The committee will please come to order. A quorum is present. Uh the committee meets today pursuant to notice. Without objection, the chair may recess the committee at any point. across the school districts in the country.
School districts seem to be losing sight of their core mission. And that core mission is educating students. We can all agree to that. But it seems we're not living it out.
When school policies affect the safety, the privacy, and the well-being of children, Congress has a responsibility to ask questions. When parents are excluded
excluded from major decisions involving their children, Congress has a respon responsibility to ask questions. And when classrooms become vehicles for political or ideological agendas
rather than places of learning, what students need to learn to compete in this world, Congress has a responsibility to ask questions. And so this is exactly why we are here today.
These witnesses were invited to explain policies in their district that sideline parents, compromise student privacy rights, and fuel radical ideology. Many districts today teach a radical,
unscientific vision of gender to extremely young children. By first grade, Chicago public schools being a product of Cook County school system myself, thankfully not the Chicago public school
system of today, students are introduced to the concept of gender identity. Third grade material then asks students to, and I quote, explain the difference between sex assigned at birth and gender
identity. End quote. By fifth grade, CPS introduces students to puberty blockers. Many districts help students socially transition, meaning changing their name, their pronouns, and their restrooms and locker
rooms. Even worse, schools do this without parental consent or knowledge. Chicago's policy even allows biological males on a case-bycase basis to sleep
with biological females on overnight field trips. So does Lowden counties. If I was a parent in either of those districts with these students, I'd consider suing for child abuse and
neglect. This is serious. The consequences of these policies are horrific. In Lowden County schools, a boy entered a woman's bathroom and sexually assaulted a 15year-old girl.
The boy was wearing a skirt, according to the survivor's family, a claim that was not contested by the boy's family. You might think that the school immediately called law enforcement and had the boy arrested. Common sense would dictate that.
That's not what happened. In fact, police were called for one person, and that person was Scott Smith, the survivor's father, who confronted school staff at the main office for not involving law enforcement.
A parent doing what a parent ought to do. This tragic story is the natural result of policies that fail to take gender seriously, that reject biological differences between men and women, and
that are soft on student misconduct. I want to be clear that these policies don't make teachers the enemy. In some cases, teachers are also the victims with these policies that they are forced to contend with. Radical gender policies can force
teachers to violate their conscience and deny their faith in order to keep their job. In May 2021, Tanner Cross, a Christian teacher at Lowden's County's Leburg Elementary School, was placed on leave after speaking out
against radical gender ideology in his personal capacity at a school board meeting. Lowden County couldn't have changed its policy immediately to protect people of could have changed its policy immediately to pro protect people of
faith. It didn't. Instead, it doubled down, prosecuted Mr. Cross for his faith, and spent years of taxpayer dollars defending their illegal position. That's not just unwise, it's immoral and intolerant.
Religious liberty is one of the most fundamental rights guaranteed by our constitution that's still in place. Trampling on religious liberty is nothing new for many school districts. Unfortunately, in 2024,
a world famous Christian school of higher education in Chicago since 1886, founded to impact the world and its
community surrounding the institution for good and for positive development, meeting the needs of the downtrodden of all races, creeds, and origins. The Chicago public schools demanded that
this institution drop its Christian beliefs in order for its teaching candidates, its students desiring student teacher opportunities to gain experience in Chicago schools. Chicago eventually dropped their demands
after being hit with a lawsuit. That's no surprise. Chicago's position was unconstitutional. You don't have to to renounce Christian beliefs to teach in a public school. I hope. But for Chicago public schools,
that was a hill worth dying on for a while. In fact, many school districts seem to rebuke traditional values. San Francisco and Chicago openly advertise abortion services for minor children.
Chicago's website even reminds kids that quote, "There is no parental notice requirement for minors accessing abortion in the state. Chicago also requires condoms to be available to students 12 and up.
American students deserve better. America's students need school leaders who have moral clarity about right and wrong and who aren't afraid to do the right thing even when it's unpopular. Schools need to stop playing politics,
stop cutting and out parents and and help students succeed. That's what today's hearing is about. With that, I yield to the ranking member for opening statement. Thank you, Mr. Chairman, and thank you
our witnesses for joining us today. Mr. Chairman, in education, today's students, families, and teachers are confronting challenges that go beyond prom or science fair. Schools across the country are grappling with gun violence, ICE rates, learning loss, rise of
artificial intelligence, and the affordability crisis that is placing enormous strain on our communities. These are real material concerns that demand action from Congress. That's why I'm disappointed that the majority has once again decided to ignore the
concerns of parents and instead to focus on divisive culture wars with the hope of scoring cheap political points. This is part and parcel of the Trump administration and congressional Republicans track record of putting political games before proper governance
and using divisive, hateful rhetoric to to distract from their attacks on public education. The federal government's responsibility on education is to ensure that all students have access to a quality, safe, and inclusive learning
environment. That is our mandate, not debating whether or not teachers can teach about world religions or black history. Yet, the Trump administration is actively dismantling the Department of Education, leaving schools without research, guidance, or resources they
need. The Office of Civil Rights has been decimated, and GAO investigation found that the administration wasted $38 million paying investigators not to work. Even more shocking, according to the Senate Help Committee on committee
uh the Senate Help Committee staff report, OCR reached zero resolution agreements in the calendar year 2025 involving sexual harassment, sexual violence, seclusion and restraint violations on students with learning or
behavioral issues, racial harassment, or discriminatory school discipline. The students who have experienced discrimination deserve a federal government that can investigate a claim and uphold their rights. By charging forward with this with the plan to dismantle the Department of Education,
the Trump administration is undermining our ability to protect students and their civil rights. Earlier this morning, the Department of Education released long-term trend scores from the National Assessment of Educational Pro progress. The data confirm that today's
students need more support. Long-term math school scores have fallen to their lowest levels in a decade. And that's just not a failure of students, teachers, or schools. It's a failure of policy. When students are falling behind, it's the federal government's responsibility to provide evidence-based
research that states and districts can use to understand the gaps, challenges, and efficacy of the science of learning. That includes examining and assessing how students learn and prepare for future shaped by a future shaped by artificial
intelligence. Mr. Chairman, this is precisely why the work done at the Institute of Educational Sciences is so important. Uh, incredibly, the Trump administration has all but shuttered the Institute of Educational Sciences, hamstringing the ability to understand
the greatest educational needs and tools needed to address them. It is irresponsible and shortsighted to leave states and localities to fend for themselves, especially when many school jurisdictions are already strapped for resources and funding. And it cannot be
left unsaid that the Republicans big ugly bill only exacerbated the educational challenges facing facing this nation. Parents don't care about what nicknames teachers use or what rainbows may be in the classroom. Recent
polling from the National Parents Union revealed that while parents are optimistic about things happening in their child child's classrooms, they are deeply concerned about the failures of the Trump administration. In fact, over 50% of parents gave Secretary McMahon a
C or lower. And Mr. Chairman, I asked to enter the NPU's press release entitled the new national poll, parents flunk Trump on education into the record. >> Without objection and hearing none, we receive. >> Takeaway from the National Parents Union
poll is that politicization of education does nothing to boost student outcomes and worse cultural and decisiveness. fuels bullying and discrimination and it does nothing to provide resources and stability for schools in need. While my
col while my colleagues are focused on playing politics, Democrats are doing the work to advance policies that would fix crumbling schools and fund evidence-based policies that will improve student outcomes, protect every child from discrimination, and ensure that no parent has to fear for their
child's safety when the school bus pulls away. And I hope that my colleagues across AL can realign their priorities and work with us to make these goals happen. It's time to work together with schools, families, and teachers to make these dreams a reality. And before I
yield back, Mr. Chairman, let me read a letter um from um members of the Lowden County community to you and me. um dated May 26. The um letter says that
we undersigned educators, parents, community members, and organizations in Lowden County are writing in support of the inclusive policies, initiatives, and com and community that have been created in Lowden County Public Schools under the leadership of Dr. Aaron Spence. Dr.
Spence has been a critical part of ensuring that Lowden County is a desirable place to live and raise a family. strong inclusive public schools and not just an essential public good but also the foundation of a strong community. Dr. Spence is not just an
administrator but the parent of two LCPS students himself is he not only understands the community but understands the education requires collaboration between students, their parents, their teachers and school staff to ensure student success. As community
members, we take issue with the premise that the trust is broken in America's public schools. Academic success, the striving school system in Lowden do not happen by accident. The success is due to cultivation of trust and acceptance that teachers foster every day in their
classrooms. Success is due to the relationships educators build with parents with common goal of seeing our students succeed. Continuation of this success is because we as a community have not let the bigotry and fear-mongering of a few be louder than
the love and acceptance that we can show children in our community. Promoting an environment of equity and decency is where everyone is respected and treated with dignity no and harms no one. We join this statement in full support of the inclusive school environment
fostered in Lowden County by Dr. Spence. Every student, especially our students of color, our transgender and gender expansive students, our immigrant students, and our students with disabilities, deserve a safe place to learn where they can grow and thrive. We
continue to work tirelessly to ensure that our community reflects the best that America has to offer when every child has the chance to succeed. And again, Mr. Chairman, um I'm not going to comment on what you said, but I'll just
um in response to uh public comments by the House Education Committee and Workforce Chair, um the county school board says the Lowden County School Board is deeply concerned by recent um public comments
made by the chairman of the House Education Workforce Committee that call into question the work of Laden public schools ahead of Superintendent Dr. Aaron Spence's testimony before the committee. These remarks do not reflect the reality of in our school and risk
undermining the important work taking place each day in support of students, staff, and families across the division. The board finds the comments regarding Dr. dispense's leadership to be without merit and also believe that is important
to emphasize the broader impact of these accusations at such a critical moment. As Dr. Spence prepares to represent our community before Congress, these statements distract from the substantive issues facing public education, its mission, and the invested parties
invested parties it serves. We find the timing and nature of these remarks particularly unfortunate at a juncture when focused constructive dialogue would better serve students and families. The board has full confidence in Dr. Spencer's leadership and stands behind
him in advance of his testimony. He continues to lead with a focus on academic excellence, student well-being, and ensuring that every student feels welcomed, valued, and supported in our schools. And I would ask that this both
of these statements be placed in the record >> without objection. Hearing none, they'll be placed in the record. >> And I yield back. I thank the gentleman and uh pursuant to committee rule 8C, all members who wish to insert written
statements into the record may do so by submitting them to the committee clerk electronically in Microsoft Word format by 5:00 p.m. 14 days after this hearing. And without objection, the hearing record will remain open for 14 days to allow such statements and other
extraneous material noted during the hearing to be submitted for the official record. I'll now turn to the introduction of our four witnesses. Our first witness is Dr. Melin King,
superintendent and CEO of Chicago Public Schools in Chicago, Illinois. Our second witness is Dr. Eron Spence, superintendent of Lowden County Public Schools in Ashurn, Virginia. Our third witness is Mr. Jonathan Smith,
director for education and federal strategic advocacy at the National Center for Youth Law in Chevy Chase, Maryland. Our last witness is Dr. Maria Sue, superintendent of the San Francisco Unified School District in San
Francisco, California. We welcome you all and uh we look forward to your testimonies. Um pursuant to committee rules, I would ask that you each limit your oral presentation to a threeminut summary of
your written statement. The clock will countd down from three minutes as committee members have many questions to ask you. However, pursuant to committee rule 8D and committee practice will not cut off your testimony until you reach the five
minute mark. I would also like to remind the witnesses to be aware of their responsibility to provide accurate information to this committee. I will first recognize Dr. King for your testimony. Good morning, Chairman Wahberg and
honorable members of the Education and Workforce Committee. I am Dr. Melanin King and I'm here to speak with you today about my background, the amazing strides we are making in Chicago public schools and how we are serving over 300,000 students in our district every
day. I did not come to this work through policy or politics. I came through the classroom. I spent 12 years teaching children in Chicago. The classroom is where I earned my national board certification and became a master
teacher mentoring the next generation of educators. I then spent 15 years leading schools on both the north and the south sides of Chicago. Later, I had the honor of becoming being recognized as a con
fellow for distinguished principles. As a former CPS student, teacher, principal, parent, and now as superintendent CEO of Chicago public schools, I have seen this district from all sides and I welcome this opportunity
to share it with this committee. Before I do that, I want to address the fact that I am here under subpoena. I respect Congress's role, important uh role in oversight. I know we had to work through some complicated scheduling issues and some
underlying privacy concerns related to the student and staff situations we may discuss today. But I look forward to answering your questions and to telling you more about the hard work we are doing at CPS. CPS serves more than 316,000
students across 77 communities of Chicago, one of the largest and most diverse student populations in the country. Their backgrounds, circumstances, and needs are as varied as the city itself. Chicago schools
reflect the very best of our nation and our city. diverse, dynamic, and strengthened by people of different backgrounds, cultures, languages, and faiths. Our classrooms are not homogeneous. They are vibrant
communities where students learn alongside peers whose lived experiences may differ from their own. In CPS, we say every student, every school, every community. Fulfilling that commitment
requires us to recognize the diversity of experiences, needs, and strengths that exist across our district. The only way to truly serve a student is to understand and embrace what makes each student and community unique. By
recognizing and responding to those differences, we create schools where every student feels seen, valued, and supported. For example, in 2001, our high school graduation rate was around 42%.
Today, it's over 82% and our dropout rate is under 5%, a record low. More than twothirds of our graduates enroll in college. The class of 2026 will have college or career credentials that translate into millions in tuition
savings for families. These include college credits that reduce the cost of a degree, industry recognized career credentials and high demand fields and certifications for completing JROTC or our police and fire training academy
for students who want to serve our country and communities. We have much to be proud of watching our high school graduates cross the stage. But this journey start of success starts much earlier. Thanks to the expansion of early childhood education, every child
in Chicago has access to full free prek in their neighborhood. As students progress their educational journey, families can choose from neighborhood and charter schools, magnet schools with specialized arts programs, world
languages, and STEM, and selective enrollment schools that offer enriched learning experiences for students seeking additional academic challenges and engagement. Together, these options support families choosing the learning environment that is right for their
child. As we do this transformational work, CPS strives to comp comply with applicable federal, state, and local laws and adheres to the regulations and guidance from the Illinois State Board of Education. All CPS policies are strengthened by
family and community voice through our public pro public comment process. Local school councils, parent advisory councils, and our office of family and community engagement exists precisely so that families of our 316,000
students have a real voice in this district. Hearing from the communities we serve helps us to improve the student experience and fulfill our mission. >> I would ask the superintendent to wrap up your remarks. You've gone past the five minutes. Thank you for the
opportunity to be here today and I look forward to taking your questions. >> Thank you. I now recognize Dr. Spence for your testimony. >> Thank you, Chairman Wahberg, Ranking Member Scott, and members of the committee. I appreciate the opportunity to appear before you today. Laden County
Public Schools serves 80,000 wonderfully diverse students across 100 schools. We have a 97% graduation rate and six of our high schools are listed in the top 20 in the Commonwealth of Virginia. Families choose Lowden County because they value the quality of our public schools, which strengthen our
communities and create opportunities for students. I'm especially grateful for the chance to highlight these results because we work so hard to ensure that our students, every student, regardless of background or circumstance, has a supportive and highquality learning environment, one that prepares them to
thrive in life and contribute meaningfully to society. That promise is carried forward every day by LCPS's dedicated educators, engaged families, and a community that believes in the power of education. I come to this conversation both as a
parent of children attending LCPS and a very proud superintendent who sees the extraordinary care and commitment that exists inside our schools every day. I want to be clear and say that LCPS and I as the superintendent operate within the law. As the superintendent, it's my
job to ensure that we follow federal law, state law, and locally adopted schoolboard policies, and we work with our students and with our families to do that. I also want to state clearly that we do not discriminate. Our hiring practices, our instructional practices,
and our student support systems are grounded in equal opportunity and compliance with civil rights law. We're in education because we care about students. And part of that means ensuring an environment where all students can reach their full potential. In truth, much of this work is about
ensuring that students have access to rigorous coursework, removing barriers to opportunity, and working with our parents to help prepare young people for their future. Those are the long-standing goals of LCPS that I and my team strive to meet every day. Despite our efforts to do that, we also
know there will be challenges. Schools are responsible for navigating complex and often personal situations involving individual students and families. As we do, it's critical that my staff and I know and understand the governing laws and policies to ensure fairness for our
students. When student specific incidents occur or disagreements arise, we work with parents to address them carefully. We take these matters incredibly seriously. Too often, the public narrative frames schools and parents as adversaries.
