1 00:00:00,720 --> 00:00:02,800 Speaker 1: You have two languages, you have two cultures. You can 2 00:00:02,880 --> 00:00:07,720 Speaker 1: navigate both spaces. You're gifted. Some people try for years 3 00:00:07,760 --> 00:00:10,320 Speaker 1: to get a second language. You as an eight year old, 4 00:00:10,440 --> 00:00:11,280 Speaker 1: You're coming in with it. 5 00:00:15,440 --> 00:00:19,640 Speaker 2: From Vudro Media and PRX, It's Latino USA by Maria 6 00:00:19,760 --> 00:00:24,280 Speaker 2: Josa Today a conversation with Secretary of Education Miguel Gardona, 7 00:00:24,640 --> 00:00:34,040 Speaker 2: one of President Biden's Latino cabinet members. On the campaign trail, 8 00:00:34,280 --> 00:00:37,720 Speaker 2: Joe Biden made a promise regarding the Secretary of Education. 9 00:00:38,440 --> 00:00:42,040 Speaker 2: He said he would appoint someone who had experience as 10 00:00:42,080 --> 00:00:46,400 Speaker 2: a teacher in the classroom. That's a sharp contrast with 11 00:00:46,479 --> 00:00:50,560 Speaker 2: his predecessor, who chose a millionaire investor for the role. 12 00:00:51,280 --> 00:00:55,720 Speaker 2: Last December, Biden delivered on that promise by selecting doctor 13 00:00:55,800 --> 00:01:00,600 Speaker 2: Miguel Gardona, a former elementary school teacher who in March 14 00:01:00,720 --> 00:01:02,640 Speaker 2: of this year, I'm Miguel. 15 00:01:02,440 --> 00:01:06,920 Speaker 1: Cardona, I'm gul Cardona, to flently swear, to do solemnly swear. 16 00:01:07,480 --> 00:01:16,080 Speaker 2: Was confirmed as the country's twelfth Secretary of Education. Secretary 17 00:01:16,160 --> 00:01:19,200 Speaker 2: Cardona was born and raised in Meriden, Connecticut, in a 18 00:01:19,200 --> 00:01:22,320 Speaker 2: Puerto Rican household. He grew up in the housing projects 19 00:01:22,680 --> 00:01:26,280 Speaker 2: and when he first stepped into a school. Well, you 20 00:01:26,319 --> 00:01:28,480 Speaker 2: wouldn't think that he would end up as the Secretary 21 00:01:28,520 --> 00:01:29,080 Speaker 2: of Education. 22 00:01:29,920 --> 00:01:31,679 Speaker 1: First day in kindergarten, I didn't make it. I said, 23 00:01:31,720 --> 00:01:34,399 Speaker 1: the school thing is not for me, man, and look 24 00:01:34,440 --> 00:01:34,600 Speaker 1: at it. 25 00:01:34,640 --> 00:01:38,560 Speaker 2: Having left, he ended up having to leave early that day. 26 00:01:39,920 --> 00:01:44,480 Speaker 2: At home, his family only spoke Spanish, and so starting 27 00:01:44,600 --> 00:01:48,920 Speaker 2: school in a language he didn't use was initially overwhelming. 28 00:01:49,720 --> 00:01:52,640 Speaker 2: But he went back the next day and the next 29 00:01:52,680 --> 00:01:54,920 Speaker 2: and the next, and he kept at it, and he 30 00:01:54,960 --> 00:01:58,440 Speaker 2: became the first person in his family to obtain a 31 00:01:58,480 --> 00:02:02,840 Speaker 2: college degree. Not only that, he also finished a master's 32 00:02:03,160 --> 00:02:08,800 Speaker 2: and a PhD. His thesis focused on people just like him, 33 00:02:09,400 --> 00:02:21,840 Speaker 2: English language learners at public schools. I recently met up 34 00:02:21,840 --> 00:02:26,919 Speaker 2: with Secretary Cardona in person at Long Island University's Brooklyn campus. 35 00:02:27,280 --> 00:02:29,919 Speaker 2: He was visiting there for a private event. We had 36 00:02:30,040 --> 00:02:32,200 Speaker 2: lots to talk about what it's like to grow up 37 00:02:32,280 --> 00:02:35,000 Speaker 2: in a Latino home in Connecticut, what it's like to 38 00:02:35,040 --> 00:02:39,200 Speaker 2: teach fourth grade children, and why he is so committed 39 00:02:39,639 --> 00:02:46,560 Speaker 2: to multi and bilingualism. Here's our conversation. Good afternoon, Secretary Cardona. 40 00:02:46,680 --> 00:02:48,919 Speaker 2: Thank you so much for joining us on Latino USA. 41 00:02:49,400 --> 00:02:52,840 Speaker 2: Thank you so you are born and raised in Connecticut. 42 00:02:53,000 --> 00:02:56,760 Speaker 2: But like many of us, your family decides we're speaking 43 00:02:56,760 --> 00:02:59,480 Speaker 2: Spanish here at home. That is the first language, that 44 00:02:59,560 --> 00:03:02,040 Speaker 2: is your mother tongue. And then it's like okay, time 45 00:03:02,080 --> 00:03:04,520 Speaker 2: to go to kindergarten and you're like okay, off to school, 46 00:03:04,560 --> 00:03:07,959 Speaker 2: and then you realize that everybody else is speaking English. 47 00:03:08,000 --> 00:03:10,520 Speaker 2: What did you feel? I mean, was there orguyo or 48 00:03:10,680 --> 00:03:13,400 Speaker 2: was there teasing? Was there bullying? Was their fear? 49 00:03:14,000 --> 00:03:18,320 Speaker 1: Well, you know, growing up, especially with church and at 50 00:03:18,320 --> 00:03:22,200 Speaker 1: home with the family, we embraced our Latin on this 51 00:03:22,360 --> 00:03:27,840 Speaker 1: right Aranda. I remember doing Paranda's during Christmas as a 52 00:03:27,880 --> 00:03:32,280 Speaker 1: little kid. Me that the music, just the values, the culture. 53 00:03:34,680 --> 00:03:37,640 Speaker 1: And then you know, it's really not just learning a 54 00:03:37,680 --> 00:03:41,320 Speaker 1: new language, but having a different perspective, a different culture, 55 00:03:41,400 --> 00:03:43,760 Speaker 1: learning a different culture, being able to switch back and 56 00:03:43,760 --> 00:03:46,000 Speaker 1: forth and understand, you know, with the familiar or with 57 00:03:46,000 --> 00:03:48,080 Speaker 1: the people at church, this is how they you know, 58 00:03:48,480 --> 00:03:51,080 Speaker 1: we were singing, or the foods that we eat, and then 59 00:03:51,120 --> 00:03:54,880 Speaker 1: at school learning a new culture. And honestly, that's an 60 00:03:54,920 --> 00:03:57,880 Speaker 1: experience that I think has helped shape who I am 61 00:03:57,880 --> 00:04:01,320 Speaker 1: as a leader. It's but it always with Gujo, right, 62 00:04:01,520 --> 00:04:05,880 Speaker 1: It's always the music that my parents grew up listening 63 00:04:05,920 --> 00:04:14,000 Speaker 1: to That's still on my playlist, But. 64 00:04:14,000 --> 00:04:16,240 Speaker 3: You didn't get teased. 65 00:04:15,840 --> 00:04:18,760 Speaker 1: When you listen. That's a part of the whole experience 66 00:04:18,760 --> 00:04:22,719 Speaker 1: anytime you're in an environment where you're different. And I'll 67 00:04:22,720 --> 00:04:25,360 Speaker 1: be very frank with you, I think our youth get 68 00:04:25,400 --> 00:04:28,320 Speaker 1: it better. We can learn a lot from youth. But yes, 69 00:04:28,640 --> 00:04:31,560 Speaker 1: there's always that you know, you're Latino, so you're never 70 00:04:31,560 --> 00:04:34,239 Speaker 1: really fitting a medicano. But then as you get older, 71 00:04:34,279 --> 00:04:36,480 Speaker 1: you're the gringo here in the US, so you're not 72 00:04:36,720 --> 00:04:39,480 Speaker 1: but e quite enough, right, So there's always that dance. 73 00:04:39,880 --> 00:04:43,000 Speaker 1: For me, I'm unapologetically me right. I love the culture. 