WEBVTT - The Tudor Dixon Podcast: EXCLUSIVE: Linda McMahon on the Future of Education

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<v Speaker 1>Welcome to the Tutor Dixon Podcast today.

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<v Speaker 2>I am excited because we have the US Secretary for

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<v Speaker 2>the Department of Education, Linda McMahon with US Madam Secretary,

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<v Speaker 2>thank you for joining me.

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<v Speaker 3>Tudor, thanks for having me. I've been looking forward to this.

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<v Speaker 1>Well, I am excited too.

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<v Speaker 2>I wanted you to know that we have people here

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<v Speaker 2>in the state of Michigan who are wondering exactly what

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<v Speaker 2>it means what you're doing. They have heard that the

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<v Speaker 2>Department of Ed is going to shut down, and they're

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<v Speaker 2>concerned what does that mean for my kids' education? And

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<v Speaker 2>that's why I thought you can explain this better than anybody,

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<v Speaker 2>that this is not something to be afraid of, but

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<v Speaker 2>there is a lot of fear mongering from Democrats. So

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<v Speaker 2>give us the lowdown on what that means.

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<v Speaker 4>Well, thanks Tudor for asking. And it's not an uncommon question.

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<v Speaker 4>But clearly the President believes, as do I, that the

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<v Speaker 4>best education is that it's one closest to the child.

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<v Speaker 3>And so.

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<v Speaker 4>His reference is let's give education back to the States.

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<v Speaker 4>What that means is let's get rid of the bureaucracy

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<v Speaker 4>that is in Washington. That does not mean get rid

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<v Speaker 4>of Title I funding that will come to the states.

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<v Speaker 4>It does not mean get rid of IDA funding, which

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<v Speaker 4>is for our handicapped or special needs children.

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<v Speaker 3>So that is not the.

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<v Speaker 4>Goal or the mission of getting rid of the bureaucracy

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<v Speaker 4>and education.

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<v Speaker 3>But it puts education more.

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<v Speaker 4>Squarely in the state's hands, working with parents, working with teachers,

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<v Speaker 4>working with local superintendents, and that's where it ought to be.

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<v Speaker 1>I think that's the confusion.

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<v Speaker 2>I think people don't understand that the Department of Ed

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<v Speaker 2>on your state level is really what is managing all

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<v Speaker 2>of the decisions statewide, like those decisions that come from

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<v Speaker 2>the federal level. The funding that comes from the federal

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<v Speaker 2>level is much smaller compared to the state level.

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<v Speaker 1>We are on a state level funding our own schools.

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<v Speaker 4>You fund about ninety percent and about ten percent comes

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<v Speaker 4>from the federal government. And that you know that funding

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<v Speaker 4>often comes with strengths attached.

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<v Speaker 3>So a lot of the states will say to.

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<v Speaker 4>Us, you know, we really love to get the funding,

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<v Speaker 4>but we would like to have the ability to spend

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<v Speaker 4>that money in the way that we see fit. Because

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<v Speaker 4>one superintendent might say, I'd like to take that money

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<v Speaker 4>and spend it in District X, because I know that

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<v Speaker 4>that's where that funding is needed. So at that point

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<v Speaker 4>there would be more flexibility to utilize the funding, you.

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<v Speaker 3>Know, for the states. And I think that's I think

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<v Speaker 3>that's a big goal.

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<v Speaker 2>If the Department of d is no longer there, where

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<v Speaker 2>does the funding come from? Does it go through a

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<v Speaker 2>different agency? And is the reason behind that that you

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<v Speaker 2>don't really need an entire four thousand person department to

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<v Speaker 2>decide where these funds go because you already have Treasury

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<v Speaker 2>and other departments that could easily decide where funds go.

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<v Speaker 4>Well, that's correct, and there are other agencies that I

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<v Speaker 4>think the entire programs could be managed through. But you know,

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<v Speaker 4>the Department of Education does not educate one child. We

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<v Speaker 4>don't decide on curriculum, we don't hire teachers, we don't

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<v Speaker 4>decide what books to buy. We really are a funding

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<v Speaker 4>channel and helping to develop policy. That is, you know,

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<v Speaker 4>if it's approved by Congress or you know, it's passed

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<v Speaker 4>through to the states. But that's the function of the

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<v Speaker 4>Department of Education and it really hopefully would be improved

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<v Speaker 4>at the state level because you would have eliminated the

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<v Speaker 4>bureaucracy of it.