That's not the reality I see in our community and it's not the reality I see in public education more broadly. As I mentioned earlier in this statement, I'm a parent and I believe it's critical that schools respect and listen to our parents as we work alongside them to educate our students. The overwhelming
majority of parents and educators want the same things for our children. For them to be safe, academically challenged, emotionally supported, and prepared to contribute positively to their communities after graduation. LCPS thrives when we work closely with parents to educate and support their
children. And I know that teachers and leaders in our schools demonstrate that commitment through their actions every day. LCPS isn't perfect. No institution is, but the good ones will understand that and address concerns. We work hard to ensure that the education we provide
meets the needs of our students and our families. The work happening in our classrooms is practical, it's serious, and it's student centered. I appreciate the committee's attention to matters that impact students. It's important we keep our students at the center of these conversations so that
those of us working in education and those of us working in education policy can continue to ensure our students excel. Thank you. I welcome your questions. >> I now recognize Mr. Smith for your testimony. Chairman Wahberg, Ranking
Member Scott, and members of the committee, thank you for the privilege of testifying before you today. Public education has served as a cornerstone of our democracy. It provides the critical foundation that prepares young people to be full participants in our multi-racial
democracy and competitive in a global economy. I say that not only as a lawyer, but as a parent, one who sends my own children through a schoolhouse door every morning on a measure of faith. I trust that the adults on the other side will see them, teach them,
and keep them safe. Keeping that trust and keeping our public schools strong and vibrant comes down to two things. First, we must guarantee that schools remain places where all students have an opportunity to learn and succeed.
Second, we must acknowledge and respect the rights of parents and students alike, recognizing that their voices and perspectives are critical in creating and maintaining safe and supportive learning environments. Turning to my first point, a commitment to diversity,
equity, and inclusion ensures that all students can learn and succeed. Diversity is not a buzz word. It is a fact, a plain recognition that our classrooms reflect the full demographic tapestry of our nation. Equity means
giving each student what they need need to thrive. Far too many are trying to score political points and treat it as a zero- sum game. But equity doesn't redistribute a fixed pool of academic success. It expands it. And inclusion
simply means that every student feels safe, respected, and valued, including mine. As a father of two black children who attend public school, I understand the need every parent feels to make sure their children are affirmed and
supported throughout their education. When we fail to provide a diverse, equitable, and inclusive environment in our schools, we harm students. Exclusionary policies have driven a troubling increase in incidents of racial harassment against black students
and other students of color and a to a large increase in anti-LGBTQI hate crimes and bullying in our K through2 schools. This is not new. Our nation often hasn't always lived up to the promise of
inclusivity in our schools. But throughout this our history, it's been this body, Congress, that has acted through intentional interventions like Title Six, Title 9, Section 504 to respond to and to correct historical and
ongoing injustice. Importantly, Congress didn't stop at writing the laws. It built the federal agencies and infrastructure to enforce them. The Department of Education's Office for Civil Rights often stands as a student's last and sometimes only
option to attend school free from discrimination. The Department of Justice's Civil Rights Division also plays an important role. I served in that division as a deputy assistant attorney general. I have witnessed firsthand how civil rights laws have
been used to open the doors of opportunities for students across this country. And now those doors are being slammed shut. These agencies have abandoned their roles in addressing discrimination, leaving students to suffer egregious harm. Turning to my
second point, the important roles both parents and students play. Parents play a central role in shaping their children's education. As parents, we work to ensure that our children are in learning environments that are safe and affirming. Our rights as parents have
been recognized by federal courts for over 100 years. With those rights, while those rights are critically important, the Supreme Court has observed that the rights of parenthood are not beyond limitation. One parents right does not supersede the rights of other parents or
their children. Nor does it allow for the eraser of history, the targeting of children, the banning of accurate books, or the undermining of the value of public education. as a whole. Too often the language of parents rights has been
misconr misconstrued and manipulated not to advance the shared goal of serving and supporting students but as a cudgel to divide our communities. This distorted view should not overshadow that students have rights as well. They don't lose them at the schoolhouse gate.
They have they themselves have a right to freedom of speech, a right to express themselves, a right to receive information and a right to privacy. So let me close where I began at the schoolhouse door. Supporting the rights of parents and respecting the agency of
young people are not mutually exclusive. They are the same work. The parent who asks their child to who wants their child to be seen and the child who wants to be seen are asking for the same thing. Thank you for the opportunity to speak with you today. I look forward to your questions.
>> Thank you. Now I recognize Dr. Sue for your testimony. Chairman Wahberg, Ranking Member Scott, and members of the committee. Thank you for the opportunity to appear here. My name is Dr. Maria Sue. I have had the
honor to serve as superintendent of San Francisco Unified School District for the last 18 months. I come to this role as a parent, a longtime public servant, and someone who believes deeply in public education and the potential of
every child. As you can hear, I am suffering from laryngitis and I am having a difficult time using my voice. Of course, I recognize the importance of being here today. I have come here voluntarily and I will answer your
question to the best of my knowledge and recollection. San Francisco is proud of its history. The city is known as a pioneer in LGBTQ rights. We have a long tradition of embracing diversity and welcoming
everyone, including those who feel marginalized or overlooked. As a school district, we were one of the first to recognize the importance of teaching about our diversity so that students can learn and grow together.
SFUSD serves more than 49,000 students from every neighborhood, background, and life experience in our city. We are proud to serve every child who walks through our doors. We have a simple duty
helping students learn. We are focused on positive student outcomes. Students must learn to read clearly, write effectively, and graduate prepared for college, career, and life. I understand
this hearing is focused on parental rights, trust, and what parents expect from their schools. Those issues matter deeply to me. I know that learning does not happen in isolation.
Students need safe and welcoming schools and teachers need support. Parents are a child's first teachers. We want strong partnerships and effective communication with parents and guardians
so they feel informed, heard, and supported. We also take seriously our responsibility to ensure instruction is age appropriate, aligned with state standards, and academically grounded.
Public education is challenging work, especially in a moment when schools are often asked to carry the weight of broader political and social debates. SFUSD does not seek to direct students
personal beliefs, identities, or family values. Our role is educational. While families may not always agree with us on every issue, every parent shares the same basic
expectation that their child will be safe, respected, and supported. I want to be clear. Hate, bullying, and harassment have no place in our schools.
Like many school district across the country, SFUSD has faced difficult challenges in recent years. However, we have also made significant progress. Since I became superintendent, we
stabilized the district financially, refocused on rigorous academics, supported our educators, and strengthen trust with families. Stable schools are essential for students, families, and
communities. To achieve measurable academic improvements, we adopted new curricula in core subjects. We also set clear goals around literacy, math, and college
and career readiness. For the first time in a decade, we are seeing statistically significant improvements in our literacy scores. We know there's more work to do and we
are committed to improving outcomes for every child. Every morning, our students arrive at school expecting adults to help them learn, support them, and prepare them
for the future through a high quality education. That responsibility matters deeply to me and it matters deeply to the educators and staff across our district. I am proud to represent SFUSD and I look
forward to answering your questions today. Thank you. >> Thank you. Thank you. >> Under committee rule nine uh nine, we will now question witnesses under the fivem minute rule. I'll recognize myself for five minutes of questioning.
Dr. King. Uh, as I mentioned in my opening statement, in 2024, Chicago public schools refused to allow students from a noted religious institution, longtime in Chicago,
impacting city and all through its its communities in positive ways. uh refused to allow its education students to earn necessary practice teaching experience in Chicago schools
due to their faith unless the institution would change its doctrinal policy um on sexuality and gender beliefs for Chicago public schools. This was um intolerable
those beliefs. At least it appeared that way. You demanded that the school drop its Christian beliefs in order for its teaching candidates to gain experience in Chicago schools. Of course, you reverse your position after a lawsuit. That's unsurprising.
Your position was an unconstitutional attack on people of faith. The question I have is, do you think teachers should have to renounce their Christian beliefs in order to teach in a public school? Thank you for the opportunity for me to
address the um Moody Bible Institute and um Chicago Public Schools has many universities with religious affiliations and in entering into a partnership there is a standard vendor contract that uh we ask those university partners to sign on
to. there was uh and there was a a challenge with um Moody sign agreeing to sign on as the other universities and I'm happy to report that yes we were able to reach an agreement and those university um that those uh student teachers will be entering uh Chicago
public schools as student teachers in the fall >> but after a lawsuit but the question I was do you and the Chicago public school system believe that teachers need to renounce their faith principles in order to teach in the
school. >> I actually started my teaching career in a Christian school and um although >> it ought to be an easy answer then what's your answer? Do do Christian teachers need to renounce their faith in order to teach in Chicago public schools?
>> No, they do not. >> Are teachers who believe that marriage is only between a man and woman welcome in your district? Can you repeat that question for me, please? >> Are teachers who believe that marriage is only between a man and woman welcome
in your district? >> When teachers arrive um student teachers or any staff members that work in Chicago public schools in any capacity, we do we ask that they um adhere to the Chicago public schools policies. We do
not um ask for them to we do not ask for their beliefs, but we do ask that all student all employees adhere to Chicago public schools policies, >> which is which is justified. But in this case with Moody, the students were not going to be allowed because the
institution believes in a marriage between male and female. And that was what the lawsuit was about. And so I I challenge you to make sure it's very clear that while policy needs to be followed, yet teachers can
continue to hold those beliefs that are strongly held religious beliefs. Let me move on. Dr. Sue, your former ethnic studies curriculum featured a video titled, "Why is there anger at drag school
hour?" and ask students, "How does Drag Queen Story Hour disrupt the cycle of heterosexism for young minds? At what age do you think students should be exposed to Drag Queen Story Hour?
>> Thank you, Congressman, for that question. Um, I am really proud to be the superintendent of San Francisco Unified School District. >> What age are students prepared for Drag Queen Story Hour?" Well, we welcome all 49,000 students as they are. We support
our students. We work really hard. >> At what age do you think it's appropriate for drag queen story hour for your students? >> We follow state and federal laws where we align our curriculum with state standards.
>> If parents have a religious objection to their child participating drag queen story hour, do you allow them to opt out? >> Yes, we do. and I still didn't get the age requirement. My time is expired. >> I now recognize the gentle lady from
Oregon, Miss Bonamichi, for her five minutes. >> Uh, thank you. Thank you to each of the witnesses. Thank you for all you are doing for public education during a time when it is under attack. Hearings like this ignore the fact that the majority is doing nothing to solve the real challenges facing students in schools.
Parents should be able to send their kids to school knowing that the school will keep them safe and it is the legal obligation for them to do so. There are several factors that are causing real risk, not just hyped up political perceived risk. Where trans students go to the bathroom and books about queer
people and accurate history are not on that list. In fact, a multiple public health studies show zero evidence of correlation between transgender individuals using gender appropriate restrooms and an increase in sex sexual offenses. In fact, research indicates
that transgender people are more likely to be victims of assault. Uh so I I I want to I want to note that a recent poll from the National Parents Union found that 75% of parents are concerned about ICE operations disrupting their children's education. Why aren't we having a hearing about the effects of
immigration enforcement on teaching and learning? Last year, a Gallup survey found that 41% of parents fear for their child's physical safety at school because of gun violence. Why aren't we having a hearing on strategies to address gun violence and end school shootings? A recent Pew Research Center
survey of parents of teenagers found that 55% more than half of those parents are extremely or very concerned about teens mental health. Why aren't we having a hearing on supporting students mental health and resiliency? So, I want to ask each of the superintendents just in one sentence, what are the top
concerns you are hearing from your parents? Dr. King, >> the top concern for Chicago public schools at this for Chicago public school parents at this time are cuts that could impact that the classroom which could impact the their child's education.
>> Budget cuts. Uh Dr. Spence, >> uh thank you for the question. Certainly budget cuts remain a concern for our school division as as others. Um we hear consistent concern about academic progress. We want to make sure that we're focused on literacy and and
numeracy at the early grades and how that our children progress through. >> Thank you. >> Thank you. Absolutely. Dr. Sue. Um, similar to my colleagues, uh, our parents regularly tell us that they want us to continue to push the needle and academic rigor and meet student
outcomes, um, while we ensure that we have services that our students need. >> Thank you for raising real concerns of parents of of public school students. And despite saying they want to give education back to the states, my colleagues in in the majority have already passed numerous bills,
micromanaging what books students can read, attacking trans students, a very small and vulnerable population, dictating what bathrooms they can use. In fact, they're villainizing oftentimes young children who have the courage to identify is who they are. A study from the Trevor Project found that
anti-transgender laws cause up to 72% increase in suicide attempts among transgender and non-binary youth. 72%. That's unacceptable and it's avoidable. So, I'm going to ask you, Mr. Smith, why is it important for schools to support and protect all students, including
transgender students in schools? And I have another question, so I'll I'll go with that one first. >> Thank you for your question, Representative. You know, it's important for schools to respect and to affirm all students because it's their obligation. It's the obligation of schools. Uh it's
their responsibility to keep our students safe, but also it's their legal responsibility. Absolutely. It is the law that students be not be subjected to discrimination simply because of who they are. >> Absolutely. And and Mr. Smith, the Trump administration is threatening to block
all federal funding. We heard the concerns, the funding concerns here. The Trump administration is threatening to block all federal funding for schools that have inclusive policies. So, Mr. Smith, how would this kind of collective punishment affect the overall well-being of schools and students?