74 00:04:43,040 --> 00:04:46,760 Speaker 1: I love being able to navigate and switch between different environments. 75 00:04:47,160 --> 00:04:49,320 Speaker 1: And I've always had a sense of pride, and I 76 00:04:49,360 --> 00:04:52,280 Speaker 1: think it was still for my parents of who I am, 77 00:04:52,320 --> 00:04:55,279 Speaker 1: not trying to change my stripes, not being apologetic of 78 00:04:55,640 --> 00:04:59,560 Speaker 1: how I celebrate my culture, but also embrace new cultures. 79 00:04:59,800 --> 00:05:02,039 Speaker 1: And I think that's the mentality that we need to have, 80 00:05:02,120 --> 00:05:05,600 Speaker 1: to embrace who you are, but also accept differences of 81 00:05:05,960 --> 00:05:07,320 Speaker 1: others who are totally different than you. 82 00:05:07,640 --> 00:05:09,400 Speaker 3: What did you say to your mom and dad when 83 00:05:09,440 --> 00:05:13,839 Speaker 3: you got home from school? Oh you mommy, buddy glez 84 00:05:16,360 --> 00:05:19,120 Speaker 3: that first. I know that for my own son. He 85 00:05:19,200 --> 00:05:20,200 Speaker 3: was like, I don't want to go back. 86 00:05:20,680 --> 00:05:22,320 Speaker 2: And then it was like, well, you know, this is 87 00:05:22,320 --> 00:05:25,600 Speaker 2: how I learned, this is how your aunt learned, your uncles, 88 00:05:26,240 --> 00:05:27,000 Speaker 2: You're going to learn. 89 00:05:27,080 --> 00:05:29,440 Speaker 3: But what what was that conversation when you went back home? 90 00:05:29,920 --> 00:05:32,520 Speaker 1: You know, true story. I didn't make it my first 91 00:05:32,560 --> 00:05:34,160 Speaker 1: day of school. My mom had to pick me up, 92 00:05:34,920 --> 00:05:38,280 Speaker 1: I had to go home early. It was overwhelming. It 93 00:05:38,400 --> 00:05:41,440 Speaker 1: was a new place, big kids, first day of kindergarten. 94 00:05:41,440 --> 00:05:43,000 Speaker 1: I didn't make it. I said, the school thing is 95 00:05:43,040 --> 00:05:45,800 Speaker 1: not for me, man, and look at it having left. 96 00:05:46,200 --> 00:05:49,120 Speaker 3: So how did you go back and make it? 97 00:05:49,160 --> 00:05:54,640 Speaker 1: Through supportive parents? Then? Don't quit mentality like I was. 98 00:05:54,680 --> 00:05:56,280 Speaker 1: I always say I was born rich. I didn't have 99 00:05:56,320 --> 00:05:58,320 Speaker 1: a lot of material possessions, but I was born rich. 100 00:05:58,440 --> 00:06:02,200 Speaker 1: I have a tremendous family, good support system, good work 101 00:06:02,200 --> 00:06:05,080 Speaker 1: ethic like and my parents came from Puerto Rico. When 102 00:06:05,080 --> 00:06:06,480 Speaker 1: they were very young. They had to work, and they 103 00:06:06,480 --> 00:06:08,640 Speaker 1: had to grind and take care of their younger siblings, 104 00:06:08,680 --> 00:06:11,800 Speaker 1: and so that work ethic that don't give up mentality 105 00:06:12,160 --> 00:06:14,279 Speaker 1: got from them, right. So I went back, you know, 106 00:06:14,320 --> 00:06:17,400 Speaker 1: and as I said before, by the time I got 107 00:06:17,400 --> 00:06:20,400 Speaker 1: through school, it was something that I was proud to 108 00:06:20,440 --> 00:06:24,240 Speaker 1: share my culture. I remember bringing a kaula at class 109 00:06:24,279 --> 00:06:27,200 Speaker 1: projects and and you know it was everybody loved it. 110 00:06:27,520 --> 00:06:30,839 Speaker 1: For me, it was an opportunity to embrace who I am. 111 00:06:31,320 --> 00:06:33,679 Speaker 1: And when you do that in a way that shows 112 00:06:33,680 --> 00:06:37,039 Speaker 1: the beauty of our culture, people can't help but be 113 00:06:37,160 --> 00:06:40,839 Speaker 1: drawn to it. The value of the Latino culture, the familial, 114 00:06:41,440 --> 00:06:44,320 Speaker 1: the celebratory nature that we have to just you know, 115 00:06:44,600 --> 00:06:47,960 Speaker 1: enjoy life. That's contagious. That's contagious. 116 00:06:48,240 --> 00:06:51,080 Speaker 2: I was making tortigaz and altars for the Day of 117 00:06:51,120 --> 00:06:53,000 Speaker 2: the Dad in my kids school because of that same 118 00:06:53,080 --> 00:06:55,400 Speaker 2: kind of thing. You know, it's it's it is as 119 00:06:55,440 --> 00:06:58,080 Speaker 2: you say something that you want to bring into the classroom, 120 00:06:58,600 --> 00:07:01,280 Speaker 2: and this notion of you wanted to stay in school 121 00:07:01,360 --> 00:07:01,839 Speaker 2: is true. 122 00:07:01,880 --> 00:07:03,679 Speaker 3: So you become a fourth grade teacher? 123 00:07:03,839 --> 00:07:04,159 Speaker 1: I did. 124 00:07:05,080 --> 00:07:07,839 Speaker 2: You're the first Secretary of Education that actually has grammar 125 00:07:07,880 --> 00:07:12,200 Speaker 2: school teaching experience. So first of all, why did you 126 00:07:12,240 --> 00:07:14,480 Speaker 2: want to teach fourth grade? 127 00:07:15,600 --> 00:07:19,880 Speaker 1: You know? I remember attending a Martin Luther King Junior 128 00:07:19,920 --> 00:07:23,080 Speaker 1: Scholarship breakfast in my hometown when I was about twenty one. 129 00:07:23,840 --> 00:07:25,960 Speaker 1: I would go every year. It was inspirational. I would 130 00:07:26,000 --> 00:07:28,679 Speaker 1: just go. I'd go with my father. And I remember 131 00:07:28,720 --> 00:07:32,120 Speaker 1: being introduced to the superintendent of the district at that breakfast. 132 00:07:32,520 --> 00:07:35,000 Speaker 1: And I was serving as a long term substitute in 133 00:07:35,040 --> 00:07:37,520 Speaker 1: another community, and I remember getting a call from the 134 00:07:37,520 --> 00:07:40,160 Speaker 1: superintendent and said, I want you in Meriden because she 135 00:07:40,240 --> 00:07:43,920 Speaker 1: realized that there weren't many males in elementary education, and 136 00:07:44,200 --> 00:07:46,680 Speaker 1: she realized that if you're a product of this school system, 137 00:07:46,880 --> 00:07:48,400 Speaker 1: how great would it be for you to come back 138 00:07:48,400 --> 00:07:51,360 Speaker 1: to the school system. And fourth grade is an amazing year. 139 00:07:51,480 --> 00:07:56,240 Speaker 1: I really enjoyed eight and nine year olds. They're independent 140 00:07:56,360 --> 00:07:58,080 Speaker 1: enough where they can do things on their own, but 141 00:07:58,080 --> 00:08:01,320 Speaker 1: they still want to impress and forming their ideas of 142 00:08:01,440 --> 00:08:03,600 Speaker 1: how to get along and learning about one another. It 143 00:08:03,640 --> 00:08:05,640 Speaker 1: was an amazing age. And then I served as an 144 00:08:05,640 --> 00:08:10,480 Speaker 1: elementary principle because I love that age group. I learned 145 00:08:10,520 --> 00:08:12,680 Speaker 1: to love middle and high school when I became an 146 00:08:12,720 --> 00:08:15,600 Speaker 1: assistant superintendent and just experiencing that and as a father 147 00:08:15,680 --> 00:08:18,480 Speaker 1: having my children go through those years. But there's something 148 00:08:18,520 --> 00:08:21,920 Speaker 1: about elementary schools where there's so much promise, there's so 149 00:08:22,040 --> 00:08:26,200 Speaker 1: much opportunity to really help students learn who they are 150 00:08:26,720 --> 00:08:29,000 Speaker 1: and feel proud of who they are, and you know, 151 00:08:29,040 --> 00:08:32,960 Speaker 1: that's where you really develop those skills of understanding differences 152 00:08:33,000 --> 00:08:38,960 Speaker 1: and respecting differences. Really impactful years for me as an educator. 