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Speaker 1: Welcome to today's edition of the Clay, Travis and Buck

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Speaker 1: Sexton Show podcast.

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Speaker 2: Thursday edition of Clay and Buck kicks off right now.

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Speaker 3: Everybody, thank you for being with us.

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Speaker 2: I finally made it back to Miami, Clay after what

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Speaker 2: was it twelve thousand flights canceled earlier in the week.

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Speaker 2: Things getting a little crazy there and lots of people

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Speaker 2: affected by this.

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Speaker 3: What's going on with the FAA?

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Speaker 2: Is it Mayor Pete bouda judge supposed to be handling

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Speaker 2: this kind of stuff. Transportation secretary, He's doing a heck

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Speaker 2: of a job. He's the most infamous transportation secretary, maybe

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Speaker 2: the only one anyone could even name in recent memory.

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Speaker 2: But we will dive into a little bit of what's

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Speaker 2: going on there later on. We also have very interesting

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Speaker 2: case in New York City of a man who was

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Speaker 2: defending himself and his girlfriend with a knife who was

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Speaker 2: arrested on the subway.

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Speaker 3: This happened.

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Speaker 2: He was arrested for stabbing to death a guy that

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Speaker 2: attacked him and his girlfriend and he has just had

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Speaker 2: charges dismissed, which is interesting considering the Daniel Penny case

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Speaker 2: also making its way through the courts. We will absolutely

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Speaker 2: discuss that, but I think we should hop right into this.

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Speaker 2: We've got a lot of things to talk about today.

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Speaker 2: Senator Tim Scott, presidential candidate, will be with us later.

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Speaker 2: Chris Christy, not joining today.

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Speaker 3: Says he doesn't feel well.

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Speaker 2: Clay will give the benefit of the doubt on this

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Speaker 2: one and just say, Okay, I do believe he was

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Speaker 2: on TV this morning, but if he's really not feeling well,

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Speaker 2: we will gladly have him on next week to answer

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Speaker 2: some questions.

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Speaker 1: Feeling you have to feel to not do a fifteen

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Speaker 1: minute radio interview.

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Speaker 2: Really really sick, like no voice problem. I think short

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Speaker 2: of no voice, it's probably inexcusable. So but we look

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Speaker 2: benefit of the doubt because we're gentlemen. We're just gonna

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Speaker 2: it's not We don't think he's ducking us here. This

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Speaker 2: is a great opportunity for any Republican presidential contender, for

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Speaker 2: any candidate.

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Speaker 1: Yeah, and our audience is so big RFK Junior, I mean, like,

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Speaker 1: why would you not want to talk to this audience?

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Speaker 3: So a little strange.

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Speaker 2: I just want to tell you because we promoted it

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Speaker 2: and we did have him booked, and he's backed out.

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Speaker 2: He's claiming health reasons and you know, maybe so we're okay,

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Speaker 2: we're just gonna we're gonna take this one this time

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Speaker 2: as the rain check, and we should be having them

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Speaker 2: on the next week or two.

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Speaker 3: All Right.

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Speaker 2: The big story today, by far, huge breaking news from

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Speaker 2: just the last two hours or so, is that affirmative

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Speaker 2: action in college admissions has been resoundingly ruled unconstitutional, a

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Speaker 2: violation of the Equal Protection Clause. A six ' to

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Speaker 2: three decision coming down. I was ripping through its speed

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Speaker 2: reading as fast as I could today when this thing

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Speaker 2: came out, and the Democrats are obviously very upset about this.

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Speaker 2: Joe Biden, I believe, is going to speak about this

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Speaker 2: decision to Yeah. Yes, President Biden is going to give

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Speaker 2: remarks at twelve thirty Eastern, so the bottom of this

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Speaker 2: hour he may be addressing everyone. Clay, it's pretty straightforward

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Speaker 2: when you read, and I'm very curious hear your take

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Speaker 2: on this. I would say that one of the first

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Speaker 2: times that I realized that the Left just makes up

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Speaker 2: things and is dishonest. Early on in my political formulation

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Speaker 2: was on affirmative action. As a high school kid, I

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Speaker 2: saw I had the Asian kids in my class. I

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Speaker 2: went to a technically like a school for the gifted.