>> Thank you for the question. You know, there is a ton of research that shows that inclusive policies, policies that make all students feel safe and seen. Not only are good for those students, it's good for the entire classroom. It's
good for the entire school. That it leads to increased academic performance. It leads to lower dropout rates. It leads to students being being able to fully uh succeed and also fully able to function in our diverse and
multicultural multi-racial democracy. >> And and thank you. I also submit that that sends a message to all of the students how we should treat each other with respect regardless of who we are, what background we came from, who who someone loves or what they how they identify. Uh Mr. Chairman, I sincerely
hope that this committee will hold hearings on how to keep children safe from the actual threats they fa face every day, gun violence, immigration enforcement, student mental health, in addition to the policies that create thriving public schools, including paying teachers fairly, modernizing
school infrastructure, creating wraparound support for students and families. Students and parents across the country are plan are counting on us. And as I yield back, Mr. Chairman, I'd like to enter into the record a letter from multiple parents groups advocating for safe and inclusive schools for all
students. >> Without objection, hearing none, they'll be entered. The gentle lady's time is expired. I now recognize the gentleman from South Carolina, Mr. Wilson, for his five minutes. >> Thank you, Chair Tim Wahberg, and thank you for providing for this very informative hearing. The American uh
families and parents and children need to know and educators where we should be uh proceeding. And Dr. Spence, I'm particularly grateful to be here with you. My family heritage is Virginia. My mother was born in Richmond. I graduated from Washington University in Lexington.
My number two son, an orthopedic surgeon, received his residency in Portsouth. So we cover the whole Commonwealth. And so this is great. And then additionally, I uh particularly cherish that my predecessor was the late Congressman Floyd Spence. So uh it it
it's really good to have Dr. expense here. With that in mind, in May 2021, Tanner Cross, a Christian teacher at Lowden County's Leber Elementary School, was placed on leaved after speaking out publicly against policy 8040 in his
personal capacity. He said at a school board meeting, quote, "My name is Tanner Cross, and I'm speaking out of love for those who are suffering from gender dysphoria. It's not my intention to hurt anyone, but there are certain truths that must be facing reality. I love all
my students, but I will never lie to them regardless of the consequences. I'm a teacher, but I serve God first and will not affirm that a biological boy can be a girl and vice versa because it's against my religion. Two days later, he received a letter noting he
had been placed on leave, quote, pending an investigation of allegations that he engaged in conduct that was disruptive impact on the operations of Leburg Elementary School. Was that a mistake? >> So, the the incident that you're talking
about actually predates my tenure in LCPS. Um, but I do think that our employees have the right to their deeply held religious beliefs and I think they have the right to express those uh in public comment for certain. Um, I don't know
specifically if the investigation that was being done was related to a violation of policy. Um, if it was related to a violation of policy within the school, that wouldn't have been a mistake. If it was simply for expressing his beliefs, that would have been a mistake. Yes. >> Well, indeed. Uh, do you know, was there an apology provided?
>> Oh, I'm sorry. I don't Help me understand the question. >> An apology from the school board. Um, an apology for uh the uh providing of uh him being placed on leave. >> Oh, I'm not aware that there was an apology. I'm not aware. Uh, incredibly,
this isn't the only case of prosecuted uh, people of faith for holding traditional views of gender. Monica Gil, who taught in Lowden County for 25 years, and in 2025, quote, "The school district threatened to force me to lie to students about the fundamental truth
of biological reality." >> Could we gentlemen, gentleman, Mr. Suspend for a moment? >> Mr. Scott, what is your question? Should we uh take a very brief recess for just a moment?
>> We'll recess for a moment. >> Thank you. >> Can I get another minute? now and any time taken will be restored. Mr. Mr. Wilson, you are open to continue your questioning. >> Thank you. Terrific chairman. We appreciate you. With this in mind,
again, Monica Gil says, "I treat all my students, including those who identify by opposite sex, with dignity and respect." End of quote. On behalf of uh LCPS, would you like to apologize at Miss Gil that the district made compromising her faith a condition of
employment? >> I don't I don't believe that that's what occurred and u I know that that matter has been settled. >> Well, it it's certainly by uh decency and common sense. Uh these should be resolved immediately. And then uh Dr.
King, in your website, there's a uh it tells the students of there's no lower age limit and no parental notice requirement for uh minors accessing ab abortion care. And with that, there's also an agreement with Planned
Parenthood and partnership to refer to pregnancy options counseling and no surprise that really promotes abortion. With that, Dr. King, is there any form of abortion you teach that students is immoral, unwise? In particular, do you
support suctioning the baby out intact or should the baby be dismembered part by part disposal of the arms, legs, head, and body? >> I'm sorry. Would you mind repeating the the question for me? The question again is your school or you're uh you're
promoting uh working with Planned Parenthood to promote abortion and with that there are different forms of abortion in which do you support suctioning the baby out intact or should the baby be dismembered in part by part removing the arms, legs, head and body?
Which which form of abortion do you think would be the most preferable? I'm very disturbed by that question and I want to say that Chicago public schools sexual education curriculum is uh in compliance with Illinois state law and I also would like to say that um my
personal I'm here to represent Chicago public schools and I'm willing to rep to answer questions on Chicago public schools policies. >> Well, that's the policy of promoting abortion and it's actually uh shouldn't be uh people should families should have a right to uh counsel with their family.
I yield back. >> Gentleman yields. Now I recognize the gentleman from California, Mr. Tano. >> Thank you, Mr. Chairman. Um, and thank you to the witnesses for being here today, all of you. Um, you know, the Department of Education's Office of
Civil Rights, or otherwise known as OCR, was created uh to protect um uh students from discrimination, harassment, and abuse. Mr. Smith, I'd like to begin with you. I'd like to run through some of OCR's statistics from
the past year under uh the Trump administration. Let's check the facts. So, last year OCR reached zero case resolutions related to sexual harassment and violence, racial harassment or seclusion or restraint. Is that correct?
As far as you know, >> as far as I know, that is correct. Um, and from March to September of last year, the administration dismissed 90% of complaints without completing a full investigation. Correct. >> That's what I understood to be correct.
>> And and when I when they when we say they dismiss 90% of complaints without full completing a full investigation, that's not a good thing. >> I don't believe so. No. Um, there is a backlog of roughly 24,000 pending cases before the Office of Civil Rights or
OCR. Mr. Smith, what other recourse do the students and families who filed these 24,000 cases have if the federal government will not step in to enforce their rights? >> They oftentimes have no additional recourse. And if I could just flag, my
organization actually filed a lawsuit challenging the dismantling of OCR. And speaking directly with our plaintiffs, the one thing they said over and over again was that they feel helpless, that they feel like their students, their children are suffering because of their
sex, because of their race, because they have disability, and they literally have no place to turn. >> So, we're talking about students often from low-income families, middle-income families. I mean the I mean accessing
the courts is an expensive proposition. That's why we have the office of civil rights at the department of education to protect students from discrimination from harassment. Uh right. Is that correct? >> Correct. >> Um so this backlog this backlog isn't
just because OCR has left staff. Throughout the Trump administration's second term, Secretary McMahon has redirected staff, resources, and taxpayer dollars to focus on investigating schools they object to politically. Uh, this past year, the
administration launched over 100 investigations into school districts and other educational entities with policies and curricula the president doesn't agree with. Over a quarter of those investigations have been launched without a complaint present. when they're investigating, but not in
response to a complaint, but just because they don't like that school district's policies. And it means that no student, parent, or other individual actually requested that the investigation take place. And mind you, we've seen OCR staff reduced, you know,
by by about half or more. And the Office of Management of Budget is actually saying that there should be even more further reductions. So this huge backlog of 24,000 cases has not been really adequately dealt with. But yet we're spending committee time today on
investigations that nobody asked for. So how does the Trump administration, Mr. Smith's OCR's focus on hunting down school districts they disagree with politically impact students whose cases are still stuck in the backlog? >> Thank you for the question. You know, it's not just the backlog that is
troubling. It's the fact that there's been an exponential increase in OCR complaints over the last several years. And so what that means is that there are literally thousands of students across the country who each and every day are experiencing discrimination and OCR has
not responded. >> Excuse me, Mr. So Mr. Smith, I just want to look at some of those cases. Students contacted OCR after repeatedly being touched inappropriately and called slurs by classmates detailed in this article here. Um, a student with disabilities
was isolated, secluded, and restrained with enough force to leave bruises in this article here. Uh, a female student was forced to continue taking classes with another student who sexually harassed her as documented in this report here. Uh, I ask unanimous consent
to enter all these into the record. Mr. Chairman, >> without objection, at the heart, >> they'll be entered. At the heart of these witch hunt style investigations are transgenderincclusive policies and curricula in schools. My Republican colleagues claim that creating policies
and curricula that are transinclusive violate the civil rights of other students. Mr. Smith, to be clear, do policies which ban transgender students from using the bathroom that corresponds to their gender identity make school safer? >> They don't. In fact, we know that transgender students are more likely to
be sexually assaulted and harassed in restrooms and in other places throughout their lives. >> I'm sorry. I wish we could kind of delve deeper into this question, but I I my time is up, but I got to yield back. >> Gentleman yields back. And I re recognize the uh chairman ameritus of
this committee, uh the gentle lady from North Carolina, Dr. Fox. >> Thank you, Mr. Chairman. Never in my wildest dreams did it ever occur to me that we'd be having a hearing like this. At least two of your school districts
allow biological males to sleep with biological females on overnight field trips. Chicago's guidance says, quote, "The specific accommodation should be assessed on a case-bycase basis." End quote.
Lowden County regulations state, quote, "Students may be assigned to a room related to their consistently asserted gender identity." End quote. Dr. King, do you think it's appropriate for boys
to sleep in the same room as girls on field trips? >> Yes or no? Chicago public schools uh policies are in alignment with the state of Illinois. >> Is it appropriate for uh biological boys
to sleep in the same room as biological girls? Yes or no? You're adhering to the policies. Do you decide that >> if a student is transitioning and that if they have gone through the
eligibility process and it has been it has been approved according to Illinois policy that would be considered on a case-byase basis. >> Dr. Spence, >> same question. >> Same question. Thank you. Uh it it's it's appropriate and lawful for
transgender students to be able to be treated as uh their consistently identified gender. It's also appropriate and important that we acknowledge that our policy says that parents can seek alternatives uh to that if they have those concerns and that all they need to do is approach our administration, share
those concerns and we'll make alternatives available to them. So both of you, you have your doctorates and you are asserting that it is possible for a person to change his or her gender to
the opposite gender. I find that appalling that you would assert that given your education background. Each of your district ha district districts has adopted policies that allow students to
request the use of different names and gender pronouns at school without parental notification. One Chicago public schools teacher recently told Fox News, quote, "The most unethical aspect of my career as a teacher in Chicago is
looking at a parent and using a different name and gender for a student than what the student is using at school." with dozens of teachers and hundreds of classmates. Dr. King, have your teachers ever lied to parents about what their child is being called at
school? Yes or no? >> I'm not aware of any parents teachers having to lie to parents. >> Dr. Spence, do teachers lie to parents about what their children are being called at school? I'm not aware of any single
instance and I've never had a parent raise that concern with me. >> Dr. Sue, >> same question. >> Same question. >> Um, I'm also not aware of of of such incidences. But I will say that in San
Francisco, we embrace all of our students. We welcome them as they are in our schools because we fully believe that creating a safe, respected, and supported environment is how our students will be able to learn.
>> Dr. King, when is it wrong to lie to parents about their child's gender identity? Parents are a vital member of our ed of our students educational journey and Chicago public schools would never ask a teacher to lie to a parent.
>> Dr. Spence, I hope you agree that every family should be able to review curriculum being used in your schools. Parents should know what their children are being taught. Unfortunately, we've heard from parents in your district that it can be difficult to get their hands
on your curriculum. Can parents review all curriculum in your schools? >> Thank you, Congresswoman. The specific parent that I'm aware of that you heard from was asking to review specific curriculum that we pay a site license for and that's governed uh the the
protections for that under the foyer laws um are we don't um we have to have their permission to release what would be proprietary materials. We shared that information with with that family. Our curriculum materials, so the standards that we use in the Commonwealth of
Virginia are available to all of our parents. And then any curriculum materials that aren't governed under those proprietary laws are available to our parents for review. Absolutely. >> Thank you, Mr. Chairman. I yield back. >> Gentle lady yields. I now re
>> Mr. Walbert, Mr. Chairman, >> for what purpose does Mr. Pano ask question? I would just like to ask you ask consent to enter the record a letter from Advocates for Trans Equality and over 50 civil rights organizations. >> Without objection, it'll be entered. >> Thank you. >> And I recognize a gentle lady from North
Carolina, Miss Adams, for 5 minutes of questioning. >> Thank you, Mr. Chairman, and and thank you to the witnesses for being here today. Um, Mr. Smith. Um, I want to start where I think this hearing should start with students. Because if we're serious about trust in schools, then we
can't ignore what breaks that trust. Trust is broken when students experience racism in the classroom. Trust is broken when families are afraid to send their children to school because of immigration enforcement in their communities. trust is broken when the federal government with withholds
billions of dollars that Congress already provided for students, teachers, and schools. And that's what parents are worried about. They want their children safe. They want their children respected and they want their children learning and they want schools to have the
resources to do the jobs. But today, more than half of our public school students identify as students of color. But less than a quarter of teachers are people of color. Uh that means uh educator preparation matters, cultural competency matters, bias training
matters, professional standards matter as well. Uh we've seen what happens when schools get this wrong. In Florida, a teacher was fired after a video appeared to show a black baby doll hanging from a classroom television monitor. In another case, a teacher was recorded using a
racial slur in the classroom. That kind of conduct has no place in any classroom in America. I taught for 40 years. I have children who went through public schools and as a parent, I never had an o I never uh had a situation where I could not uh speak to the teachers about
what my children were doing. Uh Mr. Smith, what do incidents like these tell us about the need for educator training around cultural competency, bias awareness, and working with diverse communities? And what do you say to those who claim this kind of training is
unnecessary? >> Thank you for the question. You know, such training, as you mentioned, is not only necessary, it's also completely lawful. That our schools have to be in places where every student feels safe,
they feel secure, they feel comfortable being themselves. And that's not just a preference or ideal for schools. That's literally the law. Title six of the Civil Rights Act requires that schools not create or tolerate hostile
environments. And as you noted, for far too many students of color and far too many other students, school classrooms are not place places where they feel comfortable. Far too many of them feel isolated. And I think your point about having teachers who reflect them, you
know, I think about my own education, my first black teacher was when I was in second grade and she was the first teacher I felt as a young person who firm who saw me as who I really was. And so I think having and that's I think I know having teachers of color is
critical. >> Thank you. Let me let me move I have a few more questions. So let me let me turn to immigration students and families in Charlotte. We saw thousands of students absent from school during protests connected to immigration enforcement activity in the community.
When students are afraid, when families are afraid, and when children are wondering whether school is still a safe place for them, that affects learning. A child cannot focus on reading and math and science or history if they are worried that their family may not be there when they get home. Uh Mr. Smith,
how can schools help uh immigrant students feel safe attending school and fully able to learn without fear or disruption? And in the past, were there ways that the federal government recognized that schools of sensitive places? And if you can be brief with this, an answer, I appreciate it.