153 00:08:39,559 --> 00:08:41,679 Speaker 2: I'm fascinated by the way you speak about eight and 154 00:08:41,760 --> 00:08:44,920 Speaker 2: nine year olds with such kind of glee, and I'm like, okay, 155 00:08:45,040 --> 00:08:47,560 Speaker 2: I mean that, I guess shows why you are a 156 00:08:47,600 --> 00:08:51,440 Speaker 2: permanent educator, which leads me to what you've kind of 157 00:08:51,480 --> 00:08:54,559 Speaker 2: been doing in the world wind tour that you've been 158 00:08:54,559 --> 00:08:57,040 Speaker 2: taking to visit several schools come to. 159 00:08:57,120 --> 00:09:00,120 Speaker 1: Visit this classroom because it has the smartest student and 160 00:09:00,280 --> 00:09:03,280 Speaker 1: all of the state. Is that true? Is that true? 161 00:09:03,640 --> 00:09:06,000 Speaker 2: It is? You know, I was thinking about this because 162 00:09:06,000 --> 00:09:08,800 Speaker 2: it's like, you're the secretary of education, and you know, 163 00:09:08,840 --> 00:09:11,280 Speaker 2: everybody rolls out the red carpet and you're you know, 164 00:09:11,960 --> 00:09:14,440 Speaker 2: do you really get an opportunity to understand what is 165 00:09:14,440 --> 00:09:18,400 Speaker 2: happening in the classroom when you're now at the super 166 00:09:18,440 --> 00:09:19,319 Speaker 2: super high level. 167 00:09:19,800 --> 00:09:22,760 Speaker 1: The greatest joy I have is when I sit down 168 00:09:22,800 --> 00:09:24,800 Speaker 1: with those kids and I listen to. 169 00:09:24,760 --> 00:09:27,720 Speaker 2: Them, and you're able to do that. As a secretary 170 00:09:27,760 --> 00:09:30,120 Speaker 2: of educate. You say to your team, look, give me 171 00:09:30,120 --> 00:09:31,400 Speaker 2: some time, I just need. 172 00:09:31,280 --> 00:09:32,120 Speaker 1: To visit classrooms. 173 00:09:32,440 --> 00:09:33,960 Speaker 3: You know, can you just tell everybody I need you 174 00:09:34,000 --> 00:09:34,480 Speaker 3: to be quiet. 175 00:09:34,600 --> 00:09:36,920 Speaker 1: I go in and I just you know, the beauty 176 00:09:36,920 --> 00:09:39,959 Speaker 1: about children is they're no filters. You get what you get, 177 00:09:40,160 --> 00:09:42,559 Speaker 1: and that's that rawness. That's what I need to hear. 178 00:09:43,120 --> 00:09:45,720 Speaker 1: And not only students, but teachers too, like, okay, you 179 00:09:45,720 --> 00:09:49,960 Speaker 1: know we're not recording, how's it going? What do I 180 00:09:50,000 --> 00:09:54,760 Speaker 1: need to know? And with the students, quite frankly, that's 181 00:09:54,760 --> 00:09:57,199 Speaker 1: how I gauge whether or not this reopening thing is working. 182 00:09:57,840 --> 00:09:59,400 Speaker 1: And when the students tell me, I just want to 183 00:09:59,440 --> 00:10:02,559 Speaker 1: be back with my friends. I missed my teacher. I'm 184 00:10:02,600 --> 00:10:04,959 Speaker 1: happy you could see the joy. I think we haven't 185 00:10:05,000 --> 00:10:12,120 Speaker 1: done enough acknowledging the mental health benefits that our children 186 00:10:12,240 --> 00:10:14,040 Speaker 1: across the country have experienced over the last three or 187 00:10:14,040 --> 00:10:14,480 Speaker 1: four months. 188 00:10:15,160 --> 00:10:17,600 Speaker 3: You know, we even by going back the mental health. 189 00:10:17,400 --> 00:10:19,800 Speaker 1: Life, right, we almost like, okay, we're back, let's move 190 00:10:19,840 --> 00:10:22,080 Speaker 1: on to the next thing. You know, remember last year 191 00:10:22,120 --> 00:10:24,360 Speaker 1: where our kids were. They weren't in a good spot. 192 00:10:24,679 --> 00:10:28,160 Speaker 1: They were learning from their kitchen table. The parents were 193 00:10:28,200 --> 00:10:30,760 Speaker 1: doing their best they could to support them. Our kids 194 00:10:30,800 --> 00:10:33,760 Speaker 1: needed to be around each other. Look at developmental science. 195 00:10:33,800 --> 00:10:37,520 Speaker 1: They need to be social. They're social people. You know 196 00:10:38,200 --> 00:10:40,320 Speaker 1: what I've seen when I visit those classrooms, when I 197 00:10:40,320 --> 00:10:42,400 Speaker 1: have the conversations, is kids are just glad to be back. 198 00:10:43,160 --> 00:10:46,560 Speaker 1: I hear from athletes, I hope my season is not canceled. 199 00:10:46,640 --> 00:10:49,240 Speaker 1: I really like I'm a good softball player, and the 200 00:10:49,280 --> 00:10:51,120 Speaker 1: last two years it was canceled. I just want that 201 00:10:51,200 --> 00:10:54,079 Speaker 1: season back. As a father, I can tell you when 202 00:10:54,080 --> 00:10:55,720 Speaker 1: I talk to my own children. I got a fifteen 203 00:10:55,800 --> 00:10:57,880 Speaker 1: year old and a seventeen year old. I know we're 204 00:10:57,920 --> 00:11:01,200 Speaker 1: recovering because they're talking about how this was. They're not 205 00:11:01,240 --> 00:11:04,440 Speaker 1: talking about COVID, they're not talking about masks, They're talking 206 00:11:04,520 --> 00:11:07,240 Speaker 1: about what happened in class, what happened in the cafeteria. 207 00:11:07,840 --> 00:11:12,880 Speaker 1: So our kids are better now, but a big asteris here. 208 00:11:13,640 --> 00:11:16,480 Speaker 1: We cannot go back, Maria to the system that we 209 00:11:16,559 --> 00:11:20,520 Speaker 1: had before the pandemic. We have to seize this moment 210 00:11:20,880 --> 00:11:22,920 Speaker 1: to take it to that next level, to make sure 211 00:11:22,960 --> 00:11:27,080 Speaker 1: that more students have support that social motion well being. Yes, 212 00:11:27,120 --> 00:11:29,800 Speaker 1: the routines are good, but our kids experience a lot. 213 00:11:30,120 --> 00:11:32,560 Speaker 1: So let's not go back to those schools that produce 214 00:11:32,679 --> 00:11:35,959 Speaker 1: results that make it predictable based on race and place. 215 00:11:36,040 --> 00:11:39,920 Speaker 1: How you achieve. So, while I'm sharing with you that 216 00:11:39,960 --> 00:11:42,840 Speaker 1: our students are better because they're back in the classrooms. 217 00:11:43,200 --> 00:11:45,679 Speaker 1: I'm also sharing the same breath that it's our moment 218 00:11:45,800 --> 00:11:48,520 Speaker 1: to make sure we elevate what public education means in 219 00:11:48,520 --> 00:11:49,040 Speaker 1: our country. 