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<v Speaker 3>And that's really the goal.

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<v Speaker 2>And when you talk about bureaucracy, I think some people

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<v Speaker 2>don't necessarily know what that means. I mean, there are

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<v Speaker 2>a lot of people that are in Washington, these these

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<v Speaker 2>big agencies, they've become overbearing, they become hard to take

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<v Speaker 2>care of in and of themselves because the cost is

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<v Speaker 2>so great to have four thousand or forty six hundred

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<v Speaker 2>whatever it is at the Department of d or whatever

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<v Speaker 2>was when you took over at the Department of ED

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<v Speaker 2>that are really just making decisions that don't affect the

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<v Speaker 2>individual child.

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<v Speaker 3>Well, that's correct.

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<v Speaker 4>As a matter of fact, when I did take over

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<v Speaker 4>as the secretary, we did have about forty one forty

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<v Speaker 4>two hundred people. We're down about half of that now

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<v Speaker 4>because we've gone through a restructuring process here as was

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<v Speaker 4>the goal and it is the goal across all of

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<v Speaker 4>government at this point too, look at where we might

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<v Speaker 4>cut expenses without you know, cutting services, and that every

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<v Speaker 4>agency in government has been involved in doing that. So

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<v Speaker 4>we're dealing right now with many fewer people.

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<v Speaker 3>Than we had when I first began.

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<v Speaker 4>But you know, the bureaucracy is if you've got people

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<v Speaker 4>sitting in Washington trying to make decisions about what's happening

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<v Speaker 4>in the state.

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<v Speaker 3>I'll give you a perfect example.

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<v Speaker 4>I was asked by one parent in a state or

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<v Speaker 4>a teacher, I don't remember which it was, relative to

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<v Speaker 4>special needs funding, and I said, well, let me ask

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<v Speaker 4>you something.

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<v Speaker 3>I said, who better to determine that? Would it be

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<v Speaker 3>at the.

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<v Speaker 4>State level or at the local level where the teacher

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<v Speaker 4>is working with that child with special needs and understands

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<v Speaker 4>what kind of programming how they should adjust through their

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<v Speaker 4>individual you know, learning program for that student. Or is

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<v Speaker 4>it someone sitting in Washington, DC that has absolutely no

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<v Speaker 4>connection with that child. So I think the answer is

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<v Speaker 4>absolutely obvious. So the bureaucracy in between the money that

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<v Speaker 4>has been appropriated in coming through Congress and the state

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<v Speaker 4>level of execution and employment of those dollars is I

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<v Speaker 4>think a better path if we don't have the bureaucracy

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<v Speaker 4>of the Department of Education in between.

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<v Speaker 2>Yeah, and I think the fear that parents have as well,

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<v Speaker 2>if it's not there, then that money can't come to us. Anyway,

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<v Speaker 2>the money will still come, it's going to be decided

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<v Speaker 2>on the state level. Everybody has a state superintendent, you

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<v Speaker 2>have a state Department of Ed that this is one

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<v Speaker 2>of those states rights issues where we really want to

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<v Speaker 2>do it locally, and there should be nothing more local

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<v Speaker 2>than education, because your community is different than the community

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<v Speaker 2>next to you, and that's how the state decides what

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<v Speaker 2>each area needs for funding and what they need when

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<v Speaker 2>it comes to specialists and teachers and all of that

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<v Speaker 2>that should go to the state level. Now, there is

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<v Speaker 2>a big controversy right now over protecting women in sports.

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<v Speaker 2>We know that the president that's one of his top

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<v Speaker 2>issues is to protect women in sports. I know that

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<v Speaker 2>you obviously have a sports background. You are our very

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<v Speaker 2>top of mind for protecting women in sports.

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<v Speaker 1>But let me ask you this.

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<v Speaker 2>Like in Michigan, we have the MHSAA, the Michigan High

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<v Speaker 2>School Athletic Association, and they are saying they're not going

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<v Speaker 2>to comply with what the President has said. They oversee

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<v Speaker 2>Michigan sports. They're an association, but they are actually funded

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<v Speaker 2>by the school district. So how do you manage that situation.

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<v Speaker 4>Well, they're in the finance of the law because Title

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<v Speaker 4>nine was clearly established to protect women in sports and

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<v Speaker 4>to make sure that they were not discriminated against, and

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<v Speaker 4>so it's simply following the law at this point.