>> Sure. Yes, there was a policy that uh required schools to be set to be uh identified as sensitive locations where ICE enforcement could not happen. That policy was revoked and rescended by this administration and instead of actually creating safe and supportive
environments, this administration has targeted uh immigrants and other communities of color in ways that are unconscionable. >> Okay, let me move on to to say something about funding. My colleagues can talk about parental rights all day, but parents also have a right to expect the federal government that will won't play
games with their children's education. Last year, the Trump administration withheld $7 billion dollar in congressionally appropriated education funding. That money was for afterchool programs, teacher training, English language acquisition, adult education, and student support. That does not build
trust. That breaks trust. And and M. Smith, what happens to students and families and school districts when federal education funding is delayed or withheld? And who's hurt the most when that funding is is held up? You got 10 seconds, sir. Thank you. Um who suffers
are uh those students. We see decreased academic performance. We see higher dropout rates. But also what we see is that the performance of all students suffer when the performance of some students suffer. And so if we want inclusive classrooms, if we want successful classrooms, we have to
support all of our students. >> Thank you, sir. I'm out of time. Mr. Chairman, I I do request unanimous consent to enter into the record a letter from students all across this country that speak to this as well. Without objection, you will be entered. >> I now recognize gentleman from Georgia,
Mr. Allen. >> Uh, thank you, chairman, and uh, thank you for holding this important hearing. It it is difficult uh to um to understand this but uh uh I will
bring up and I I need to know if you you folks are aware of this but in January Westchester Chester County New York jury awarded 2 million to Fox Varian in a landmark medical malpractice lawsuit.
The plain who dransition successfully sued her former psychologist and plastic surgeon for failing failing to meet professional care standards when they authorized and performed a double mastctomy when she was 16 years old.
Do you understand the legal ramifications of what you're dealing with here? And when these children get, you know, we we we do understand that as children get over this uh euphoria
uh when they reach age 25 that many regret uh those things that were imposed on them when they were children. And are you aware of the legal? I mean, that's 2 million. Uh, I'm sure the trial
attorneys are going to jump all over this and you're going to be liable. So, Miss uh uh Dr. Sue, your guidance on trans students lists, refusing to address a student by their chosen pro pronoun on an equal plane with egregious
abuses such as physical assault motivated by hostility toward the student. Do you think that not using a student's preferred pronoun is morally equivalent equivalent with assault? >> Thank you for the question. In San
Francisco, we welcome all of our students as they are. We believe firmly that when we allow students to come in and truly be themselves, we are able to teach our students and support our students to be thriving um adults.
So when those students grow older and uh or uh then understand that maybe things are different then you said well that's okay. Do you understand the legal
consequences that you've uh way you've misled that student by just saying, "Well, you know, that's okay." And and then they learn later on this isn't the way it works. This is this is not this won't work in my life or because of emotional ills or whatever. They get
maybe professional advice. It's different. But you're going to be uh you're gonna be held responsible legally uh for what you're perpetrating on young people. Dr. King, uh in fact, all of your districts
actively help students change their names, pronouns, and locker rooms that they want to transition genders. But this isn't always the best for the child. We've seen a wave of stories about students regretting their gender transition, dtransitioning, and wishing the adults in their lives gave them
better advice and guidance to protect these children. Under what circumstances will your district advise against a social transition and deal with the legal im implications of this lawsuit that is now precedent in law which has
required all of these hospitals and physicians. I mean these doctors are telling these parents if my child doesn't transition if your child does not transition they're going to commit suicide. and then performing the operation.
And now look what we have. We have illegal precedent that it, you know, and and guess what? All these hospitals and physicians are going to be sued for malpractice. Are you are you you willing to deal with that in your school system and the
multitudes of dollars that are you going to be sued for for the for allowing children to believe whatever they want to believe and not raising them up in the way that they should go? Can you answer that question, Dr. King?
How are you going to deal with the legal implications of this? I mean, you better get back and get with your school board and y'all your lawyers and better figure out how to deal with it because this is going to be rampant throughout this nation. And like I said, the trial lawyers are going to be all over it.
So, I have 11 seconds. >> I cannot appine on the laws. I can answer to the policies that and operations for for Chicago public schools. >> Okay. Well, you probably better do that. I yield back, Mr. Chairman. Gentleman Yels, I now recognize the gentle lady
from Georgia, Miss McMath. >> Thank you, Mr. Chair, and thank you to our witnesses for each and every one of you being here today. We really appreciate it. And Dr. King, as I said to you earlier, one of my sisters is a teacher in your Chicago public school system. I was actually born and raised
in Chicago. So, thank you. Uh, I hope that we're able to get back to the essence of what why we're here today talking about educating our children today, which is most important and that truly is your responsibility. Um, I know it can be difficult and a thankless task job for what you're
doing. Um, but that isn't the reason why people stay in public education. You truly are dedicated to our children and our families. You do it for the kids. Our teachers, they do it for the kids. Our superintendent, they do it for the kids. parapros. They do it for the kids,
for the students and the families that have nowhere else to send their ch their child to learn but their public school. For 10 years, I was a single mother working as a flight attendant on the weekends while I homeschooled my son Jordan during the school week. It was
hard, but it was an experience I would never have traded for anything in the world to spend more time with my son Jordan before he was taken from me in a racially motivated shooting. time that I will now forever deeply cherish. I did that because the public
schools where we live were so starved of their resources in the state of Georgia where I represent, so deprived of funding and support from Congress that I could not simply send him there. This isn't a choice that any parent
should have to be forced to make. But that was the reality that was forced upon me and my son and the reality that is forced upon tens of millions of Americans every single day across our country. I made a promise to myself that
if I ever could, I would do what I can to ensure that every school has the support they need to ensure that every child truly is never ever left behind. There are so many parents that don't have the time or the money to
homeschool. I was blessed to be able to do that. That just isn't how life works for most people. Their public school is their child's only option, and we should not be making their problems worse with voucher schemes, funding cuts, and
hearings really only meant to drag public schools through the mud. Whether they intend to or not, my Republican colleagues are creating a two-tiered education system. One for those that are born in certain zip codes, one for the
wealthy, one for those who are lucky enough to win a charter lottery or get a scholarship, and another for the rest of us. That is not what public education should be about. It doesn't have to be this way. It should not be this way. These are
problems and schools that we can fix. So, I encourage my Republican colleagues to take a hard look at the difficult choices that their policies are really forcing on our parents, our children, and our communities. Republicans want to call it school choice, and they are
making a choice. They are choosing to abandon your child and your child's public school education. They are choosing to let unqualified teachers into your kid's classroom. and they are choosing to allow new schools to move into your neighborhood, take federal tax
dollars meant for the public good, and then possibly deny your child get a good public education. Mr. Smith. The bill language signed into law creating the National School Voucher Program does not require scholarship granting organizations or the private
schools and programs they fund to comply with federal civil rights protections like the Americans with Disabilities Act, the Individuals with Disabilities Education Act or IDEA, and section 504 of the Rehabilitation Act. What guarantee, if any, does the parent or a
guardian of a student with a disability have that their child will receive an appropriate education if they use a voucher? >> Thank you for the question. There's no guarantee and the reality is that sending using vouchers to send children
to private schools that don't comply with federal laws will harm not just students with disabilities. It will harm students of color. It will harm all students who remain vulnerable. And not only will it harm those students, it will also siphon away critical funding
for public schools. And so the neediest children will also continue to suffer. You know, 90% of American school children attend public schools. And so to use those public dollars to subsidize private schools and religious school, as
you say, isn't about school choice. It's about the private school's choice. >> Thank you very much. My understanding is they really don't have any guarantee at all. Just as you said, I look forward to working with you to ensure that every child, regardless of a disability, receives the highquality education that
they deserve. I'd also like to submit for the record a letter from faith organizations supporting every child's right to be included at their public school. >> Without objection, it will be entered. >> Thank you. And I yield. >> Gentle lady yields. And I'll recognize the vice chairman of this committee, the
gentleman from Utah, Mr. Bruins. >> Thank you. Thank you, Mr. Chair. Um uh for those who are are tuning in to watch this uh this this hearing, I just want to say thank goodness uh for school choice, federal school choice. For those who are sitting
listening and and realize how much nonsense is going on here, the focus has not been on kids obviously. Um just know that help is on its way. Um, and by the way, 32 states have opted in to the school choice program. So, we
don't have to sit down and wait now for those who are waiting long lines of lotto to to get into a school system. Uh, those days are coming to an end. Uh, Dr. Sue, your new ethics studies curriculum compares parents pro protesting school boards over co
policies to 1960s white parents trying to avoid disegregation. It says parent protest of school policies are not just a recent phenomenon. However, in the 1960s, many white parents put their children in private schools in order and to in response to the desegregation policies.
Uh do you see this as a problem only with white parents? >> Um thank you for that question. I'm sorry. Do you have the example that you're reading from? >> Can I see Can I see the document that I >> I don't have the document. Do you agree
with that statement though? Um, I wouldn't need to see the documents. I can full context. >> Well, I don't have the document. Do you agree with the statement I just made that parents, white parents were leaving schools because of what they did back with the segre the segregation days? >> I I would need to understand I'm going
to for any of us who hear that I would say absolutely not. I wouldn't say that if I didn't believe it. So, obviously you you might you probably do. Uh, if that's the case, do you also think that black parents opting out of public school systems are also racist?
>> Um, if you're referring to the fact that we spent multiple years identifying a new ethnic studies curriculum at San Francisco Unified School District, then I I will speak to that. Um, >> okay. I'll take it back. Um just know
that uh in terms of parents leaving public school systems uh it's all colors. Uh matter of fact uh the black congressional black caucus has a history as high as 52% of them putting their kids into private private school in taking them out of public in private
schools because it is the parents right to make sure their kids are being um um treated and t taught right. Um Miss Dr. King. Uh, your fifth grade material includes an object objective for students to explain what puberty
blocker medications are and the role they may play for transitioning young people. Um, fifth grade seems pretty young. That's 10 years old. Uh, what what is the age that is not appropriate to be learning about pub block puberty
blockers? Whereas I'm not I'm not exactly aware of the age and the curricula our sexual ed education curriculum that you're referring to but I do want to state that our curriculum is in alignment with Illinois. >> Okay. So so is is 10 years old okay for
you your personal opinion to be teaching these kids about puberty blockers >> as a parent I would want you your position you have a position you are in a leadership position. >> That's right. I'm in a leadership >> is 10 years old. Uh, is that a an age
too young for you? >> As a parent, that would be I would want to have that conversation. >> Okay. All right. I'm I'm going to return. I just want to make a point real quickly. Uh, Dr. King, only 23% of the CPS fourth graders are proficient in reading, 24% proficient in math. For
black students, only 12% are proficient. Uh, I want to ask each one of you guys, is 77% failure rate reading. Okay? 76% failure rate in math and 88% of our black students not being able to read. Is that okay, Dr. King? Is that the success of
failure? >> That is not acceptable in Chicago. >> Okay. How about you, Dr. Dr. Spence? >> I would say any child who is not successful in reading in >> Is that unacceptable? >> Okay. I'm I'm asking specific yes or no. Is that acceptable? Is that success or
failure? I >> I answered Yeah. No, it's not acceptable that any child would come. That's successful failure. That is not acceptable. >> Okay. So if if you are over a school system that is getting these kind of results, are you successful or failing
our kids? Dr. King. >> Yeah. Are you success I don't want a long answer. Are you succeeding or are you failing when you have these kind of results? >> Chicago public schools is successful in identifying targeted supports to students based on the needs that they have.
>> Thank you. Uh Dr. Dr. ments. >> I'm very pleased with the results that we have in L County Public Schools and recognize that we have more work to do. >> Dr. Dr. Q. >> Yes. >> Uh we work every single day to ensure that our students are meeting our goals. >> This Thank you. This is why we need
choice and I'll say this. Uh my dad was a professor 40 years. >> Gentleman's time. >> My suggestion is that this is not your thing. You need to find something else to do because you're not helping our kids. You're failing our kids. It's obvious to anybody listening right now. So, thank you and for school choice. Thank you to your back.
>> Gentleman's time is expired and I recognize the gentle lady from Connecticut, Miss Hayes. >> Thank you. Before I start, I just want to say a few things. I am a member of the Congressional Black Caucus. I am a public school teacher and
all of my children attended public schools. As a career educator, I will also say that no one here is saying that we don't support public choice. Parents should have the
right. The problem is and the issue here is that that right needs to be afforded to everybody. That opportunity needs to be afforded to everybody. So the school across the street from your house should be as good as the school 30 minutes
away. Every school should have the highest educational opportunity for children. I've listened to some of the comments here and and Dr. Sue, I appreciate your answer. You have a responsibility to all students. We've
heard over and over about students identity and their gender preferences and somehow you should be afraid because legally you will be held accountable. As professional educators, I would expect
for you. I can tell you what I did. I used affirming language. I created environments that did not literally that were anti-bullying environments and supported those environments. I created collaborative spaces where students
could learn because that was my job to educate students. So this idea that and I was a pretty good teacher and I don't care how good you are. You can't make nobody gay. I don't know what they think they're talking about, but you're not that good. None of you. You're not going
to make somebody be something, but but you do have a responsibility to make sure that they can learn. So creating those safe environments is your job. Creating places where students can learn is your job. not engaging in these
culture wars and making our schools and educational institutions places battlegrounds for these culture wars. You're before us today for the programs that you created in your district, which I'm sure had local input, which I'm sure
the parents supported and wanted. and you're being asked to defend those positions, which I'm sure were rooted in evidence, grounded in the law, and reflective of the values of your community. This committee talks all the time about decisions should be made at
the local level, but I guess that's only if they like the the decisions that you make at the local level. Because I'm sure the programs that you have in San Francisco were not done without the input of your local community. This committee is spending time hauling you before Congress to answer for your
diversity programs while we've had zero hearings, not one in this Congress or the last on school shootings that are killing children in our classrooms. Zero hearings on chronic absenteeism. Zero hearings on the mental health crisis that we're facing and the 12 billion
dollars in funding that has been cut by this administration from from proposed programs that serve students. no hearings on how we can infuse the teacher pipeline so that you have the qualified educators in front of those students in your communities and that is
a choice. It is very deliberate and if there is anything I can say to you before my time runs out and I ask the one question that I can ask, do not buy into the bull. You know what you do. You're good at what you do. Do not be
intimidated by this committee. do not come in here and change your values or your positions because you know who you work for and it is the parents and the students in your community. So I appreciate you all coming here and and
suffering through this and for a member to tell you that you should find another job. It's probably a reason why he won't be here next Congress. Can you Dr. King, just in the few minutes, the the few seconds that I have
left, describe the impact of the black student success programs that were created and what do you think will happen if those are taken away? How how is that helped in in the school district? >> The black student success plan is a plan
that was constructed with community. It was hundreds of community members and it is a resource and targeted plan to support students that have been historically and systematically uh void of opportunity.
>> So you didn't come up with this all by yourself? >> No. >> No. The community had input. >> Exactly. >> The community asked for this. >> Yes. >> The community worked with you to create this. >> It is in alignment with the Illinois law as well. >> And the community is benefiting from the results. >> Yes. >> Thank you and thank you for doing your
job. I yield back. >> Gentle lady yields. I now recognize the gentleman from from Missouri, Dr. Ander. >> Thank you, Mr. Chairman, and thank you for holding this very important hearing. Questions for um first of all, um
Miss King, do you believe that biological men should be allowed in locker rooms with biologic women? It's a yes or no question. With all due respect, I'm here to respond to the policies of Chicago public schools and our operations.