220 00:11:49,559 --> 00:11:53,520 Speaker 2: But there will be critics who say, for a secretary 221 00:11:53,520 --> 00:11:56,120 Speaker 2: who is so concerned about mental health of the students, 222 00:11:56,960 --> 00:11:59,319 Speaker 2: is it still too much of a risk to have 223 00:11:59,400 --> 00:12:01,880 Speaker 2: the students back. I mean, I know that everyone who 224 00:12:01,880 --> 00:12:04,920 Speaker 2: I've kind of encountered now recently who has gotten infected 225 00:12:04,920 --> 00:12:08,000 Speaker 2: with COVID, it came through the kids. So I'm sure 226 00:12:08,000 --> 00:12:11,439 Speaker 2: you're battling this around. But is there that you know? 227 00:12:11,520 --> 00:12:13,680 Speaker 2: On the one hand, mental health wise, they may be 228 00:12:14,520 --> 00:12:17,120 Speaker 2: able to do that socialization, but is there an element 229 00:12:17,160 --> 00:12:18,760 Speaker 2: of exposure that keeps you up at night? 230 00:12:19,440 --> 00:12:22,160 Speaker 1: When I served as commissioner in Connecticut, we didn't have 231 00:12:22,200 --> 00:12:24,720 Speaker 1: a lot of information then we were making decisions about 232 00:12:24,720 --> 00:12:28,360 Speaker 1: reopening schools, and we were trusting the science and following 233 00:12:28,400 --> 00:12:33,120 Speaker 1: the science. I was more concerned then. Thankfully, Madia, we 234 00:12:33,160 --> 00:12:36,120 Speaker 1: have a year's worth of experience under our belts. We 235 00:12:36,160 --> 00:12:41,720 Speaker 1: know what works now. My understanding is with the mitigation strategies, 236 00:12:41,960 --> 00:12:45,040 Speaker 1: with access to vaccines, our schools are safe In fact, 237 00:12:45,080 --> 00:12:47,160 Speaker 1: I think they're safer than many places where our students 238 00:12:47,200 --> 00:12:50,439 Speaker 1: are when they're not in school, because in our schools 239 00:12:50,440 --> 00:12:55,160 Speaker 1: we have universal masking, and there's been study after study 240 00:12:55,160 --> 00:12:57,040 Speaker 1: that show that there is not an increase in spread 241 00:12:57,040 --> 00:12:59,920 Speaker 1: in schools when universal masking is being in place. However, 242 00:13:00,160 --> 00:13:03,480 Speaker 1: when students are hope and they're not under the supervision 243 00:13:03,520 --> 00:13:06,480 Speaker 1: of schools, it's less likely that they're going to follow 244 00:13:06,559 --> 00:13:08,880 Speaker 1: universal masking. How many teenagers are going to get together 245 00:13:08,920 --> 00:13:11,199 Speaker 1: and say, hey, let's mask you know. So, I think 246 00:13:11,200 --> 00:13:16,000 Speaker 1: schools are actually safer for our students when led well, 247 00:13:16,679 --> 00:13:19,720 Speaker 1: when led by science and the mitigation strategies that we 248 00:13:19,760 --> 00:13:20,120 Speaker 1: know work. 249 00:13:23,760 --> 00:13:28,320 Speaker 2: Coming up on Latino USA Secretary Gardonna on some long 250 00:13:28,559 --> 00:13:34,160 Speaker 2: standing systemic inequities in public education and also the idea 251 00:13:34,280 --> 00:13:38,560 Speaker 2: of bilingual programs in all schools. Stay with us, not 252 00:13:38,559 --> 00:14:29,600 Speaker 2: stay by. Yes, hey, we're back. We're going to continue 253 00:14:29,600 --> 00:14:33,640 Speaker 2: now with my conversation with the Secretary of Education, doctor 254 00:14:33,760 --> 00:14:37,520 Speaker 2: Miguel Cardona. You know, in some ways because I'm Mexican, 255 00:14:37,600 --> 00:14:39,160 Speaker 2: so I have sixteen jobs, and one of them is 256 00:14:39,200 --> 00:14:41,840 Speaker 2: that I'm a professor. What I said to my students 257 00:14:41,920 --> 00:14:43,920 Speaker 2: is that what you're going to learn during this pandemic. 258 00:14:44,000 --> 00:14:45,680 Speaker 2: There's no way I could teach you in a classroom. 259 00:14:46,440 --> 00:14:52,000 Speaker 2: I mean patience, humility, a kind of basic survival. But 260 00:14:52,160 --> 00:14:57,120 Speaker 2: in particular when you have kids who are not speaking English, 261 00:14:57,440 --> 00:15:02,040 Speaker 2: who are immigrant or refugee, kids who don't have the 262 00:15:02,080 --> 00:15:06,400 Speaker 2: connectivity the iPads, the computer, the internet connection, etc. 263 00:15:06,640 --> 00:15:06,840 Speaker 3: Etc. 264 00:15:07,720 --> 00:15:11,120 Speaker 2: What in particular are you concerned about in terms of 265 00:15:11,160 --> 00:15:14,840 Speaker 2: these students and is there something that US secretary are 266 00:15:14,880 --> 00:15:18,360 Speaker 2: trying to do to address them and them sure catching up. 267 00:15:19,400 --> 00:15:24,320 Speaker 1: The pandemic exacerbated gaps. Right, Students who had access were 268 00:15:24,320 --> 00:15:27,960 Speaker 1: better off than students who didn't. Students who lived in 269 00:15:28,040 --> 00:15:31,520 Speaker 1: communities where they can get out, where they had more 270 00:15:31,560 --> 00:15:34,840 Speaker 1: access to different activities had it better than students who 271 00:15:34,880 --> 00:15:37,680 Speaker 1: were cooped up and maybe in an apartment with other 272 00:15:37,720 --> 00:15:41,160 Speaker 1: family members and weren't able to experience things outside of 273 00:15:41,560 --> 00:15:44,600 Speaker 1: what the laptop provided or what the device provided if 274 00:15:44,640 --> 00:15:47,640 Speaker 1: the broadband was working that day. So some kids were 275 00:15:47,640 --> 00:15:51,040 Speaker 1: affected more than others. Through the build back better and ARP, 276 00:15:51,680 --> 00:15:55,880 Speaker 1: there is a focus on addressing the inequities that were 277 00:15:55,880 --> 00:15:58,440 Speaker 1: made worse. For example, one hundred and thirty billion dollars in 278 00:15:58,480 --> 00:16:02,440 Speaker 1: the American Rescue Plan, we expected states to submit plans, 279 00:16:02,600 --> 00:16:04,760 Speaker 1: and we got them and we approved them based on 280 00:16:05,640 --> 00:16:09,160 Speaker 1: the inclusion in these plans of an equity framework. What 281 00:16:09,240 --> 00:16:12,680 Speaker 1: are you doing to address in equities? We know some 282 00:16:12,720 --> 00:16:15,920 Speaker 1: communities got affected worse than others, So how will your 283 00:16:15,920 --> 00:16:20,680 Speaker 1: support your strategies disproportionately provide support to those who were 284 00:16:20,720 --> 00:16:21,480 Speaker 1: affected most. 285 00:16:21,840 --> 00:16:27,040 Speaker 2: And I'm sorry to interrupt, Secretary, but people, administrators, school 286 00:16:27,080 --> 00:16:29,280 Speaker 2: folks who you were saying, okay, yeah, but the inequity 287 00:16:30,040 --> 00:16:32,560 Speaker 2: and you're not getting some eye rolls of like, oh 288 00:16:32,560 --> 00:16:34,920 Speaker 2: my god, here's the Secretary of Education. We're just back 289 00:16:34,960 --> 00:16:37,880 Speaker 2: here and they want to talk about inequality and making 290 00:16:37,880 --> 00:16:40,840 Speaker 2: sure that you know, students who are not English language 291 00:16:41,160 --> 00:16:44,240 Speaker 2: proficient are learning and that they're I mean, this is 292 00:16:44,280 --> 00:16:46,080 Speaker 2: a time in our country where there is just so 293 00:16:46,200 --> 00:16:49,920 Speaker 2: much possibility but also a lot of in patience. 