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<v Speaker 3>So they're breaking the law.

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<v Speaker 4>So if that case was referred to the Department of Justice,

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<v Speaker 4>there could be an investigation there, or there should there

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<v Speaker 4>could be some defunding mechanisms that put in place relative

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<v Speaker 4>to you know, the state or the districts which are

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<v Speaker 4>not complying.

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<v Speaker 2>I'd love to say that, I would think that there's

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<v Speaker 2>a chance on the state level that someone would do something.

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<v Speaker 2>But in this state, we have an Attorney general that

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<v Speaker 2>I don't think would side with Trump on this. In fact,

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<v Speaker 2>she's come out and she's been pretty hostile. So that

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<v Speaker 2>is what I mean. That is the situation. And I

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<v Speaker 2>think for some conservatives, they say, we still need that

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<v Speaker 2>protection from Washington, d C. Because we don't have if

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<v Speaker 2>we are in a blue state or a purple state

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<v Speaker 2>that has blue leaders, we don't have that protection. And

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<v Speaker 2>that's where there are some conservatives that are kind of

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<v Speaker 2>holding out hope that there is some protection from the

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<v Speaker 2>federal government.

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<v Speaker 1>But you say, that will still be there.

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<v Speaker 4>For sure if the law is broken, no different than

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<v Speaker 4>any other federal law that gets broken, there is a

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<v Speaker 4>you know, there's a consequence to that, and so that

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<v Speaker 4>consequence is still in place.

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<v Speaker 2>I've got more coming up with the Secretary of Education

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<v Speaker 2>Linda McMahon. But first I want to talk to you

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<v Speaker 1>So what is your response to the Trump administration?

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<v Speaker 2>The administration that you're part of freezing this money that's

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<v Speaker 2>going to hire it, that's going to Harvard.

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<v Speaker 1>Because of the campus activism.

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<v Speaker 2>And this is something that there's been folks on both

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<v Speaker 2>sides of this issue, but there are certainly a lot

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<v Speaker 2>of people who have suffered from this. I would say

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<v Speaker 2>it goes beyond activism. We're talking about harassment on these

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<v Speaker 2>college campuses that is being allowed. So can you explain

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<v Speaker 2>a little bit to us about the mindset behind freezing

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<v Speaker 2>those funds.

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<v Speaker 4>Well, it actually started with Columbia University, and I think

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<v Speaker 4>it was it was very evident when we saw last

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<v Speaker 4>year and then again just a few months ago, students

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<v Speaker 4>on campus that not only were just being harassed, I

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<v Speaker 4>mean locked in libraries, other students pounding on glass walls

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<v Speaker 4>saying death Israel, Death to USA faculty was attacked. I mean,

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<v Speaker 4>this was a safety issue. Not only was it, you know,

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<v Speaker 4>a civil rights issue, but it was a safety issue

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<v Speaker 4>as well. Not to be confused, it was definitely not

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<v Speaker 4>a First Amendment issue because the president and this administration

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<v Speaker 4>certainly does not disagree with anyone to have the right

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<v Speaker 4>to peaceful protests or differences of opinion or on campuses,

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<v Speaker 4>you know, having public and open debate. But when you

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<v Speaker 4>start impacting the safety and welfare of members of you know,

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<v Speaker 4>the campus community, that can't be tolerated. And so we

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<v Speaker 4>brought those issues forward to the President of Columbia and

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<v Speaker 4>our work continuing to work you know, with them. So

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<v Speaker 4>other universities now have come under that same review, a

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<v Speaker 4>Harvard being one, and so we'll continue to make sure

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<v Speaker 4>as the president promised during his campaign that he will

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<v Speaker 4>not tolerate discrimination of any kind on campus, but especially

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<v Speaker 4>you know, anti semitism, because it was just so flagrant.

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<v Speaker 2>I think it's interesting the way that you present that,

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<v Speaker 2>because it's so important for people to understand because the

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<v Speaker 2>other side actually agrees with you, even though they're not

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<v Speaker 2>going to I just mentioned our radical attorney general, but

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<v Speaker 2>let me be very clear that a few months back,

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<v Speaker 2>when this was happening on the University of Michigan's campus,

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<v Speaker 2>she did arrest these people that were harassing students.

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<v Speaker 1>She arrested them, and she's coming down pretty hard on them.