>> And is it the is it the policy of Chicago public schools to forbid biological men, boys to go into locker rooms with biologic girls? >> The Chicago public schools policy is in
alignment with Illinois law. >> Yes or no? Do can boys and men go into girls locker rooms in the Chicago public schools? Yes or no? >> Any student uh gender identity in >> I take that as a yes. Uh Dr. Spence, yes
or no. Should biological men be allowed in locker rooms with biologic women or girls? >> Transgender women should be allowed in women's spaces. >> Ah, that's a yes. So, biologic men should be able to go into locker rooms and shower rooms with biologic girls.
>> Federal law requires it. Yes. >> No, it doesn't. >> Yes, it does. >> No, Title N does not. In fact, quite the opposite. Title N requires >> you to protect women and girls. Dr. Sue, should biologic men or women? You you gave me the yes. You answered my
question. Dr. Sue, should biologic men be allowed in locker rooms and shower rooms with biologic girls and women? >> It is to the best of my knowledge we follow state and federal law. So you allow I mean I do you have the
same interpretation of federal law as Dr. Spence that men should be allowed in shower rooms and locker rooms with biologic girls and women >> in San Francisco. We follow state and federal law. >> I take that as a yes as well. Um Dr.
Spence, uh do you believe that we should quote weed out texts whose language is not genderneutral and free of stereotypes? I I get very concerned when we talk about weeding out any text. I think a variety of perspectives are important.
>> Okay. Because back in 2014, that sounds like censorship, right? Weeding out text. But back in 2014 when you were superintendent of Virginia Beach City Public Schools, you tweeted out a picture of the ABCs of diversity poster. The W encouraged teachers to
weed out texts whose language is not genderneutral and free of stereotypes. Do you still believe that? >> I think I responded. I think that we should have a variety of texts and a variety of perspectives available to our students to read. >> Do you still believe in weeding out,
let's say, I don't know, to kill a Bingird, Heart of Darkness, The Odyssey, The Iliad? >> Of course not. >> Cro. Okay, good. Um, do uh, Miss Sue, the nonprofit Teachers for Social Justice recently rented out a
space in San Francisco's uh, McConnell High School to hold ethnic study an ethics ethnic studies. Actually, I take that back. Uh, Miss Sue, I have a different question for you. In Mirabella v. Baylor. The US Supreme Court blocked California policy uh prohibiting schools
from notifying parents about students gender ch gender uh change without the child's consent. What policy changes has the San Francisco United School District made to respect parents rights as enunciated in
Marbella v. Taylor? >> Vivont Marbella Vivant. >> Yes. Uh first of all, I'm not a lawyer, but uh what we are doing um to the best of my knowledge at San Francisco Unified School District is adjust our practices
and uh ensure that our teachers and educators understand the change in the law and to make sure that we adjust our practices to be in compliance. >> So it is your policy now that parents should be notified. parent. We believe that parents are our
students first teachers. We strive to create really strong lines of communication with families. >> Thank you. Likewise, Miss King, in CPS's gender support plan, uh it's very clear that
gender transition will be hidden from parents. What changes is Chicago public schools making to align with parents rights as enunciated by the Supreme Court and Marbella Bibbont? >> We value parents as a vital uh part of
our educational community and we do not hide information from parents and it is I it is our hope that when a student is transitioning that the parent the families uh the student the families and the school would all be in communication. Do you notify the
parents? >> We communicate with parents in compliance with the Illinois state law. >> What about with the US Supreme Court and the Constitution of the United States? >> Mr. Mr. Chairman, I have a unanimous consent request. >> What's the request? Uh the request is to
submit a document Chicago public schools gender support plan for transgender and gender non-conforming students which um at least at the time it was promulgated uh would hide the gender status of children from >> without objection it will be received.
Gentleman's time is expired. I now rep uh recognize Representative Lee from Pennsylvania for her five minutes of questioning. >> Thank you Mr. Chairman. Since other members of Congress aren't allowed to wave onto this hearing uh even when
their superintendent is being subpoenaed, I would start by asking unanimous consent to enter a letter into the record from the Chicago delegation expressing their concern about weaponizing oversight and federal education funding to target diverse student bodies and attack the school
districts and educators seeking to effectively meet their needs. >> Without objection, it'll be submitted and it's received. I often wonder if you all will ever get tired of just bad faith divisive hearings. The answer is no because it butters your bread and as
long as your donors continue to contribute, you will continue to tear families and children apart. Targeting children is uh particularly ridiculous. Uh but as we know, this hearing is trying to legitimize a dangerous idea of what equitable and inclusive education looks like. Conservatives want us to see
the definition of equity so they can weaponize it against policies that simply give kids a fair shot. Our country established equity policies like IDA to give children with disabilities an equal education and policies like Title 9 to end unequal treatment based
on sex and force court rulings on desegregation so that black kids could attend the same schools and have the same quality of education as white kids. I feel like I have to say this a lot in this committee, but equity policies are necessary to reverse harm caused by
systemic discrimination. Discrimination that was enacted by policies passed in this room. So-called parents rights groups want you to believe so badly that expanding access for marginalized children comes at the expense of children who already have all of their
needs met. Equity policies are only a threat if your ideals are grounded in white supremacy. If your ideals come from the executive orders of an aspiring authoritarian who posts AI pictures of himself as Jesus or threatens to kill entire civilizations on social media and
wants to give billions of our tax dollars to insurrectionists. Let's be clear, this administration's Department of Education already tried to ban diversity, equity, inclusion, and accessibility. It didn't work. They lost the case. So now Republicans are forcing school superintendent
uh before this committee to scare them into compliance compliance with discriminatory policies in a chilled educational environment that caters to the demands of a vocal minority. Hearings like this are trying to make an example of districts that want all kids
irrespective not because of their race, gender, so socioeconomic status, disability status, language, immigration status. um and they're counting on the fact that other superintendent and teachers across the country will be intimidated and comply in advance. But
when you legislate from a place of actually wanting children to have a quality education where kids are safe and seen, you don't have to rely on fair tactics. Mr. Smith, your testimony points out that students of color make up more than half of students enrolled in public schools. One in four high school students identify as LGBTQI plus.
One in 10 students are English learners. 15% of students receive special education services. Diversity is just a factual description of students our schools serve. You said are conservative parents rights movements a reaction to the simple fact of the increasing diversity in public schools. Thank you
for the question. You know I can't obviously speak for the motivations of any other person. But what I can say is that we have made tremendous progress as a country uh to make sure that the doors of opportunity are open to every person
regardless of their race, regardless of their sex, regardless of their gender identity. And the reality is that that's something that we should embrace. That's something that we should celebrate. It's something that makes our democracy stronger. And anyone who doesn't see that uh I think undermines public
education and undermines our democracy. Your testimony also states that our public education system provides young people the critical foundation needed to be full participants in our multi-racial democracy and competitive in the global economy. What happens when that critical foundation is undermined by discriminatory policies and other
politicized attacks that drain school budgets? >> Thank you for the question. You know, there is ample research that shows that there are real and substantial consequences where students are exposed to exclusionary policies that academic
performance goes down, that dropout rates go up, that engagement goes down. And I will note that the research shows that that doesn't just apply to students of color or LGBTQ students. It applies to all students. All students benefit when each student is included and
affirmed. >> Thank you. I I I agree with the research. Equity and inclusion policies are fundamental to protecting students right to equality education. An ed an administration that relies on fair-mongering and that dismantles the very federal agency responsible for
educational equity threatens protections for those least able to defend themselves. And let's be clear, reserving a quality education for those who only to those who already have every advantage isn't just a byproduct of authoritarianism. It's a prerequisite for it. But we will fight back uh
because our kids deserve better than this and we can and we will give them better than this. I believe that some among us are here for all children because we recognize how important it is for our democracy, for our government, and for our future. I thank you all so much for your time and I yield back. >> The gentle lady yields and I recognize a
gentleman from North Carolina, Mr. Harris. >> Thank you, Mr. Chairman, and I thank all of you who are serving on the panel today. Um Dr. suspense. As I'm sure you know, in May of 2021, a boy entered a women's bathroom at Stonebridge High School and sexually assaulted a
15-year-old girl. Um, the chairman in his opening statement alluded to this. The boy was wearing a skirt, according to the survivor's family, a claim that was never contested by the boy's family. And you might think that the school immediately would have called law enforcement and had the boy arrested,
but again, that's not what happened. Police were called for one person and that was Scott Smith, the survivor's father, who went to the school's main office and was irate that the district wasn't initially involving law enforcement over his daughter's assault.
So, I would first ask you, Mr. Spence, on behalf of the Lowden County Public School, would you like to apologize to Mr. Smith this morning? >> Anytime a child is assaulted, it's a horrific thing. and that was predating
my tenure. But what I would say is of course we would involve law enforcement. Of course we would enforce our policies, our policies and law. Do not contemplate that something like this should or could happen to our students. And if it does, we have to react immediately and
appropriately and we would. I I recognize you weren't superintendent in 2021, but can you maybe tell us what policy changes have you or the Lowden County Public Schools put in place to prevent tragedies like this from happening again? I
>> I think um it is a matter in Lowden County Public Schools of ensuring that the policies that we have are followed, that the law is followed. I know that we have uh restructured our Title 9 office um since that time. Other than that, it is a matter of ensuring that we enforce
our policies and we follow the law and that we engage directly with our parents and our law enforcement partners when incidents like these come up and we provide support to our families and to our students that need it. >> Well, as appalling as the incident was at Stonebridge High School, I think all of America's recognizing that incidents
like this are happening across the country. And it's personal to me because we're seeing the same concerns in my own congressional district. parents in Cabaris County raised serious concerns about biological males entering girls bathrooms and locker rooms in two local
high schools. And the reports that my office received were deeply disturbing. And I didn't know anything else to do but to take them directly to the Department of Education. And I will say I'm grateful to Secretary McMahon and the Department of Education taking quick action and they have opened a Title 9
investigation into Cabaris County Schools so we can prevent sexual assault situations from happening and address the concerns of parents and students. Um let while we're on the same uh avenue,
Dr. Spence, back in 2024, it was found through public records requests that you missed a month of that school year for several taxpayer funded trips. Uh, I think it reported you were in Miami, Puerto Rico, San Diego, and Richmond. You went on four trips in three months. During your trip to Richmond, although
it caught my attention, it was reported that Lowden County Public Schools did not immediately tell parents about a string of student overdoses, some including fentinel. And according to the sheriff's office, 11 Park View High School students overdosed became Lowden
County Public Schools biggest school safety crisis since the two sexual assaults back in 2021 as a result of your failure to notify parents of these overdoses. I understand Governor Glenn Yncan signed an executive order to immediately notify parents of overdoses.
Governor Yncan also had an amendment that would require schools to notify parents within 24 hours of student overdoses. And although the amendment passed unanimously in the state senate, House Democrats in Virginia blocked the amendment. It seems like it would be
common sense to notify families about student overdoses at schools so parents can discuss the incidents with their children. So I want to ask you in the last minute, how soon after the student overdoses were you made aware of the situation?
>> When you say the student the the incident that you referred to back in 2024. So as soon as I became made a aware of that, I put it I put a team together in the school and we communicated to parents within that same uh 3 days after I understood exactly what had occurred. One of the one of the challenges um at that time and and
thankfully because of some of the work that's been done in the legislature, we now have better clarification on what needs to be reported is it's unclear to us when we have an overdose happening. So, I'll give you an example of what I mean. If a student is transported medically um out of our building, let's
say that they have passed out and they're transported medically out of our building. When they get to the hospital, we no longer have access to their medical records. They don't tell us what happened to the child. we just know that they passed out in our building. And then we were being told by law enforcement after the fact that they
suspected overdoses. And as soon as the sheriff called me and communicated about that, I began working with our school and with our communication team to make sure that we were notifying our parents. So much of what was reported was either distorted or factually inaccurate, including the number of overdoses that
were happening in our schools versus those happening in our communities. I agreed with the uh legislation that went through the general assembly. The only thing that I asked for and that I think some Democrats maybe were asking for during that time uh if I could just finish this one thought. >> Finish it quickly.
>> Thank Thank you. Was that uh this is a community issue and I felt if we were going to be notifying parents of overdoses in our schools that um those who are responsible for tracking overdoses in our community should also be notifying our communities that that was happening. >> Gentleman's time has expired. I now
recognize the gentle lady from Arizona, Miss Grahalva, for her five minutes. >> Thank you, Mr. Chairman, um I want to thank all of the witnesses for being here. I served on a school board for 20 years and I know how difficult it is to be a superintendent. And so I know that
you in your own communities have a school board that helps you um informing what the policies are going to be. You have state laws that govern that as well. And in the time that I have been here and I've been watching online, I've seen um your jobs are so difficult and
challenging and rewarding all at the same time. Um the harassment that you have all experienced here is completely unacceptable. So I would like to apologize to you for how you have been treated by some of these members. You represent an incredibly diverse student body. 90% of the students in my district
in Arizona attend public schools and I'm sure that those numbers are similar in your communities. So thank you for all you continue to do to support the children um of our of our nation. So, in Arizona's seventh congressional district, families care deeply about
children's success. When I speak to parents in Tucson, Yuma, Douglas, Ngales, and rural communities, they're not asking for book bands for our classrooms, or to become ideological battlegrounds. They want safe schools,
fully funded classrooms, and resources teachers need to help every student succeed. Unfortunately, this Congress has seen efforts to manufacture political controversy around our schools and undermine programs that protect students civil rights. Too often, the language of parents rights is used to
divide communities and advance policies that would limit what students can learn, read, or discuss. These debates have real consequences. Last year, Tucson Unified School District faced the prospect of losing $6 million in federal funding. Mr. Chair, Miss Mr. Mr.