294 00:16:50,120 --> 00:16:53,680 Speaker 1: You know, you know, everybody height ended emotion everywhere, but 295 00:16:53,840 --> 00:16:57,400 Speaker 1: inequities have existed for a long time and this is 296 00:16:57,440 --> 00:16:59,120 Speaker 1: the closest we're going to get to a reset bund. 297 00:16:59,600 --> 00:17:01,400 Speaker 1: You know, I've been and education over twenty three years. 298 00:17:01,400 --> 00:17:04,000 Speaker 1: You know, I'm a classroom teacher, I'm a principal. Throughout 299 00:17:04,359 --> 00:17:06,719 Speaker 1: we've been talking about how do we close gaps. How 300 00:17:06,720 --> 00:17:10,119 Speaker 1: do we provide opportunities for those students who have historically 301 00:17:10,160 --> 00:17:13,600 Speaker 1: been marginalized or underserved. This is our moment now with 302 00:17:13,680 --> 00:17:17,879 Speaker 1: the American Rescue Plant Funds, to create systems that improve outcomes, 303 00:17:18,160 --> 00:17:21,240 Speaker 1: but not only academic. I want to make sure that 304 00:17:21,240 --> 00:17:24,400 Speaker 1: we're not just talking about math and reading, which are 305 00:17:24,480 --> 00:17:27,760 Speaker 1: critically important. We also know that many of these same 306 00:17:27,800 --> 00:17:32,280 Speaker 1: students who we say are underserved have been impacted by 307 00:17:32,280 --> 00:17:37,000 Speaker 1: the pandemic in more serious ways than others. From a 308 00:17:37,040 --> 00:17:41,560 Speaker 1: health perspective, the mortality rate for Latinos, for example, was higher. 309 00:17:42,400 --> 00:17:45,600 Speaker 1: So these students are coming into our schools not only 310 00:17:45,720 --> 00:17:49,640 Speaker 1: missing some instruction, but also in need of maybe mental 311 00:17:49,680 --> 00:17:54,399 Speaker 1: health support, improvements and social emotional wellbeing. They're back in 312 00:17:54,480 --> 00:17:57,040 Speaker 1: the classrooms. Physically, they're safe. We want to make sure 313 00:17:57,080 --> 00:18:01,320 Speaker 1: that emotionally they're supported so that their bandwidth learning is wide. 314 00:18:01,520 --> 00:18:04,000 Speaker 1: So going back to what we're doing about it the 315 00:18:04,040 --> 00:18:07,720 Speaker 1: Department of Education, I'm really proud of this. We released 316 00:18:07,720 --> 00:18:10,320 Speaker 1: a handbook. I'm proud of it because for a couple 317 00:18:10,320 --> 00:18:12,960 Speaker 1: of reasons. Number one, it's a handbook that focuses on 318 00:18:13,000 --> 00:18:16,680 Speaker 1: social and emotional wellbeing and mental health supports for students right, 319 00:18:16,960 --> 00:18:19,560 Speaker 1: which is critically important and in the Latino community sometimes 320 00:18:19,560 --> 00:18:21,800 Speaker 1: there's a stigma around that. So it's really important that 321 00:18:21,840 --> 00:18:24,840 Speaker 1: I share this. It's on ed dot gov. Check it out. 322 00:18:24,880 --> 00:18:26,520 Speaker 1: I want everyone to just go look at it. It's 323 00:18:26,600 --> 00:18:29,600 Speaker 1: very user friendly. It has strategies for teachers, for principles, 324 00:18:29,640 --> 00:18:33,399 Speaker 1: for superintendents, for state leaders, and so I'm happy that 325 00:18:33,440 --> 00:18:36,720 Speaker 1: it's focusing on mental health supports and access. But I'm 326 00:18:36,760 --> 00:18:39,800 Speaker 1: also happy that this guidance document that came from the 327 00:18:39,800 --> 00:18:43,040 Speaker 1: federal government has examples from the field. It's not like 328 00:18:43,160 --> 00:18:46,600 Speaker 1: we have all the answers in DC. No, we listened 329 00:18:47,119 --> 00:18:50,360 Speaker 1: that sometimes that doesn't happen. We listened to what's working, 330 00:18:50,760 --> 00:18:53,679 Speaker 1: and we took examples from across the country of what 331 00:18:53,720 --> 00:18:56,640 Speaker 1: states are doing, what schools are doing to provide access 332 00:18:56,640 --> 00:19:00,159 Speaker 1: to students who maybe historically didn't have access. So think 333 00:19:00,200 --> 00:19:02,679 Speaker 1: of best practices across the country to make sure that 334 00:19:02,680 --> 00:19:05,439 Speaker 1: our students who were most impacted by the pandemic have 335 00:19:05,520 --> 00:19:06,600 Speaker 1: the supports that they need. 336 00:19:06,840 --> 00:19:08,880 Speaker 3: Can you give me an example, because I'm intrigued. 337 00:19:09,000 --> 00:19:11,959 Speaker 2: You're like, look, if it's starting from zero, as it were, 338 00:19:12,000 --> 00:19:14,760 Speaker 2: if there's a reset and you want to deal with 339 00:19:14,800 --> 00:19:19,560 Speaker 2: some structural or systemic issues around inequality. So what specifically, 340 00:19:19,600 --> 00:19:22,160 Speaker 2: like when you're talking about changing the system, I'm like, okay, 341 00:19:22,880 --> 00:19:24,199 Speaker 2: like what would what we're we going to do? 342 00:19:24,320 --> 00:19:27,360 Speaker 3: Yeah, so give me a system that's going to be changed. 343 00:19:27,560 --> 00:19:29,919 Speaker 1: So I'll give you a system in mental health access. 344 00:19:29,920 --> 00:19:33,080 Speaker 1: I was in school in Michigan and they had a 345 00:19:33,119 --> 00:19:36,040 Speaker 1: high school, three campuses, six thousand students, a lot of students. 346 00:19:36,240 --> 00:19:39,280 Speaker 1: They changed the schedule of every student to provide a 347 00:19:39,320 --> 00:19:42,480 Speaker 1: block where students had access to mental health supports or 348 00:19:42,520 --> 00:19:45,119 Speaker 1: social motion well being activities in order to create that 349 00:19:45,160 --> 00:19:47,480 Speaker 1: sense of community that we lacked the last year and 350 00:19:47,520 --> 00:19:50,320 Speaker 1: a half. So they were focused on that, and that's 351 00:19:50,320 --> 00:19:52,960 Speaker 1: a structural change to focus on what we know works 352 00:19:53,000 --> 00:19:54,919 Speaker 1: for students, especially at the high school age. 353 00:19:55,280 --> 00:19:59,480 Speaker 2: Secretary Cardona, let's talk about something that is constantly in 354 00:19:59,560 --> 00:20:00,840 Speaker 2: so many people's minds. 355 00:20:01,359 --> 00:20:03,800 Speaker 3: It's the issue of student debt. Now. 356 00:20:03,920 --> 00:20:07,640 Speaker 2: President Joe Biden campaigned on the possibility of canceling ten 357 00:20:07,680 --> 00:20:11,240 Speaker 2: thousand dollars of student debt, which really, as you know, 358 00:20:11,400 --> 00:20:14,400 Speaker 2: is just a drop in the bucket. But the administration 359 00:20:14,800 --> 00:20:18,440 Speaker 2: hasn't really even moved on that issue. So what would 360 00:20:18,440 --> 00:20:21,639 Speaker 2: you like to see in terms of solving this issue 361 00:20:21,640 --> 00:20:25,840 Speaker 2: for students, especially black and Indigenous and Latino and Latinas 362 00:20:25,840 --> 00:20:30,960 Speaker 2: students who have done everything right but they're still carrying 363 00:20:31,000 --> 00:20:34,760 Speaker 2: this enormous economic debt on their shoulders. 