there? I do like
your idea of the hybrid side of it, of it
kind of almost being a mix of the two local
and maybe that makes it more resilient to federal funding

(44:08):
being turned off or on whichever way they need to go. Well.

Speaker 5 (44:12):
Yeah, because the fact is is that you know, if
we have a number that each state gets, no matter
how many kids they got, this.

Speaker 3 (44:19):
Is your number?

Speaker 1 (44:20):
Is it per kid?

Speaker 5 (44:21):
Well, I would say a number for every state that
per kid. Okay, so you know some have more, some
have let's have an equal bounce. But the whole entire
thing about it is is that the school boards decide
the curriculum, They decide how the kids are being taught.
They are the ones that at school. The superintendent and
all that that are elected or appointed are the ones

(44:41):
deciding where the money goes to.

Speaker 1 (44:43):
Too.

Speaker 5 (44:43):
The state of Illinois has seventy percent of our taxes
goes to schools.

Speaker 3 (44:48):
That's just the way it goes.

Speaker 5 (44:49):
But with the as Elliot says, with the Ada stuff,
that's more of a state law, I mean, and a
federal law. Don't get me wrong, but I would like
to make sure that there is an assurance for ever
preschool district in the United States it has enough and
appropriate funding for.

Speaker 3 (45:04):
Kids with special needs. That's very important.

Speaker 4 (45:07):
Yeah, But the problem is if if a particular school
board doesn't think it's a priority, and I think, you know,
that doesn't affect my kids, doesn't affect my you know,
my community. So they're going like, eh, it's not that's
that's the only time when I go leave it to
the school boards. Yes, But but at the same time there,
you know, come on, there's stuff that the school boards
in Texas are doing that it's just downright ridiculous. And
then you have other school boards like the ones in

(45:28):
Oklahoma where they're they're spending how many millions of dollars
buying bibles for the school I mean, come on, you
know you need the something. You need Somebody up you
know you need a traffic cop uptop saying okay, look
we're gonna give you this money. You should need to
consider this and consider that because a lot of times
local local government is great, but there are times that
even a local government needs to kind of like be

(45:49):
kept in check because every we expect every local government
and every to be reasonable, rational and thinking about the
local community, and let's be on that doesn't always happen.
And there you can tell a lot of people who
run for local government who feel like their needs aren't
being met because because they're the ones out there running
for election now, but they can't you know, they might

(46:10):
not be able to get to that point. There are
a lot of folks who can't get to that point
because again, they don't have the resources, they don't have
the means, they don't have the time, and how are
they going to make their voices heard? How how can
they fix things? They probably can't. That's why you need
kind of a little bit of help from up top.

Speaker 1 (46:25):
What about a education bill of rights? Now, obviously we
have due process and bill of rights. Anyway, that should
come down to.

Speaker 4 (46:35):
Sorry, here's what what's this due process thing you're talking about? Exactly?

Speaker 1 (46:38):
We'll get into that.

Speaker 4 (46:39):
Yeah, I hear rumors of that, but I don't know, but.

Speaker 1 (46:45):
I'll take I'll let Cecilia answer this one. But what
about an education bill of rights? One that is, uh,
freedom to a proper education, and what is what that
constitutes for their or you should be able to do
arithmetic and what listing everything out? I mean, we already

(47:07):
had the Fourth Article and then we made the Tenth Amendment.
Fourth Article gives States rights. Tenth Amendment gives States rights.
We already have the Bill of Rights and we also
have Miranda rights. Well, Miranda rights are just the Bill
of Rights simplified. So should we have a educational bill
of rights just to kind of surmise the whole thing, summarize, sorry,

(47:30):
the whole thing.

Speaker 2 (47:31):
Absolutely, I would one thousand percent be in favor of that.
I want to say to that, to your point, Elliott,
people students who are struggling with special needs or just
have different accommodations. I was actually in as a neurodivergent
in high school and who was in all EP classes.
I did have a five oh four, and so I

(47:52):
will say that there should be in a strong emphasis
on regulating and being made and ensuring that neurodivers, virgins
and people who have five or four plans IEP that
they are technically protected by the ADA. But I want
to put a strong emphasis on protect on ensuring that
those protections stay untouched, and I absolutely think that a

(48:14):
Bill of Rights would be important. Our students are not
doing well, and I can speak to that in Illinois,
even in Rockford, four percent of the black population is
scoring proficiently in math on the SATs, eleven percent in
the Hispanic population in Waukegan. That is, these are the
levels of proficiency four percent, eleven percent, especially in minorities

(48:36):
in eligient only eleven percent of our Hispanic students are
being proficient in math on the SATs, and that is
extremely concerning. So I would put a strong emphasis on
ensuring that every student has access and the improper access
and accommodations to a rightful and proper education.