Chairman, I ask unanimous consent to enter into the record an article titled Tucson Unified School District facing $6 million in federal fund losses. >> Excuse me. Run that by me again. >> It's to put Okay, I'm going to watch a time. I'll do it at the end. So, when
schools are pulled into these culture wars, the costs are real, diverting billions nationally from classrooms and making it harder to recruit and retain educators. In Arizona, our diversity is our strength. We should be focused on academic recovery, chronic ac
absenteeism, and student mental health, not attacking school leaders, working to ensure every student feels safe, supported, and included. Before I turn to questions, I want to share an experience of a young Arizonan. A non-binary student from Arizona dis described spending high school trying to
avoid attention while using the locker room, arriving early, leaving late, and trying not to be noticed after a parent publicly criticized the school's effort to accommodate transgender students. The student felt humiliated and ultimately stopped participating in school sports. Whenever one's views on these pol
whenever one's views on these policies, no student should feel so unwelcome that they give up opportunities to learn, compete, and belong. That brings me to my first question. Mr. Smith, the committee majority has spent most of this Congress promoting culture war bills such as HR2616, Stop
Indoctrination and Protect Kids Act, HR 7661, Stop Sexualization of Kids Act, and HR8705, the Charlie Act. These bills are the majority's way of forcing conservative ideology into our public schools. The Republican don't list includes don't say
trans, don't read diverse books, and don't acknowledge racism, and the list goes on. If these bills were to become law, what are some of the legal consequences you foresee for schools and districts? >> Thank you for the question. Um, before I answer that question, I just wanted to
flag that there's a recent study that shows that $3.2 2 billion have gone into defending exclusion responding to exclusionary policies. That's $3.2 billion that haven't gone to our students and to our schools to support
them. But to answer your question, the reality is that policies that divide our students, that don't affirm them, that don't recognize them, lead to hostile learning environments. and those violate both title six of the civil rights act
and title nine of the education amendment. So having inclusive policies are not just good policy, they're required by law. Thank you. Much of our public conversation about diversity initiatives and education assumes that rural communities are largely
homogeneous. Yet the data tells a very different story. People of color now make up 24% of rural America. and rural communities have seen growth in black, Hispanic, immigrant, LGBTQ plus, and disability populations. At the same time, re research shows that teacher
diversity has a profound impact on student outcomes. For example, disadvantaged black male students who had a black teacher in elementary school were significantly less likely to drop out or more likely and more likely to aspire to college. As some diversity focused programs face legal and
political challenges like the ones you mentioned, how can we ensure that increasingly diverse rural student populations have access to inclusive learning environments, equal educational opportunity, and educators who can effectively serve and represent their communities? Anyone can answer.
>> I would just flag that our civil rights laws don't depend on your geography. that no matter where you live, no matter the makeup of your community, everyone is entitled and the law requires a safe and secure learning environment. >> Thank you.
>> Did the gentle lady want to submit? >> Thank you, Mr. Chairman. I ask unanimous consent to enter into the record an article titled Tucson Unified School District facing a $6 million dollar in federal fund losses. >> Without objection and hearing none, it will be submitted. >> Thank you and I yield back.
>> Gentle lady yields. I now recognize the gentleman from Indiana, Mr. Mesmer. >> Uh, thank you, Mr. Chairman. Uh, Dr. King, in May, you approved an agreement for teachers and students to attend a so-called day of civic action. The Chicago Teachers Union said the day was
uh off was necessary because, as was stated in their Mayday resolution, public education is facing unprecedented national assault driven by MAGA Republicans. Your district even promised to provide buses and sack lunches to up to 100 schools.
Dr. King, are you committed to making the decisions like this fairly without political bias and regardless of which party or politician that is being protested? Thank you for the opportunity to clarify the May 1st. Um that was a full day of
instructional activity and our students did engage in civic activities whether in the school in school or across the district and it that is part of CPS's goals to en in to engage students civically. We do have a department of
civic engagement. >> Okay. Would you approve a similar request for teachers and students to attend March for Life and protest the evils of abortion? >> This was not a um this was not a politically uh slanted uh event that the
the day the day of instruction. So curriculum was it was expansive and there were options. The the curriculum was decided at the school level and so were the the um field trips as well. >> Okay. Uh the AC academic results produced by Chicago public schools are
among the lowest in urban areas across the country in 2024. 31% of fourth graders nationwide were at or above NAP proficiency in literacy compared to only 23% of the CPS fourth graders. Similarly, 40% of the public school
fourth graders were at or above proficiency in math. While Chicago scored a measly 24%. Giving ac academic results produced by CPS schools. Increasing education options for families in Chicago is obviously urgent. Uh would you approve a request for
students to to support school choice and and want to voice their desire via what you would call to protest in favor of more school options and greater educational freedom. CPS values school choice and parents ability to choose their the type of schools they would like for their child
to attend. We have options uh public schools, we have uh districtled schools, charter schools, we have magnet schools for our parents to choose from as as well as selective enrollment schools. So we do support school choice. >> Very good. Uh Dr. King, after the 2025
Supreme Court case of Mammu versus Taylor, has CPS changed its policy to allow parents to opt out of LGBTQ plus curriculum for religious reasons? >> CPS um is in is in compliance with the Illinois state law as far as the opt out
of sexual education uh curriculum. >> But are you following the Supreme Court decision? >> We follow all local, state, and f binding federal pol laws. >> Okay. Well, I'll take that as an answer. Uh Dr. Spence, have you have have do you allow parents to opt out for religious
reasons for LGBTQ policy within uh your school district? >> Yes, we do. >> Thank you. Dr. Sue, >> um to the best of my knowledge, we do. >> Okay. I don't think the websites for Dr. King or Dr. Sue reflect that any to this point. So, you might want to update your
uh school's websites. Um, parents have every right to make decisions or at least express their views on what type of education their children are receiving in school. However, schools in in uh your district, Dr. Spencer, teachers are receiving
schoolboard terrorist training on on how to handle parents expressing their views and even go so far as to call parents agitators and disruptors. Dr. Dr. Spence, do you believe the parents have the right to express their views and have a seat at the table when deciding what their children are learning in your in your classrooms?
>> Of course I do. And if I could clarify, their teachers never received any such training. And I think what you're referring to is some reporting that our school board may have engaged in some training which was also inaccurate. There was no training on parents as terrorists. Um, just to quickly clarify,
under Virginia code, when a school board goes into close session, part of the language of going into close session is about terrorist activity. They read the language of going into close session for the purpose of a safety and security training. And that reporter interpreted that as talking about parents as
terrorists. Absolutely untrue and false. Our parents are not terrorists. We work alongside our parents every day. And of course, I support the right for our parents to talk with us about their concerns. >> Thank you. Um, what steps are you taking to ensure that parents are allowed to speak on their beliefs without being labeled agitators?
I >> I mean, frankly, we don't have to take steps. Our current policies and practices make sure that that's that that happens. We welcome public comment. Our school board receives more public comment, frankly, than any school board I've ever participated in in my 15 years as a superintendent. And they welcome it
and they and they value it and they and they take that into account in their decision-m. Thank you. I yield back. >> Gentleman yields. I now recognize the gentleman from connect Connecticut, Mr. Courtney. >> Great. Thank you, uh, Mr. Chairman. Thank you to all the witnesses, uh, for being here today. I'd actually like to
actually discuss for a moment, uh, a real education issue, which is that, uh, this morning the National Assessment for Educational Progress, which is housed at the Department of Education, released the long-term trend report data that the department points to when pushing uh,
for an agenda for Congress and for the executive branch. This is the first NAPE long-term trend report released since the Trump administration began making cuts to the Department of Education in 2025. Those included laying off more than half the workers at the Institute of Education Sciences and also canceled
about a dozen national and state assessments of student progress through 2032. And I think again the irony uh we just saw a moment ago where again one of the my colleagues from the Republican side cited the NAPE report in terms of one you know laying the the basis uh for
uh a question. But we are now living in a moment where the administration is dismantling the infrastructure uh of the department of education and the NAPE um program is included um in that demolition that's h that um that's
happening uh right now. So again, I just sort of asked quick yes or no. I mean, do you think that the NAPE scores, which are sort of like headlights for our country in terms of just sort of seeing how student proficiency is progressing, is um a valuable tool uh in terms of
your your job and your mission? And I'll start with you, uh, Superintendent Sue. >> Yes. Yes, >> Superintendent Smith. I I mean I I think the the NAVE scores um as a bellweather for the nation um certainly are helpful in terms of
understanding our trends >> and and uh again is it Mr. Spence >> or >> oh I think I asked >> sorry I I apologize I thought you said Dr. Spence I I answered out of turn I apologize >> Smith >> I'm not a superintendent but I with your
question I think you're sleeping >> yes and Dr. King. >> Yes. >> Yes. So, um again, the test results showed that younger kids uh this morning's uh results showed that younger kids actually did show some signs of improvement. Middle school uh math
scores kind of had plateaued and still below pre uh pandemic. Um, again, part of the, you know, agenda that we're seeing from the administration is to collapse a lot of the grant programs that have been around for quite a while,
including magnet schools, which was mentioned earlier, um, and putting it into a mega grant program, which would be sort of a, you know, um, a battle or thunderdome where competition in in terms of scarce dollars would be
happening. again, if we're going to really as a nation get serious about giving kids proficiency in math, I mean, is is that the right policy is just to again sort of create uh this hunger games in terms of federal assistance
that I I assume a lot of your um school districts really rely on. So again, I'll start with you uh Dr. King. No, the best way to provide the supports that our students need, especially like in Chicago, a district as diverse, is is to provide resources and support,
targeted resources and supports to students based on their needs. >> Great. And Dr. Spence, >> I think the federal government's role in education has always been to to level the playing field for students, to provide school districts with resources to meet students who are traditionally
struggling in our schools. looking at, for example, our English learners, our special needs students, um funding through title one. I think that's an invaluable role and I think um critical that not only the funding but the expertise that comes with that funding remain in place.
>> Great. And now Mr. Smith, >> again, I'm not a superintendent. What I will say is that federal law requires that school districts take steps to make sure that all students can succeed. >> And I would I would concur with that.
Um, I would also strongly recommend that the federal government continue to support school districts to serve our our children with special needs. >> Thank Thank you. I mean, again, when we're talking about mass scores, we're really talking about the 21st century right now in terms of the skills that um
young people are going to need to succeed uh in life and to again watch uh an administration with no authority that's ever been granted by Congress to dissolve the Department of Education. that was created by an act of Congress in 1979. And we're here today where
again just by um you know this random uh decision-making that's happening in the in the secretary's office um we're seeing programs just created with if anything at at the least uncertainty and in some instances elimination um that uh
really as a country we're is really going to haunt us in the future in terms of where our workforce um is going to be. So, thank you all for the great work that you do and for your testimony this morning. I yield back. >> The gentleman yields. I now recognize a gentleman from Florida, Mr. Fine.
>> Thank you, Mr. Chairman. I want to start with Chicago. You spend 55% more per student than the national average. And since 2019, you've increased your bureaucrats by 15% while your student enrollment has dropped by 9%. So, massive increase in employment. Despite
that, whether it's fourth graders or juniors, only one in four of your students is proficient. So my question for you is this. You said at that May 1st event was not a politically slated event. That's the quote that you said. But I have right here the permission
slip that folks were expected to sign. And the permission slip says students will parti will engage in political advocacy. So do you want to do you want to change your testimony to this committee about it not being a politically slated event? No, I do not. I'm not familiar with the
field trip that you're holding up. And up >> will you will you commit to investigate this permission slip where the parents had to sign something saying you're going to a doing a will engage in political advocacy. Will you commit to investigate this and hold them responsible since you represented to us
it was not a politically slated event. >> I will commit. >> Great. Next thing I want to do since again you don't seem to know what happened on that day. Here, here is one of the nonpolitically slated events. This is a student, one of your students, transported on a
taxpayer-f funed bus equating the president of the United States with Hitler. The sign literally says, "The Trump fascist regime must go." Now, would that qualify as not a politically slated event that this student went to during class time when he should have been learning? This is not a politically
slated event. I'm not aware of that student and that poster being connected to the >> Okay, then let me ask you this. If it were, if you grant that what I'm saying is true, I understand you're going to plead ignorant, but if what I'm stating is true, would this be a politically
slated event? >> We do not support or condone. >> That's not my question. Would this be a politically slated event? Would the information you gave to the committee be incorrect? Maybe you didn't know. I'll grant that. But would you agree if what I'm saying is true that the information
that you gave to this committee was false? >> If what you're saying is true and was reported, Chicago public schools would investigate. >> Great. And will you commit to investigate this as well? >> I'm not familiar with that. >> Will you will you commit to look into it? >> If you could give me more details. >> We will. All right. Great. I'm going to
take that as a yes. I want to move on to Lowden County Public Schools. Um, do you use Dr. Spence, do you use the women's restroom? >> Of course not. >> Why not? Because I would never use a woman's restroom. I'm a I'm I'm a male.
>> Because you're a man. Wow. That's a great thing. So why do you think men should be able to use the restroom in Lowden County public schools? >> I don't. >> Okay. But they do. They do. And we've got incident over and over. Look, I could say I'm an NBA athlete. That doesn't make it true. You allow men to
use the women's restroom over and over and over again. And you can argue insanely whether that's okay or not. But I have a question. In 2025, you had an issue where a man went into or a woman went into the restroom and three boys that were there were unhappy about it
because they were being recorded. The initially the boys got in trouble, the girl who was pretending to be a boy did not. Why did the girl pretending to be a boy who filmed boys in their restroom, why was there no discipline for that
student? Why did the people complaining about the girl coming into the boy's restroom get in trouble, but not the girl who was filming, not even saying whether they should go in the bathroom or not, but they were filming. It's on film. Why did that student not get in trouble? >> Sure. So, um, challenging for me to
discuss the specifics of it, but if you'll allow, challenging for me to discuss the specifics of individual student discipline as as you would understand, but I'm going to say broadly two things. One, um, what you've stated is factually inaccurate. Did the Did the girl not film the students? That's wrong. There was no filming.
>> That's that's not what I'm saying. >> I'm asking was was was a student filming other students? And is that allowed in your school district? >> Let me say this broadly. In general, our policies do not prevent uh do not permit filming in >> Okay. So, when a student did it, why did that student not suffer any disciplinary
conduct for doing that? >> Again, factually inaccurate. What I would say is >> So, you're saying that student was disciplined for filming those other students? >> I'm not going to talk about specific >> understood. I wouldn't talk about it either if I was you. Here's my other question. The three boys got in trouble initially. Two of the boys were
Christian, one of the boys was Muslim. Magically, the third boy, the Muslim boy, charges dropped. The two Christian boys were persecuted. How did you justify that decision? >> So, I'd like to ask if I'm going to be >> No, you don't get to ask. I have 16
seconds left. I think the testimony that we've heard here from all of you is a disgrace. And what I take away from this hearing is thank God I live in Florida where thanks to me and the Florida legislature our parents and our students don't have to put up with the garbage that they do in your school districts. Thank you, Mr. Chairman, and I yield
back. >> Gentleman yields. I now recognize the gentleman from California, Mr. Donier. >> Like to start with Mr. Spence. Do you want to respond take a little of my time to respond to any of the previous comments? >> I appreciate that and and I'll try to be
brief. I I I just uh want to communicate clearly. We have very clear policies that would prevent filming uh students in our bathrooms. We have very clear policies that prevent things like bullying students. Very clear policies that prevent assaults. Very clear
policies around discipline. What I would say is that when students violate those policies, discipline is applied appropriately. What I would also say is the opposite. We would not discipline students absent a violation of those policies. >> Thank you, Mr. Chair. I ask unanimous
consent to enter into the record a letter from the San Francisco Parents Coalition in support of Superintendent Sue. >> Without objection and hearing none, it'll be submitted. >> Thank you, Mr. Chair. And I want to read a quote from that letter. Dr. Sue has earned the trust of San Francisco
schools families through her steady leadership, transparency, and unwavering focus on children. She has shown up for our community through difficult circumstances, made hard decisions with integrity, and built genuine partnerships with parents across the
city. We are proud to stand behind her. Uh Dr. Sue, I know you're having trouble and having just cut over laryngitis, but I want to just give you a moment. Um family engagement centers are something that I've been uh very active in along with uh my colleague on the other side,
Representative Thompson. I think it's about $150 million a year. We know students do better when their parents are engaged. Uh I have an older brother who's a retired teacher from San Francisco, but for the arch dasis who is in a proud same-sex marriage for many
years. Uh family engagement in San Francisco, you do well, but you do it as representative from a very diverse city. Could you respond to that and how positive it is for academic outcomes? Thank you for the opportunity to share the really wonderful work and
partnership that we have with our families at SFUSD. Uh we firmly believe that parents are our students first teacher and because of that we try to build a very strong line of communication with our families. We
partner very closely with families from the start of the school year in which we share with families um all the different programs and services that we have and in the school district as well as all the partner programs that we have um that students and families have access
to. We actually have something very similar in San Francisco called the Family Resource Center >> in which families can come as early as birth um to learn about just different ways that they can support their
children. Um and so we firmly believe that families and partnership with families is very important for students long-term academic success. >> I appreciate that. Um Dr. or Mr. Smith.