364 00:20:35,560 --> 00:20:38,000 Speaker 1: You know, one thing that I realized when I came 365 00:20:38,040 --> 00:20:42,159 Speaker 1: on board is that there we need to stop the 366 00:20:42,240 --> 00:20:46,840 Speaker 1: bleeding that's resulting in what we're seeing today. People are 367 00:20:46,880 --> 00:20:50,160 Speaker 1: graduating college in so much debt and in sometimes getting 368 00:20:50,200 --> 00:20:53,520 Speaker 1: degrees in fields that don't really offer too much in 369 00:20:53,600 --> 00:20:57,160 Speaker 1: terms of employment. We have to fix that. So, yes, 370 00:20:57,320 --> 00:21:00,399 Speaker 1: we're continuing the conversations around what does that look like, 371 00:21:01,200 --> 00:21:04,040 Speaker 1: but we're not like waiting for that answer to act. 372 00:21:05,119 --> 00:21:08,240 Speaker 1: We made a very clear decision at the Department of 373 00:21:08,359 --> 00:21:11,000 Speaker 1: Education to be student centered all the way from pre 374 00:21:11,119 --> 00:21:15,200 Speaker 1: kindergarten to college. Students and borrowers are included in that. 375 00:21:15,720 --> 00:21:19,040 Speaker 1: Since I became Secretary of Education, we've already forgiven twelve 376 00:21:19,119 --> 00:21:22,800 Speaker 1: billion dollars in student debt, targeting those who have been 377 00:21:22,840 --> 00:21:25,480 Speaker 1: taken advantage of by their institutions, those with total and 378 00:21:25,520 --> 00:21:30,200 Speaker 1: permanent disabilities. We've helped veterans. We announced that we're revamping 379 00:21:30,240 --> 00:21:33,240 Speaker 1: the Public Service loan forgiveness program because it didn't work. 380 00:21:33,760 --> 00:21:36,960 Speaker 1: It didn't work. It was intended to provide loan forgiveness 381 00:21:37,200 --> 00:21:40,280 Speaker 1: for teachers, for nurses. So the changes that we made 382 00:21:40,600 --> 00:21:43,479 Speaker 1: cast a wide net of over five hundred thousand people 383 00:21:43,840 --> 00:21:47,680 Speaker 1: who are now benefiting from either loan forgiveness total or 384 00:21:47,880 --> 00:21:49,800 Speaker 1: a reduction in the number of loans that they have 385 00:21:49,800 --> 00:21:52,520 Speaker 1: to make. So we're taking steps and we're going to 386 00:21:52,520 --> 00:21:55,360 Speaker 1: continue to do that because we recognize that so many 387 00:21:55,400 --> 00:21:57,560 Speaker 1: people were left out in a lurch. But I think 388 00:21:57,560 --> 00:21:59,960 Speaker 1: it's important for me to say too, we're also working 389 00:22:00,040 --> 00:22:02,320 Speaker 1: on strategies to stop the bleeding so that five years 390 00:22:02,320 --> 00:22:04,600 Speaker 1: from now we're not in the same position we are today. 391 00:22:05,520 --> 00:22:08,400 Speaker 2: So when people think about Latino hubs in the United States, 392 00:22:08,640 --> 00:22:12,760 Speaker 2: Secretary of Gardona, you know, it's not like Connecticut tops 393 00:22:12,760 --> 00:22:17,160 Speaker 2: the list. Actually, you know, Latinos and Latinas have been 394 00:22:17,160 --> 00:22:22,080 Speaker 2: calling Connecticut home for decades and you know that firsthand. 395 00:22:22,359 --> 00:22:25,000 Speaker 1: It's funny. In my town. I was born and raised 396 00:22:25,000 --> 00:22:28,440 Speaker 1: in Merriton, right in the center. It's an hour and 397 00:22:28,480 --> 00:22:29,880 Speaker 1: a half from Boston, an hour and a half from 398 00:22:29,920 --> 00:22:34,240 Speaker 1: New York City, but so diverse, and the diversity change 399 00:22:34,240 --> 00:22:36,760 Speaker 1: over the last twenty thirty years. It was a you know, 400 00:22:36,920 --> 00:22:40,720 Speaker 1: heavy Puerto Rican population, then Mexican and South American and Dominican. 401 00:22:40,720 --> 00:22:42,360 Speaker 1: When I was a principal, there was a big Dominican 402 00:22:43,320 --> 00:22:46,760 Speaker 1: like in the two thousands, a large number. So there's 403 00:22:46,920 --> 00:22:50,240 Speaker 1: pockets of diversity in Connecticut that you'd be surprised. 404 00:22:50,119 --> 00:22:50,840 Speaker 3: In many ways. 405 00:22:50,920 --> 00:22:53,840 Speaker 2: My experience in Connecticut since nineteen ninety three to now 406 00:22:53,920 --> 00:22:56,840 Speaker 2: is exactly that. I mean, Connecticut is increasingly a Latino 407 00:22:56,880 --> 00:23:01,240 Speaker 2: and Latina state. And you know the United States of America, 408 00:23:01,600 --> 00:23:04,240 Speaker 2: half of the total population growth in the last census 409 00:23:04,280 --> 00:23:07,919 Speaker 2: came from Latinos and Latina's births here. So do you 410 00:23:08,119 --> 00:23:10,840 Speaker 2: think by you being there, this is an understanding of 411 00:23:10,920 --> 00:23:16,240 Speaker 2: like is ke estepais will be increasingly more and more 412 00:23:16,320 --> 00:23:20,280 Speaker 2: Latino and Latina is kay than Los numerals right. 413 00:23:20,480 --> 00:23:23,000 Speaker 1: Glad ocacy, you know twenty seven percent. I think in 414 00:23:23,040 --> 00:23:29,560 Speaker 1: the last census we recognize as educators that there are 415 00:23:29,600 --> 00:23:33,879 Speaker 1: so many Latinos in our schools that we have to 416 00:23:33,920 --> 00:23:37,560 Speaker 1: look at it as not only in terms of language 417 00:23:37,560 --> 00:23:40,800 Speaker 1: development for those who are coming first second generation, but 418 00:23:40,880 --> 00:23:45,679 Speaker 1: also just the awareness of the cultural backgrounds and just 419 00:23:45,720 --> 00:23:50,399 Speaker 1: being culturally proficient in things Latino. I always say, you know, 420 00:23:50,440 --> 00:23:53,520 Speaker 1: being bicultural bilingual is like a superpower. I'm able to 421 00:23:53,600 --> 00:23:56,960 Speaker 1: engage with different folks and able to serve whatever capacity 422 00:23:57,000 --> 00:23:59,520 Speaker 1: I could be a fourth grade teacher, principal, whatever roles 423 00:23:59,560 --> 00:24:03,119 Speaker 1: I've had that's helped me engage with the people that 424 00:24:03,119 --> 00:24:06,160 Speaker 1: I'm serving. So I do think it's in many ways 425 00:24:06,200 --> 00:24:10,840 Speaker 1: a realization that having that as secretary helps with the 426 00:24:10,960 --> 00:24:13,800 Speaker 1: ultimate goal of meeting all kids. And we know, I 427 00:24:13,800 --> 00:24:16,560 Speaker 1: don't have to tell you Latinos in our school system, 428 00:24:16,960 --> 00:24:20,359 Speaker 1: in my opinion, historically have been underserved and got to 429 00:24:20,359 --> 00:24:21,320 Speaker 1: address that boldly. 430 00:24:21,960 --> 00:24:24,400 Speaker 2: I mean, it's not just your opinion, it's like fact, right, 431 00:24:25,000 --> 00:24:28,080 Speaker 2: feels like a little bit of a pressure on your souldiers, sexes. 432 00:24:28,040 --> 00:24:29,159 Speaker 1: A little bit, you know what, I'll take it. I 433 00:24:29,240 --> 00:24:31,920 Speaker 1: mean it's an honor, honestly. You know, you can frame 434 00:24:31,960 --> 00:24:34,840 Speaker 1: it as, oh my god, it's pressure, but for me, 435 00:24:34,920 --> 00:24:36,960 Speaker 1: it's an honor. It's a privilege. 