Speaker 1 (48:54):
David, is that the solution that they're trying to make
here where it's break up the large department that can't
look all the way down to the bottom and build
these little umbrellas of protection locally or otherwise, whether that's
financial protection or right protection or anything like that. Will

(49:18):
the local focus help those scores raise up even though
it's the same people.

Speaker 3 (49:26):
Yeah, we hope so.

Speaker 5 (49:28):
But like I said, in larger class sizes, teachers need help.
A one teacher for forty or fifty kids teachers aides.

Speaker 1 (49:35):
So that sounds like we should have a funding from
some parts of education exactly.

Speaker 5 (49:40):
But also two times times are changing though. I mean
with AI kids, you know, not every kid is going
to be a rocket sciences. So bottom line is we
should start maybe having some type of traits in the schools.

Speaker 3 (49:52):
I talked about a while ago. If we had automotive
home AC.

Speaker 1 (49:56):
Yeah. I went to Electronic Vocational.

Speaker 5 (49:58):
Yeah, they had electrical into there as they're nursing and
and these kids have a chance to maybe grab a
trade because a lot of these kids, if they go
to college that are not being taught the basics, they
have to go and take community college to do the
basics that they were supposed to be taught in high school.

Speaker 3 (50:17):
True, and it puts their career behind Elliott.

Speaker 1 (50:19):
I still have to know math to be a carpenter.

Speaker 4 (50:22):
Yeah, I mean, I'm sorry I have to chime in
on this because I think and mister Tees is right,
but I have to add another layer here. Your kids
aren't going to go they aren't going to learn in
school unless they get a good night's sleep. They're not
going to learn in school unless they have you know,
they're not hungry when they go to school. When they're

(50:43):
in class in the morning, they're not going to do
well in school if you know things have been happening
at home that are distracting them and keeping them from
focusing on things that have if they're if they're life,
it's like again, it's the hierarchy of needs. Right, if
you're worried about where your next meal is coming from,
the mom and dad are fighting that that it's it's

(51:03):
not safe for me to go to school, or there's
something there's some some kid I'm met on the way,
he's going to beat me up after class. You're not
going to be focusing on school. So I think we
tend to put all this on teachers. Well, they're not
doing their jobs because aren't my kids not learning? Well?
You know what I think as a society we also

(51:24):
need Why do why do economically disadvantage kids do worse
in school? It's not because they're not smarter, it's because
they have to worry about life getting through each day
before they can think about school. If we start meeting
these kids needs in their home in their communities and
give them those resources. Then that's when schools do better,

(51:46):
and then suddenly our teachers are great again.

Speaker 1 (51:48):
I think I think we can all agree on something
like that.

Speaker 5 (51:51):
Kids in Chicago have to run to school. I hope
they don't get shot that affects them. You're right, Elliott,
He's one hundred percent right on it.

Speaker 4 (51:57):
Can we call this the Elliott is Right segment?

Speaker 5 (52:01):
I just ordered bricks on Amazon are on their way
here a little bit here, buddy, trust me.

Speaker 1 (52:06):
There.

Speaker 2 (52:06):
We need to put an emphasis on after school programs
as well, to get our kids off the streets and
give them a program to whether it's a focus in arts, music, sports, anything,
keep our kids entertained, give them a safe space after school.

Speaker 6 (52:18):
As well.

Speaker 4 (52:19):
As someone who has worked in after school programs, I
totally agree.

Speaker 1 (52:22):
Absolutely. Hey, I love ending the hour with agreeans. Thank
you panel for being here for this hour. I will
trap you in and lock the doors and make sure
that I keep you for a second hour of a
political talk show.

Speaker 17 (52:37):
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(53:00):
our nation seniors. The American Federation of Government Employees, we
work for America.

Speaker 14 (53:07):
We are AFGE. The American Federation of Government Employees. We
represent seven hundred thousand federal and DC government workers who
are the vital threads of the fabric of American life.
We support our nation's military. We take care of our
nation's veterans. We protect our nation's borders. We respond to
our nation's crises and natural disasters. We provide services to

(53:30):
our nation seniors. The American Federation of Government Employees, We
work for America.

Speaker 17 (53:37):
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