Uh 20% CDC 2024 report said that about 20% of American students are um prone to suicidal ideiation. It's higher for African-Americans, Hispanics, and LGBTQ, but we're not providing enough support
for those communities. Could you respond to that? We know that if we gave the counseling we could improve these outcomes so people young people could develop fully but also address a real serious issue as opposed to what we're doing today. >> Thank you for the question. You know I
had previously mentioned that $3.2 billion have gone into having to deal with exclusionary policies and that means that $3.2 billion has it gone into providing mental health support? Has it gone into making sure that students have what they need to succeed? has it gone
into making sure that our classrooms are safe and supporting environments for all students. >> So, let me let me ask uh the superintendent just briefly. If we had the money we promised when Gerald Ford signed IDAA and this is one of the
protected classes the department of education stoves to protect, what could you do with that as opposed to spending money on silly things like this? Maybe Dr. Sue, you could start. we would be able to fully fund and support all of our obligations for special ed services
as well as wraparound mental health um and well-being supports for all of our students. >> And now right now our our percentage is about 10%. We're supposed to pay 40%. Is that correct? >> That's correct, >> Dr. King. >> I would agree. we would be able to
support all of our students, especially our students with uh receive special education services, our students that are in need of second language services as well and for any other group of students that we identify based on NATE data as well to provide support
targeted support. >> Thank you, Mr. Chair. I would suggest if we both if we all spent more time on those issues rather than this silliness would do a lot of good work for American students. I yield back. I thank the gentleman. I recognize the gentleman from Wisconsin, Mr. Growthman.
>> Thank you. Uh first of all, I think I got to correct some things. Just people are listening to this hearing. At least in Wisconsin, uh the city which has the highest number of students of color, whatever, is the city of Milwaukee. And in Milwaukee,
they are one of the highest spending districts in the state. Um, my guess would be, and you can correct me if I'm wrong, that on a per pupil basis, I bet Chicago is significantly higher
spending than the average school district in Illinois. Is that true? I talked to other congressmen about this and it's not unusual that some of the biggest spending districts are the big urban districts. I'm not one I can't say with certainty
that that's true, but it sounds accurate, >> right? I think like Mr. Fine said and we have that information here, they're spending more than 10,000. I guess the reason I bring it up is some of the congressmen in the past imply that somehow
um maybe test scores are not being that good. It's because society isn't putting enough resources into these districts. I'd like to point out we put a lot of resources in the big districts. Now, one can argue what they're doing with their money. I have my own personal opinions
how the Milwaukee Public School Board uh manages to get no value out of what they do. But I I do want to point out that uh I think Milwaukee and Chicago spend significantly more than average and society cannot be blamed for the
problems that are out there. Um, the next thing I want to touch upon, and I guess this is a guess for you, Dr. King, again, um, the, uh, Chicago public schools sexual health policy, um,
requires schools serving fifth grade and up must make condoms available to 12 year olds. Uh, I also know of other public school districts in which they talk about uh putting or having women take
contraceptives as being a good responsible thing to do. I would assume there are people in the Chicago public school system who would be a little bit appalled if they found out that their fifth grade girl was taking
contraceptives or that their fifth grader was using a condom. I think they would probably be opposed by almost anybody with a religious bent. Uh do you think it's appropriate to send the message to young people in the Chicago
schools that sexual activity among 12 year olds or 13 year olds appropriate? Or do you think it would be opposed by my guess is a clear majority of the parents of the children in Chicago public schools?
I stated early as a parent, I would definitely want to have that conversation with my with my child. And I know that the sexual education curriculum is available for or the resources you're referring to, uh, grades 5 through 12. And those resources are very much like any other targeted
resource. They're there for those students that may need them. And that is in compliance with the Illinois state law. >> I'm sure it's in compliance with the Illinois state law. The question though is, do you believe a significant number of parents would object to that um that
value system that's being imparted in Chicago public schools? >> I can't speak spec specifically for parents, but I can say that I have not heard from any parents um and that um are in opposition to the curriculum and the resources being made available.
>> Okay. Uh thank you. Uh next question we have is for Dr. Sue. Um, in June of 2024, a p because of a public records request from defending from defending education, it uncovered professional
development documents from SFUSD defining and criticizing characteristics of white supremacy culture. I have never heard of white supremacy culture. I don't know anybody who believes that. But the fact that you have it out there
in the San Francisco schools implies you think there's a such a thing as white supremacy culture. Can you give us a little 30 seconds on what white what you believe white supremacy culture is or do you believe it ex is it a problem in San Francisco?
>> Um the the incident that you're referring to happened before my time as a superintendent. I've joined the school district um 18 months ago as superintendent of San Francisco and I've spent my time focused on serving the 49,000 students
>> serve. Uh just one final comment uh in my district I think I have a significant number of people of a m background who are succeeding wildly well. Uh some people from India got a little mosque of people from from Pakistan. One thing I
notice is that it seems the immigrants, particularly the immigrants of color, do far more than the native born. And it bothers me given that we have school districts >> uh >> imparting to the kids some idea that we have that it's difficult or we are
mistreating uh people from areas other than Europe in this country. >> Thank the gentleman. Time is expired and I recognize the gentle lady from Minnesota, Miss Omar. Thank you, chairman. Um, I want to talk about the Republicans longstanding battle against policies of equity,
equality, and their absolute refusal to acknowledge the events of history that are impacting us today. Conservatives would have us believe that tragic policy disasters like school segregation are a relic of the past. But here are the
facts. Republicans have found that researchers have found that in hundred largest school districts, segregation of white and black students has increased by 64% since 1988. I know this well
because of my home state of Minnesota has developed some of the largest racial gaps in the country. The Twin Cities has 182 deeply segregated schools where more than 90% of the students are non-white.
As result, it has the third largest black achievement gap and fourth largest Latino gap compared to their white peers. And these gaps have a ripple effect that echo through the lives of our nation's students. Students in
segregated schools are more likely to drop out, not to go to college and earning less often um in their lifetimes. They also have higher rates of incarceration and poor health. It
doesn't have to be this way. This is why it is so insidious that Republicans want to ignore how we got here because I know my history. I know that after Brown versus Board, but before Title Six,
states continued segregating schools by denying funding, rerouting public dollars to create private schools for white children. I know it was only with the dedicated enforcement of civil rights laws that we began to see the
promise of equal opportunities. And I know that over the past decades, we began to move away from prioritizing school desegregation and towards privatization. And now we have the Republican party that is eager to repeat that history. We are again seeing the
rerouting of public dollars to private schools. We are again seeing the Department of Education that refuses to address civil rights of black students. And we are now dealing with an administration that has turned Title Six into a weapon against the very civil rights programs it was created to
enforce. Mr. Smith, I have a hypothetical question for you. If a school district has the data showing that black students are disciplined more than white students for the same behavior or that black students are systematically tracked away from
advanced courses and the district does nothing in response. Is that district in compliance with Title Six? >> Definitely not. When I was at the Justice Department, we actually released guidance making clear that such policies would violate federal law.
>> Thank you. Does ignoring a documented racial disparity make a school district legally safe or legally exposed? >> School districts are legally required to make sure that all students, including students of color, have an opportunity to learn and succeed.
>> If the federal government then turns around and attacks that school district's policy to correct this disparity, what does that tell you about the administration's civil rights priorities? It tells me that they have weapon, as you just said, that they have weaponized our civil rights laws against
the very communities that they were designed to serve. >> Thank you so much. Uh since Republicans are so focused on parental rights, and I will say we as parents who have school children always have the right, we
always have the right to decide what information our kids are receiving. If you do not want your children in sexed, you are the parent who signs that off. Miss King, Dr. King, am I right or wrong? Do parents have the permission
slip where they sign if their kids can attend those classes? >> You are absolutely right. Parents have access to the curriculum in advance. They're notified and they have the right to opt out. Yes, because I have opted my kids out because I am the kind of parent that wants to have the responsibility of
educating my kids about the kind of information they should receive. And so this idea that we continuously argue about the fact that parents are losing their rights in these school districts is ridiculous and it is wrong. It's
falsehood. It's creating panic and it's giving people the information that is wrong from the leaders of this country and this Republican party needs to stop with the misinformation that they are constantly providing because it
is not making us better. It is not making us more educated and it is not making our kids more safe. Thank you and I yield back. >> The gentlemanly yields and I recognize the gentleman from California, Mr. Kylie. >> Thank you, Mr. Chair. Uh, Superintendent Sue, thank you for being with us today.
Uh, I've been uh, pretty critical of San Francisco Unified uh, in the past, but I actually think there's been some encouraging changes uh, lately, and you're relatively new to to your role. So, I thought maybe you could shine uh, some light on that. But just for the for context, back in 2022, there was a
pretty remarkable uh event where uh the majority of the board of San Francisco Unified was was recalled from office or at least three members were recalled uh from office with over 70% of the vote uh in San Francisco. And so there were a lot of issues. This was during the
school shutdowns when San Francisco Unified was shut down as long as basically any district in the country. Um, while they were refusing to operate and open schools, uh, when schools across America were open, the board was focused on things like renaming schools, uh, such as taking, uh, Abraham Lincoln
and Diane Feinstein's, uh, name off of school sites. Um, you also had a budget situation that was, uh, deteriorating to the point where the state actually had to take over uh, spending decisions uh, for the district. Uh there was a
decision made uh to ban uh algebra from middle schools under a deeply misguided uh notion of equity. Uh there were persistent achievement gaps uh within the district. Um literacy uh had been taught in a discredited uh you know
scientific uh basis um for for years. Uh and then there was a homegrown uh so-called ethnic studies curriculum that was widely condemned uh for anti-semitism and for glorifying violence. But there have been a some very good changes on all of those uh
items in recent years. So maybe we can start with uh with algebra. Are we teaching algebra again in San Francisco Unified? >> Yes, we are. So yes, we brought back algebra for our eighth grade students who meet the qualifications for it. >> And why was it brought back after being banned?
Well, I spent um so I just became superintendent for the last 18 months and I've spent a lot of time talking to our educators, to our young people, and to families. And parents overwhelmingly wanted to have algebra come back. Wanted to make sure that our school district
was delivering academically rigorous classes and programs for our students to set them up for success. And that is what we did. So last year we went through a multi-year evaluation process to identify the best way for us to bring algebra back and this is what we did
with our board. >> And you listen to the parents. >> I listened to the parents. >> That's great. And this uh ethnic studies program that many objected to, it's not being taught anymore. >> That's also correct. Again, when I came on uh when I came in as superintendent
18 months ago, I also listened to families, listened to parents and our educators and we moved quickly. I moved quickly to remove the previous um ethnic studies curriculum and again went through a rigorous evaluation process and identified a new curriculum and that
is the curriculum that we are currently using. >> Well, thank you for doing that. And uh in literacy, we're teaching phonics again. Yes, we also have modernized and brought in um state standard state aligned curriculum for language arts and math
and history and social science. As I shared earlier, we are seeing for the first time in a decade statistically significant improvements in our students reading scores. >> That's great to hear. And the budget's in better shape, too.
>> That's also correct. Um, we are now we have now moved from a negative certification from the state of California to now into a self-certified positive state, meaning that we actually have the resources to pay for our funds
uh for this year and two additional years. We have a balanced budget for three years. That means that there's more stability for our families, more stability for our students, and definitely more stability for our educators. Well, it sounds like things are on the right track. And and how
about Abraham Lincoln? Does he still get to have a school named after him? Are we >> We have a fantastic high school called Abraham Lincoln High School in which I actually had the pleasure of graduating uh several hundred students from that school this past week.
>> Well, congratulations to all the graduates. Uh I um you know, I love San Francisco. I think the city's had a lot of problems. The district had a lot of problems, but I think on both counts, we've seen big improvements uh in recent years. And so I think that's something to celebrate. There's still probably plenty that I disagree with, but I think
these are are really good, uh, important steps. So, uh, thank you for your leadership and I hope that it can set an example for perhaps some other districts across California and the country. I yield back. >> I thank the gentleman. I recognize the gentle lady from Illinois, Miss Miller,
for her five minutes of questioning. >> Thank you, Mr. Chairman. As the only representative from Illinois on this committee, I have watched Chicago public schools fail generations of children while district administrators collect some of the
highest salaries in public education. Last year, Dr. King told CBS she was entering her position as superintendent with quote a sense of transparency and accountability.
Yet, this committee was forced to subpoena her testimony after repeated requests were met with vague and evasive excuses. Dr. King transparency and accountability shouldn't require a subpoena.
CPS has shown it is far more interested in sidelining parents and advancing radical gender ideology than ensuring students can read, write, and perform math at grade level. Beginning as early as first grade, Chicago students are required to take
lessons on gender identity. By fifth grade, students are being instructed on puberty blockers. CPS's own quote supporting gender diversity tool kit encourages teachers to socially
transition children at school while keeping parents in the dark. One CPS teacher lamented that it was the most unethical aspect of her career. Mr. Chairman, I ask unanimous consent to enter into the record an article dated
August 23rd, 2021 from defending.org entitled Chicago Public Schools require teachers to deceive parents about their children's newly declared gender identities. >> Without objection, hearing none, it will be submitted.
>> Thank you. It is clear that teachers and parents who hold traditional views on marriage, family, and sexuality are expected to fall in line with the district's preferred ideology. So, Dr. King, I'd like to ask you about parental rights and inappropriate content in your
schools. In fact, America First Legal filed complaints with the Department of Justice and Education alleging Furpa violations. Why is CPS violating FURPA by socially transitioning children without parental knowledge or consent?
>> I want to say first that we Chicago public schools values parents input and they are critical in in the success of their children. >> Okay. But hiding things from parents is not valuing the parents. >> Please answer the question. >> We do not hide information from parents.