436 00:24:37,680 --> 00:24:37,840 Speaker 4: You know. 437 00:24:37,880 --> 00:24:41,359 Speaker 1: I've my dissertation was having the political will to address 438 00:24:41,400 --> 00:24:44,720 Speaker 1: achievement disparities. That was in twenty eleven, and I've been 439 00:24:44,760 --> 00:24:47,480 Speaker 1: fortunate to be in positions where I can utilize not 440 00:24:47,560 --> 00:24:50,240 Speaker 1: on my training but my experiences. I mean, I was 441 00:24:50,320 --> 00:24:52,200 Speaker 1: that four year old kid that went to school didn't 442 00:24:52,240 --> 00:24:55,760 Speaker 1: know English, and young parents who didn't have an opportunity 443 00:24:55,760 --> 00:24:58,800 Speaker 1: to go to college. I was that first generation college 444 00:24:58,840 --> 00:25:02,760 Speaker 1: student who try to navigate what college is and what 445 00:25:02,800 --> 00:25:07,119 Speaker 1: do you do there without the luxury of folks in 446 00:25:07,119 --> 00:25:09,240 Speaker 1: my family that I can reach out to. So for 447 00:25:09,359 --> 00:25:12,040 Speaker 1: me being in this position not only as a Latino 448 00:25:12,119 --> 00:25:16,240 Speaker 1: who's gotten degrees and bilingual by cultural education and educational 449 00:25:16,320 --> 00:25:20,280 Speaker 1: leadership that aside, my lived experience, in my opinion, prepares 450 00:25:20,320 --> 00:25:24,480 Speaker 1: me to help be effective. And it's certainly not just me, 451 00:25:24,560 --> 00:25:26,760 Speaker 1: it's the team that we have, but creating that culture 452 00:25:26,760 --> 00:25:30,480 Speaker 1: of making sure we're looking at bilingual by cultural students 453 00:25:30,480 --> 00:25:34,200 Speaker 1: as assets. I always think it's almost it's almost comical, 454 00:25:34,359 --> 00:25:37,399 Speaker 1: right when our children come in and across the country, 455 00:25:37,400 --> 00:25:39,760 Speaker 1: we still have programs bi lingual programs that are subtractive 456 00:25:40,080 --> 00:25:44,800 Speaker 1: where you replace language one with language two, and then 457 00:25:44,840 --> 00:25:47,320 Speaker 1: we offer that original language that they had as a 458 00:25:47,480 --> 00:25:50,120 Speaker 1: as a prestigious elective at high school and we're like, well, 459 00:25:50,200 --> 00:25:51,879 Speaker 1: they had it ten years ago. If we didn't take 460 00:25:51,920 --> 00:25:56,240 Speaker 1: it away, they'd be better off. So that's where we are, 461 00:25:56,280 --> 00:25:58,920 Speaker 1: and I'm excited that I'm in the position to help 462 00:25:59,040 --> 00:25:59,440 Speaker 1: move the. 463 00:25:59,400 --> 00:26:03,400 Speaker 2: Needle and how exactly do you do that, Like, what 464 00:26:03,440 --> 00:26:06,480 Speaker 2: are your plans to move that needle? 465 00:26:07,160 --> 00:26:09,119 Speaker 1: So, for example, if a student comes in from a 466 00:26:09,320 --> 00:26:15,679 Speaker 1: predominantly Spanish speaking country, not creating a program that reduces 467 00:26:15,800 --> 00:26:18,439 Speaker 1: or minimizes what they bring to the table. Right, So, 468 00:26:19,240 --> 00:26:22,440 Speaker 1: language is an asset. So dual language programs, for example, 469 00:26:22,520 --> 00:26:25,800 Speaker 1: is something that we could do more of. Historically, bilingual 470 00:26:25,880 --> 00:26:28,840 Speaker 1: education programs are teaching students English, which is good. We 471 00:26:28,880 --> 00:26:31,320 Speaker 1: want our students to learn English, but doing so at 472 00:26:31,320 --> 00:26:33,600 Speaker 1: the expense of their native language, which is the L one. 473 00:26:34,080 --> 00:26:37,320 Speaker 1: What we need to do is embrace models that maintain 474 00:26:37,840 --> 00:26:42,120 Speaker 1: their original language and provide them learning in language two 475 00:26:42,359 --> 00:26:45,440 Speaker 1: L two in a way that embraces L one as 476 00:26:45,480 --> 00:26:48,360 Speaker 1: an asset. You know, I was. I had a meeting 477 00:26:48,400 --> 00:26:51,760 Speaker 1: earlier today with the Minister of Education in France and 478 00:26:51,920 --> 00:26:55,159 Speaker 1: what he was talking about is multi lingual programming in France, 479 00:26:55,400 --> 00:26:57,639 Speaker 1: and I'm thinking to myself, how beneficial would it be 480 00:26:57,680 --> 00:27:00,000 Speaker 1: if our students across the country knew more than one language. 481 00:27:00,920 --> 00:27:03,960 Speaker 2: Secretary of Cardona, you are the man in charge. 482 00:27:04,200 --> 00:27:05,919 Speaker 3: I mean why not. 483 00:27:06,280 --> 00:27:08,679 Speaker 2: I don't know what exactly you're capable of doing, right, 484 00:27:08,680 --> 00:27:11,760 Speaker 2: because I'm not up in all of your policy positis, 485 00:27:12,119 --> 00:27:17,720 Speaker 2: but to say, actually, starting now, this country will be 486 00:27:18,359 --> 00:27:22,320 Speaker 2: a bilingual, multi lingual educational system. That is what the 487 00:27:22,359 --> 00:27:25,640 Speaker 2: future looks like, and get with it what you. 488 00:27:25,600 --> 00:27:26,119 Speaker 3: Want to do that. 489 00:27:26,240 --> 00:27:28,480 Speaker 1: Yes, So what we're doing now is assembling a team 490 00:27:28,520 --> 00:27:31,320 Speaker 1: of folks who have experience in the field, experts in 491 00:27:31,440 --> 00:27:36,000 Speaker 1: language development, experts in leadership around multi lingual programs to 492 00:27:36,080 --> 00:27:38,680 Speaker 1: support states in their efforts. Because I talked to a 493 00:27:38,720 --> 00:27:41,600 Speaker 1: lot of commissioners of education across the country that understand 494 00:27:41,600 --> 00:27:43,320 Speaker 1: the importance of that. What we need to do is 495 00:27:43,359 --> 00:27:46,159 Speaker 1: make sure we're lifting up best practices and communicating the 496 00:27:46,200 --> 00:27:49,479 Speaker 1: benefits of it, of being bilingual and bicultural. This country 497 00:27:49,520 --> 00:27:53,040 Speaker 1: was founded on diversity, and I think, you know, education 498 00:27:53,200 --> 00:27:56,360 Speaker 1: unites and when we can realize that we're stronger together 499 00:27:56,800 --> 00:27:58,720 Speaker 1: and that we have more in common, I think our 500 00:27:58,720 --> 00:28:00,359 Speaker 1: systems are going to be stronger. I think country is 501 00:28:00,359 --> 00:28:02,399 Speaker 1: going to be stronger. So yes, I'm excited to be 502 00:28:02,440 --> 00:28:04,879 Speaker 1: a part of a very diverse cabinet that thinks that 503 00:28:04,960 --> 00:28:07,560 Speaker 1: way and that is working to make sure that this 504 00:28:07,640 --> 00:28:10,640 Speaker 1: country sees its diversity as its greatest asset. 505 00:28:11,000 --> 00:28:13,280 Speaker 2: First of all, I do want to say, Secretary, the 506 00:28:13,359 --> 00:28:18,000 Speaker 2: fact that you are labeling multi lingual speakers or Latino 507 00:28:18,200 --> 00:28:21,879 Speaker 2: kids who speak Spanish first, and that you are labeling 508 00:28:22,040 --> 00:28:23,000 Speaker 2: them superheroes. 