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<v Speaker 2>There has been a lot of pushback from Democrats in

0:11:56.880 --> 0:12:00.520
<v Speaker 2>the state of Michigan, some Democrats, more of the progressive side,

0:12:00.679 --> 0:12:04.880
<v Speaker 2>saying this is ridiculous. She shouldn't have They were peacefully protesting.

0:12:05.320 --> 0:12:08.679
<v Speaker 2>That's the difference. They weren't peaceful, and that's what you're saying.

0:12:08.679 --> 0:12:09.720
<v Speaker 2>You have to be peaceful.

0:12:10.240 --> 0:12:11.480
<v Speaker 3>It does have to be peaceful.

0:12:11.520 --> 0:12:16.280
<v Speaker 4>And when you jeopardize, you know, the safety and welfare

0:12:16.360 --> 0:12:17.480
<v Speaker 4>of other students, that is.

0:12:17.480 --> 0:12:19.000
<v Speaker 3>An infringement on their civil rights.

0:12:19.080 --> 0:12:22.480
<v Speaker 4>And so we just we just absolutely cannot allow that.

0:12:22.520 --> 0:12:25.480
<v Speaker 4>And I think that college professors have to take very

0:12:26.040 --> 0:12:30.400
<v Speaker 4>I'm not professors, college presidents have to take pretty swift

0:12:30.480 --> 0:12:33.600
<v Speaker 4>action to make sure that those kinds of protests don't

0:12:33.600 --> 0:12:36.680
<v Speaker 4>get out of hand, because we you know, we have

0:12:36.760 --> 0:12:39.480
<v Speaker 4>seen that there can be more and more injuries if

0:12:39.520 --> 0:12:41.239
<v Speaker 4>it's not dealt with right away.

0:12:41.559 --> 0:12:44.800
<v Speaker 2>And even preventing students from getting an education. You should

0:12:44.800 --> 0:12:47.719
<v Speaker 2>not be able to borrow students from going to their classes.

0:12:47.760 --> 0:12:50.960
<v Speaker 2>That should not the university should not be accepting that

0:12:51.040 --> 0:12:53.360
<v Speaker 2>there are students who are paying for an education that

0:12:53.480 --> 0:12:56.080
<v Speaker 2>can't actually get into their classroom because a protester is

0:12:56.080 --> 0:12:56.839
<v Speaker 2>stopping them. Yeah.

0:12:56.920 --> 0:13:00.559
<v Speaker 4>Absolutely, there again, that's a civil rights issue, there is.

0:13:00.840 --> 0:13:01.040
<v Speaker 3>You know.

0:13:01.480 --> 0:13:04.240
<v Speaker 4>It's just like you said, the students, or scholarship payments,

0:13:04.320 --> 0:13:06.920
<v Speaker 4>or parents who are expecting to be able to send

0:13:06.920 --> 0:13:10.960
<v Speaker 4>their children to a safe environment and get the education

0:13:11.120 --> 0:13:17.600
<v Speaker 4>that they're paying for. And that's not an unrealistic expectation.

0:13:17.880 --> 0:13:18.679
<v Speaker 1>Right exactly.

0:13:19.000 --> 0:13:22.080
<v Speaker 2>Stay tuned for more with Secretary Linda McMahon, But first,

0:13:22.160 --> 0:13:24.280
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<v Speaker 2>stay tuned, we'll be right back. Before I let you go,

0:15:03.520 --> 0:15:05.760
<v Speaker 2>I want to ask you if there's anything you can share.

0:15:05.920 --> 0:15:09.400
<v Speaker 2>You were in the first administration also, you were you

0:15:09.480 --> 0:15:13.360
<v Speaker 2>went from that to the Secretary of Education, so different roles,

0:15:13.400 --> 0:15:16.880
<v Speaker 2>and you were in the small business before that. Now

0:15:17.000 --> 0:15:21.880
<v Speaker 2>you are in education, different roles behind the scenes. Can

0:15:21.920 --> 0:15:23.560
<v Speaker 2>you tell us a little bit about what it's like

0:15:23.680 --> 0:15:26.640
<v Speaker 2>when the president comes to you and says I need

0:15:26.680 --> 0:15:26.960
<v Speaker 2>you to.