And I do want to say that um in your own materials. Ma'am, >> we we follow I understand that parent I do agree that parents should have access to their they always have access to their students records and they also have the option to they they they are available they are able to talk to their
teachers administrators we do not hide information I think what you're referring to is the balance that CPS has to strike between student privacy and then and complying with the Illinois state law and it is it is our goal to
always work with our students, families, and schools. We hope that those conversations are happening. >> Okay. Um I This is why you're being investigated uh for violating Furpa. Um why is CPS violating Title N by issuing guidance
that allows boys in female only spaces? >> I am not aware of CPS. Um not >> this is a huge national issue. This is a bipartisan issue. Americans do not want males, boys or men in the girls private
spaces or their athletics. President Trump issued an executive order on it. Chicago public school is violating Title N by issuing guidance that allows boys and female only spaces. I'm sure you're familiar with the Supreme Court's
Mahmood decision that allows parents to opt their children out of reading LGBTQ and then you guys all say IA2S+ themed story books in elementary classrooms. Your district's quote supporting gender diversity
toolkit makes no mention of Mahammud or its protections for parents. Why is CPS omitting Mahammud in its public-f facing materials? CPS is in compliance with all local, state, but you are for the parents, you are not in your public
facing materials, you are not informing parents that they can opt out of these programs. And um I do believe parents are unfortunately the last to know when there's creepy things done like this in the schools. These curriculums are clearly in violation of President
Trump's executive order to end radical indoctrination in public schools. When will CPS come into compliance with President Trump's order and stop teaching hypers sexualized curriculum? >> CPS is in compliance with all local,
state, and binding federal law. And I do want to say that our parents uh our schools are led by parents. We are the only the only parent governing board, local school councils, and it is at the local school. is a fact that you are
hiding materials from the parents >> and uh you're going to have to um answer for your fa violations. Thank you and I yield back. >> Gentle lady yields. I now recognize the gentle lady from Michigan, Miss McClean. >> Thank you, Mr. Chairman, and thank you
all for being here today. I really appreciate your time. Um I think we all want our our the next generation to grow up in a good safe environment. Correct. Anyone disagree? Okay, Mr. Spence or Dr. Spence, excuse me. I'd like to start
with you. Can you share with me what your school's policy is on videotaping in private spaces? >> Yes, that's that's not allowed. >> It's not allowed. What would be the punishment for such behavior?
>> I mean, there's a range of punishments up to and including long-term suspension. >> Give me some ranges. >> Sure. Um, as I said, in school suspension, long-term suspension, uh, up to and uh, explosion, just depends on case by case basis what's occurred.
>> What's the criteria that you would use to determine the punishment? >> So, um, we would we would look at sort of from a progressive discipline standpoint, um, what, for example, what was videotaped, um, whether or not
>> what would be acceptable. Again, it's would nothing's acceptable in terms of videotaping. >> Okay. So, >> aren't supposed to have access. >> You have a policy like no videotaping allowed whatsoever. Right. >> Right. Of other students. Correct. >> Okay. Could you ever see a realm where people that got videotaped would be the
actual like perpetrator that the people that actually were videotaped were the problem. Could you ever see that being a problem? >> So, I I um No. Well, good. I know. Let me ask you a couple questions. Then you said no. I appreciate that.
>> Let's go on to a specific instance that happened in May 2025. Three boys at Stonebridge High School complained to the administrators that after they were filmed by a biological female in the
boys locker room, which you clearly stated is unacceptable, and you can't see a scenario that that would be a problem. Could you tell me what your school's response was to that? >> So, um, and and I know this is going to be frustrating to you, but I'm not going
to be frustrating to me. It's going to be frustrating to you. >> I'm not going to speak on the specifics of >> Okay. You want to speak some hypotheticals? If you don't want to speak specific, that's cool. No, no, I'll give you a rule. I'm willing to speak I'll give you >> You don't want to speak specifics? >> I'm willing to speak in general and say, >> okay, great. Let's speak in spec Let's
speak in general. >> That based on our policies, we would never discipline students absent a violation. Let's speak in hypothetical polic. >> I'm going to give you your world, right? Since you're afraid to speak in specifics, even though your guidelines are >> not going to speak about a specific
student incident. >> Okay. Just out of curiosity, why not? >> Because I'm not at I'm not at liberty to sharing choosing not to. This isn't matters. >> Sir, you're a highly educated individual. You know, you can speak on
specifics. This is a won't, but I'll give you a world. Let's speak in hypothetically. So, hypothetically speaking, there are three boys in a locker room. Hypothetically speaking, what usually happens in a locker room?
People change in a locker rooms. They undress. It should be a private space. Hypothetically speaking, right, sir? Mr. Spence, you paying attention? >> I am. >> Okay, great. So, hypothetically speaking, is that correct? >> Hypothetically speaking, great. I'm just
to clarify, hypothetically speaking, hypothetically speak change in locker rooms and should be able to change. >> It's kind of a private space, RIGHT? >> YEAH. GOOD. I'm glad we agree. So, let me get this. In what universe, hypothetically speaking, would it make
sense to you for a biological female or anyone for that matter to come in and begin videotaping me? And then the three the the three boys that hypothetically in your world
got videotaped got a 10day suspension and the perpetrator, you know, the biological female in the boy's bathroom that's supposed to be a safe space, which you say is completely unacceptable to film
in safe places. Could you explain in what realm, what universe, hypothetically speaking, that that biological female would red would receive a lesser sentence? The person that does the filming gets, say,
hypothetically, a one-day inschool suspension, hypothetically, but the victims that got filmed got a 10-day suspension, hypothetically. What's your response to that hypothetical question? Our school division would not discipline students absent a violation of our
disciplinary policies. >> Excuse me? What the heck does that mean? >> So, in what realm does that make sense to you? >> Absent a violation of our discipline. >> So, what realm does that make sense to you, sir? >> Our school division. >> That's a great answer to a question I didn't ask.
>> Students absent a violation of our discipline. >> The victims got a 10day suspension. Hypothetically, the person, the biological female that did the filming got a one-day suspension. Hypo hypothetically, you're telling me that's okay, that's tolerable, that's cool,
that's acceptable. >> As I said before, our school district would not discipline student. >> You are extremely weak, pathetic, and thank God my children didn't go to your school. >> I disagree with your characterization. >> You can disagree. >> Gentle lady's time is expired, >> Mr. Scott.
>> Pathetic. I now recognize the gentleman from Virginia, the ranking member, Mr. Scott. >> Thank you, Mr. Speaker. Dr. Spence, you've been asking a lot of questions about the legal liability of schools for recognizing trans students based on how
they identify and you were cut off when you um were suggesting that that was the law in Virginia. Were you referring to a fourth circuit court of appeals case coming out of Gloucester, Virginia? >> Yes, sir, I was.
>> And um what did that case require you to do? >> So, the case that we're talking about is in the Fourth Circuit of Court of Appeals, Grim versus Gloucester. um with with no ambiguity, Grim versus Gloucester requires us to allow
transgender students um to use the private spaces, bathrooms, and locker rooms if they're consistently identified gender. >> Thank you. And um Mr. Smith, you're a lawyer. Can a presidential executive order invalidate a circuit court of
appeals president? >> Definitely not. >> Thank you. Let me check. Is any question in your mind as to whether or not an executive order can overturn the circuit court opinion? Any question? >> No question about that. Executive orders are
>> No question in my mind either. Let me change change subjects. And Dr. Smith, you indicated that six of your schools were in the top 20 in the Commonwealth. Um and the others have indicated that their schools were improving. what
matrix were measured for that um for that status and just generally what are you doing to improve education and eliminate achievement gaps and how can the federal government be helpful?
>> Thank you. I'm I'm afraid I would take all of your time if I respond to this in detail. Um, I would say in general the metrics are are based on aggregate student achievement across um the four categories that are measured on our standardized testing program in Virginia. What we're doing is paying attention to every single child, trying
to understand their strengths, their needs, and put supports and resources in place to ensure that where they have needs, we're we're meeting those needs, talking with our families, talking with our teachers about what resources our kids needs and making sure we put those in place um so that we can continue to
move the needle forward for our kids. Our goal is that our kids thrive. >> And how can the federal government be helpful? >> Um, as we've talked about before, I I I I truly believe the funding mechanisms that the federal government has behind um um education in in the country,
special education, English learners, some of our most marginalized populations socioeconomically who are funded, our schools are funded to support them through title one. Um all of that matters. the expertise uh specifically for example uh around special education compliance that um
used to be in the department of education but um unfortunately seems to have been gutted. Um we need that sort of support in our schools and I think the federal government um engaging in these kinds of dialogues about what happens in our schools matters and I
think that we should be focused as has been said a number of times in here on the things that are really important and critical to us. the looming teacher shortage in this country. Um what's happening with literacy, what's happening with numeracy and how we are attacking those and you know the federal government bringing together the
collective expertise of researchers and educators across the country and saying what are the best practices in in pedigogy that are going to really improve outcomes for our kids and identifying that. We have a what works database that was developed by the federal government that says here's the
very best practices in education and if you do these things in your schools you're likely to impact kids in a positive way. That's the sort of leadership we look to from the federal government. >> Thank you. And we're disbanding IE. Dr. King, can you say what uh we could do to
be helpful to help you improve education and reduce achievement gaps? >> I would say fully fund our schools. That is what is most needed in this time and instead of and to work with our state
and the federal government work with state with our state legislators to ensure that there is clarity around the laws that are in question today. And I would also say to make our students the center of the decisions and the focus as
opposed to some of the other uh top focuses that >> and what would the money be used for? Our money would be used to target those students needs that we have. If there's students that are receiving special education services, allow us to target that. The cost of educating children
today has increased substantially whereas the funding sources have not. So there is an increase in in cost, but it is also at there's a correlation between the the cost of the the what the resources that are needed to support children.
>> And Dr. Sue, very briefly, >> I would echo my colleagues. Um, I would just continue to to emphasize that funding special education at the 40% commitment rate when IDA was first initiated would be extremely crucial and
helpful and beneficial to local school districts, particularly at SFUSD. Um, we would be able to then provide the much needed wraparound supports that our students would need. We would also love for us to continue to prioritize our low-income students and our English
language English language learners um at the school district. >> Thank you, Mr. Chairman. >> The gentleman's time is expired and now it's time for closing comments. Uh I recognize the ranking member, Mr. Scott.
>> Uh thank you, Mr. Chairman, and once again, thank you for the witnesses for joining us today. The federal government has a responsibility to ensure that all children, regardless of race, gender, sexuality, income, or zip code, receive equality education in a safe school
environment. But instead of fulfilling this mandate, we've focused on spending time injecting culture war debates in the classrooms, all the while the Trump administration is dismantling the Department of Education, starting with the Office of Civil Rights. While
hearings like this held today may make for good sound bites, they don't make for good policy, they don't help improve education. So, it's time for Congress to give up the political theater and stop the politicization of education and focus on what really matters and that is
improving education in our public schools and combating gun violence um in in our public schools. These ideas should not be controversial. But by per perpetuating ideological debates,
Republicans are only deepening the partisan divides that do nothing to improve student outcomes or safety. Democrats are committed to delivering for our students, teachers, and families, and fighting back against the Trump administration's attacks on
America's education system. We are focused on improving schools, ensuring students have a bright future ahead of them, not not uh playing political games, and I welcome you to join in that
fight. I would um like to make sure that the letters that I referenced at the beginning of my testimony are entered into the record by United >> and and there's another letter that um I'd like entered by United
>> without objection. They will all be entered >> from the um legal defense department. >> Thank you. I thank the gentlemen and I thank the I thank the panel for being here in disagreement or in agreement and I'm
glad we had some good positive shows of some things that are taking place in the uh San Francisco Unified School District. We want that to take place. I think we've been characterized today in in two spectrums. Democrats want to see
improvement in education. Republicans don't. Republicans want racism to continue. Democrats don't. Both of those are false statements. This hearing today is for the reason of getting back to solid education and
getting away from these cultural wars. That was term that was used consistently today. But those cultural wars have been produced in such a way that it's impacting education.
I put out a press statement today relative to the NAPE scores where I said the latest NAPE results make clear that we must renew our focus on the fundamentals. Reading and math are the foundation of every student success
and I think we agree on that. And too many children are still struggling to master these essential skills. While it's encouraging to see some improvement among 9-year-olds in reading and math, we still have a long way to go. 13-year-olds showed essentially no
improvement, underscoring the lasting academic damage caused by school closures. Of course, referring back to CO, every child should have the skills they need to succeed long after they leave the classroom. We cannot afford to
let another generation fall behind. I think we can all agree on that. Trouble is, we're seeing a lot of energy and effort put into things that don't matter. The fact of the matter is almost 80% of
our citizens pled clearly stated they don't want males and female sports or restrooms. And yet your schools and the state of Illinois rules that you follow that you
Dr. King referred to so often encourage that. Those are the things that we are concerned that are taking away from the science of reading etc. that will change our school
systems. Co had one silver lining. It allowed parents to see what was going on in the classrooms that their kids were in. And we saw a significant exodus of parents and children moving to other
settings of education including home education. One of our one of our members here in fact talked of her home educational experience not during co but she saw that as necessary and outcome producer of of quality for her son.
But I think other parents are seeing the same thing. And when they are wrestling with the fact that their kids are encouraged to go against even their home family ideals and involve them themselves in political statements
that they are being taught things that aren't scientifically true. I remember Dr. Fouchy for three years telling us to follow the science about CO. Well, I think you all ought to follow the science about gender, male and
female. And if you love your kids, as I hope you do, love comes with truth, telling them the truth. IDA funding and funding for special needs and mental health is certainly necessary. And I'm glad even
as I spoke with the Secretary of Education today who reminded me that the increased funding that they have put in, this administration has put in rivals anything in the last several decades and ex in fact expands upon it.
Now it's up to Congress to approve that increase in IDA funding. That will be helpful. But will that funding be also used to teach our young people the truth as opposed to going along with the cultural settings out
there trying to change reality about gender gender. Those are our concerns and that was the reason for this hearing today. Yes, it was tough and Dr. Dr. King, thank you for letting me be known that we had to subpoena you
to come after trying all sorts of mechanisms and timelines and dates that for some reason or other never worked out. We had to subpoena you. So, I'm glad you're here with the others who weren't subpoenaed. But we needed to have this discussion
because if we don't have this discussion, then it's the same old same old. And the same old same old isn't producing the quality we need in education to stay ahead of the world and to be that beacon in the world that we need to be.
We're as are are frustrated that segregation is most rampant in Democrat governed cities and yet they try to place on us as being the sponsors of segregation. Not true.
We're leading the universal choice opportunity to give choice in even those cities including Chicago. The opportunity for kids to have a choice so they aren't in segregated
situations. If that be what my Democrat colleagues say is true, we don't want that. We want people with diverse opportunities as well as diversity in the classrooms. um this misinformation campaign that
comes from my Democrat colleagues too often has to stop as well. So bottom line, this was an important hearing, an emotional hearing of course, but this is part of education
and parents should not be as entities to be managed. If indeed what you said today is true that parents are integral to the success of your educational experience, we'd like to see that in schoolboard
meetings, in the media reports of what is going on in the lives of parents and their their children who they've asked you to supplement education that they can't provide. That's what we want to see.
So again, thank you for being here and um I trust that all those who watched today, all those who will hear reports, if reported fairly and accurately, will see for the first time an opportunity
that this isn't hidden anymore and education is going to be promoted. With that and no other questions or or issues to be dealt with, uh this committee is adjourned.