509 00:28:23,040 --> 00:28:26,040 Speaker 3: I'm just like, bravo, that's like kind of amazing. I 510 00:28:26,080 --> 00:28:27,320 Speaker 3: don't think I've heard any. 511 00:28:27,119 --> 00:28:30,400 Speaker 2: Other Secretary of Education call it out in this way, 512 00:28:30,600 --> 00:28:32,399 Speaker 2: in a way of saying you're superheroes. 513 00:28:32,400 --> 00:28:33,040 Speaker 3: You don't even know it. 514 00:28:33,119 --> 00:28:35,080 Speaker 1: You have two languages, you have two cultures, you can 515 00:28:35,160 --> 00:28:40,120 Speaker 1: navigate both spaces. You're gifted. Some people try for years 516 00:28:40,160 --> 00:28:42,680 Speaker 1: to get a second language and they struggle with it. You, 517 00:28:42,800 --> 00:28:44,440 Speaker 1: as an eight year old, you're coming in. 518 00:28:44,400 --> 00:28:46,280 Speaker 3: With it, Secretary. 519 00:28:46,480 --> 00:28:48,120 Speaker 2: I guess what I'm trying to understand is, on the 520 00:28:48,120 --> 00:28:51,760 Speaker 2: one hand, you represent this kind of next perspective, right 521 00:28:51,840 --> 00:28:56,440 Speaker 2: Latino Puerto Rican, you know, proudly Puerto Rican. But at 522 00:28:56,440 --> 00:29:00,880 Speaker 2: the same time where we're having these advances. I mean, 523 00:29:01,160 --> 00:29:02,959 Speaker 2: it hits you like a ton of bricks in the 524 00:29:03,040 --> 00:29:05,400 Speaker 2: United States of America that you have people who are 525 00:29:05,520 --> 00:29:08,280 Speaker 2: educated in this country who are saying we have to 526 00:29:08,360 --> 00:29:10,240 Speaker 2: ban Tony Morrison. 527 00:29:11,040 --> 00:29:12,840 Speaker 3: So just tell me how that hits to you as 528 00:29:12,880 --> 00:29:13,560 Speaker 3: the secretary. 529 00:29:14,200 --> 00:29:16,240 Speaker 1: It tells me how much work we have ahead of us. 530 00:29:16,720 --> 00:29:19,640 Speaker 1: And you know, the President did say we're going to 531 00:29:19,720 --> 00:29:24,200 Speaker 1: unite this country, and part of that is ensuring that 532 00:29:24,280 --> 00:29:27,800 Speaker 1: we're sharing information and calling out those who are trying 533 00:29:27,800 --> 00:29:31,320 Speaker 1: to divide our country. You know, it's very clear it's 534 00:29:31,560 --> 00:29:33,840 Speaker 1: do we want to bring people together or do we 535 00:29:33,880 --> 00:29:37,360 Speaker 1: want to divide? And when I heard that about Tony Morrison, 536 00:29:37,760 --> 00:29:41,920 Speaker 1: it was just disbelief. Like you know, it saddens me, 537 00:29:42,160 --> 00:29:44,280 Speaker 1: not only because I think it divides our country, but 538 00:29:44,720 --> 00:29:48,800 Speaker 1: it demonstrates it lack of confidence in our educators talk 539 00:29:48,800 --> 00:29:53,240 Speaker 1: about kicking the profession. These are folks who got their bachelors, 540 00:29:53,240 --> 00:29:56,840 Speaker 1: their master's degree, many their doctorate in the profession of 541 00:29:57,000 --> 00:30:00,400 Speaker 1: educating children, and it just it's kind of a a 542 00:30:00,400 --> 00:30:03,640 Speaker 1: smack in the face to educators whose job it is 543 00:30:03,720 --> 00:30:08,000 Speaker 1: to create well rounded, critical thinkers that are capable of 544 00:30:08,200 --> 00:30:11,320 Speaker 1: leading our country in the next generation. So, you know, 545 00:30:11,720 --> 00:30:14,760 Speaker 1: that to me just reminds me of how important the 546 00:30:14,840 --> 00:30:17,120 Speaker 1: work is to make sure that we're Our schools are 547 00:30:17,160 --> 00:30:19,840 Speaker 1: places where students feel comfortable, where they feel welcome, and 548 00:30:19,880 --> 00:30:23,280 Speaker 1: where they become critical thinkers to make their own ideas 549 00:30:23,280 --> 00:30:25,560 Speaker 1: and their own thoughts about how to move forward in life. 550 00:30:26,000 --> 00:30:27,840 Speaker 3: Thing you do that makes you happy. 551 00:30:27,840 --> 00:30:31,840 Speaker 1: Around kids, man, around kids, and family, like, I'm still 552 00:30:31,840 --> 00:30:34,240 Speaker 1: that fourth grade teacher, Mariya, I just have a bigger 553 00:30:34,240 --> 00:30:36,360 Speaker 1: stage now. I'm still that fourth grade teacher that lights 554 00:30:36,400 --> 00:30:38,640 Speaker 1: up when I'm around little kids when I hear from 555 00:30:38,640 --> 00:30:41,080 Speaker 1: them what their goals are, because I know that I'm 556 00:30:41,120 --> 00:30:43,360 Speaker 1: blessed to be in a position that i can support 557 00:30:43,400 --> 00:30:45,840 Speaker 1: them and influence them so that they can reach those goals, 558 00:30:45,880 --> 00:30:46,440 Speaker 1: whatever they are. 559 00:30:48,040 --> 00:30:50,720 Speaker 3: Secretary Cardona, thank you for joining us on Latino USA. 560 00:30:50,920 --> 00:30:59,960 Speaker 1: Glad to be with you. Thank you. 561 00:31:09,120 --> 00:31:12,920 Speaker 2: This episode was produced by Victoria Strada. It was edited 562 00:31:12,920 --> 00:31:16,480 Speaker 2: by Andrea Lopez Crusado and mixed by Stephanie Lebo and 563 00:31:16,560 --> 00:31:21,200 Speaker 2: Julia Caruso. Special thanks to Patricia Ulbaran and Raoul Perees 564 00:31:21,240 --> 00:31:24,160 Speaker 2: for their help in producing this piece. The Latino USA 565 00:31:24,240 --> 00:31:29,480 Speaker 2: team includes Marta Martinez, Mike Sargent, Julia Ta Martinelli, Gini Montalbo, 566 00:31:29,600 --> 00:31:34,560 Speaker 2: Alejandra Salasad Rinaldo, Leanos Junior, and Julia Rocha. Our editorial 567 00:31:34,600 --> 00:31:39,080 Speaker 2: director is Julio Ricardo Varela. Our associate engineers are Gabriela 568 00:31:39,080 --> 00:31:40,680 Speaker 2: Bayez and jj Carubin. 569 00:31:41,000 --> 00:31:42,880 Speaker 3: Our digital editor is Luis Luna. 570 00:31:43,080 --> 00:31:47,720 Speaker 2: Our fellows at Latino USA are Elisa Veena Monica Morales 571 00:31:47,760 --> 00:31:51,960 Speaker 2: and Andrew Vignalis. Our theme music was composed by Zenia Rubinos. 572 00:31:52,160 --> 00:31:53,960 Speaker 2: If you like the music you heard on this episode, 573 00:31:53,960 --> 00:31:56,640 Speaker 2: stop by Latino Usa dot org and check out our 574 00:31:56,680 --> 00:32:00,840 Speaker 2: weekly Spotify playlist. I'm your host and executive producer Maria. 575 00:32:01,120 --> 00:32:03,560 Speaker 2: Join us again on our next episode, and in the meantime, 576 00:32:03,760 --> 00:32:06,280 Speaker 2: I'll see you on all of our social media hilos 577 00:32:06,320 --> 00:32:12,080 Speaker 2: WATCHO bye. 578 00:32:13,160 --> 00:32:17,440 Speaker 4: Latino USA is made possible in part by the Anni E. 579 00:32:17,560 --> 00:32:21,320 Speaker 4: Casey Foundation, creates a brighter future for the nation's children 580 00:32:21,560 --> 00:32:26,720 Speaker 4: by strengthening families, building greater economic opportunity, and transforming communities. 581 00:32:27,560 --> 00:32:32,160 Speaker 4: The wind Coat Foundation and funding for Latino USA is 582 00:32:32,240 --> 00:32:35,240 Speaker 4: Coverage of a culture of health is made possible in 583 00:32:35,280 --> 00:32:38,040 Speaker 4: part by a grant from the Robert Wood Johnson Foundation. 584 00:32:42,200 --> 00:32:46,640 Speaker 3: Oia me just so you know.