0:15:26.920 --> 0:15:30.320
<v Speaker 4>Serve Well, it was very interesting because when the President

0:15:30.320 --> 0:15:32.880
<v Speaker 4>and I did have this discussion and he talked to

0:15:32.920 --> 0:15:36.760
<v Speaker 4>me about serving as the Secretary of Education. I told you,

0:15:36.840 --> 0:15:39.040
<v Speaker 4>I said, you know, mister President, and I'm I don't

0:15:39.040 --> 0:15:40.440
<v Speaker 4>come from the world of education.

0:15:41.000 --> 0:15:42.400
<v Speaker 3>I've been in the business world.

0:15:42.520 --> 0:15:45.720
<v Speaker 4>And that's why, you know, the SBA seemed to be,

0:15:45.880 --> 0:15:47.560
<v Speaker 4>you know, such a good fit for me. And he said,

0:15:47.560 --> 0:15:50.840
<v Speaker 4>but here's the thing, he said, I really do want

0:15:51.320 --> 0:15:54.440
<v Speaker 4>to close the Department of Education. He said, I want

0:15:54.440 --> 0:15:56.720
<v Speaker 4>to get rid of the bureaucracy of it. He said,

0:15:56.760 --> 0:15:58.760
<v Speaker 4>I don't need an educator, he said, I need a

0:15:58.760 --> 0:16:02.680
<v Speaker 4>business executive leader, a manager, someone who.

0:16:02.520 --> 0:16:04.800
<v Speaker 3>Knows how to do that. He said, you're a perfect

0:16:05.120 --> 0:16:08.320
<v Speaker 3>for this job. And so I agreed.

0:16:08.120 --> 0:16:11.600
<v Speaker 4>To take on this role and to serve him in

0:16:11.680 --> 0:16:13.360
<v Speaker 4>the country to the best of my ability.

0:16:13.840 --> 0:16:16.960
<v Speaker 2>And I think it's meaningful that you did agree to

0:16:17.040 --> 0:16:20.280
<v Speaker 2>serve twice because there have been a lot of criticisms

0:16:20.280 --> 0:16:22.240
<v Speaker 2>of Donald Trump. And I was actually just talking to

0:16:22.280 --> 0:16:24.760
<v Speaker 2>someone about this over the weekend. I said, how many

0:16:24.800 --> 0:16:28.280
<v Speaker 2>people who have worked with him in his businesses or

0:16:28.320 --> 0:16:30.480
<v Speaker 2>even in the White House have really come out and

0:16:30.560 --> 0:16:32.520
<v Speaker 2>ever said anything negative about him?

0:16:32.680 --> 0:16:33.640
<v Speaker 1>People love him.

0:16:34.120 --> 0:16:37.280
<v Speaker 4>Well, he's he's a great boss. And I'll tell you what,

0:16:37.280 --> 0:16:41.360
<v Speaker 4>it's really good. He understands so much what he is

0:16:41.440 --> 0:16:45.600
<v Speaker 4>asking you to do, and he's very probative in his questions.

0:16:46.200 --> 0:16:49.600
<v Speaker 4>I expect you to fully know and understand what it

0:16:49.640 --> 0:16:54.320
<v Speaker 4>is that you're doing. He listens very well when when

0:16:54.360 --> 0:16:58.760
<v Speaker 4>you're with him, but you know he expects action, and

0:16:59.600 --> 0:17:02.480
<v Speaker 4>so we do work very well together. And plus I've

0:17:02.520 --> 0:17:04.600
<v Speaker 4>known him for almost thirty years now.

0:17:05.080 --> 0:17:07.600
<v Speaker 2>Well, we have been impressed with what the administration has

0:17:07.640 --> 0:17:10.120
<v Speaker 2>done so far, and very impressed with what you've done.

0:17:10.240 --> 0:17:12.280
<v Speaker 2>I'm so grateful you were here today to talk to

0:17:12.359 --> 0:17:16.560
<v Speaker 2>us today. US Secretary Linda McMahon, thank you, Thank you, Tutor,

0:17:17.320 --> 0:17:19.280
<v Speaker 2>and thank you all for joining us on the Tutor

0:17:19.320 --> 0:17:21.880
<v Speaker 2>Dixon Podcast. For this episode and others, go to Tutor

0:17:21.920 --> 0:17:26.040
<v Speaker 2>dixonpodcast dot com, the iHeartRadio app, Apple Podcasts, or wherever

0:17:26.119 --> 0:17:28.040
<v Speaker 2>you get your podcasts and join us next time.

0:17:28.240 --> 0:17:29.040
<v Speaker 1>Have a blessed day.