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Speaker 2: I had Asian kids in my class who were, like,

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Speaker 2: you know, geniuses in their respective fields of study, and

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Speaker 2: they were having very different college lists and very different

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Speaker 2: admissions from some of the other minorities in the class,

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Speaker 2: who we knew were much lower down in the class

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Speaker 2: rankings by GPA. And that was when you say, hold on,

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Speaker 2: why is this fair?

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Speaker 3: It's not fair. Obviously the whole thing is not fair,

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Speaker 3: and we can get into it.

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Speaker 2: And for you, what was the single For me, there

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Speaker 2: was there was a line eliminating racial discrimination means eliminating

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Speaker 2: all of it.

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Speaker 3: That was from the majority opinion. Yeah.

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Speaker 1: What stood out to me is and there's not going

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Speaker 1: to be I don't think a vast amount of attention

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Speaker 1: on this because it's always characterized these cases are as

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Speaker 1: if it's you know, white black. Really this is about

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Speaker 1: Asian discrimination. And here's what stood out to me. There

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Speaker 1: is a penalty of around one hundred and forty SAT

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Speaker 1: points on an Asian applicant to an elite college. That is,

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Speaker 1: you get substantial detraction based on being Asian when it

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Speaker 1: comes to admission, and if you are Hispanic, you get

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Speaker 1: one hundred and thirty point bonus on average, and if

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Speaker 1: you are black, you get a three hundred and ten

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Speaker 1: point bonus. And here's another stat fact that is out

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Speaker 1: there before we get into the actual reasoning and everything

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Speaker 1: else associated with it. Well, two more things, Buck, I

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Speaker 1: would say. One, here is a stat This is from

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Speaker 1: Greg Price, Harvard's affirmative action policies, and I'm reading from

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Speaker 1: his tweet. A black student in the fortieth percentile of

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Speaker 1: their academic index was more likely to get in than

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Speaker 1: an Asian student in the one hundredth percentile.

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Speaker 3: I mean, think about how crazy that is.

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Speaker 1: Black students in the fiftieth percentile are more likely to

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Speaker 1: get in than white students at the very top. And

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Speaker 1: then additionally, you're going to see all sorts of craziness,

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Speaker 1: including as you mentioned Joe Biden speaking at twelve thirty

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Speaker 1: Eastern about twenty minutes from now. Huge majorities in the

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Speaker 1: United States believe this Supreme Court decision is the right one, Buck.

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Speaker 1: Seventy four percent of Americans believe that race should not

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Speaker 1: be used as a factor in public collegen diversity admissions,

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Speaker 1: including sixty percent of Democrats, seventy what is it, seventy

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Speaker 1: five percent of Independence, and eighty eight percent of Republicans.

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Speaker 1: And you'll remember, because we talked about this on the program,

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Speaker 1: the state of California overwhelmingly rejected the return of affirmative

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Speaker 1: action in the twenty twenty two midterms by massive majorities.

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Speaker 1: So while you're going to see a lot of left

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Speaker 1: wing activism reacting to this, it's actually a decision that

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Speaker 1: the vast majority of the American public, Republican, Democrat, and

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Speaker 1: Independent agree with. And this, to me is is indicative

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Speaker 1: buck of how often the talking points of left wing

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Speaker 1: policy are super far left wing when it comes to

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Speaker 1: what they are saying. It doesn't even reflect what the

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Speaker 1: majority of the party believes.

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Speaker 2: Justice Roberts, writing for the Majority, had a real peace

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Speaker 2: by piece demolition of this. There's the what I would

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Speaker 2: argue are the very purely almost legal formalism aspects of

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Speaker 2: this or the mechanistic, well starry decisius, this was previously decided.

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Speaker 3: There's some of this back and forth, and then.

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Speaker 2: There's just the what's really going on here component of it,

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Speaker 2: like what's actually happening and on the what's actually happening?

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Speaker 2: Both they lose on both counts. The pro affirmative action

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Speaker 2: side of this, and I read as much of Soda

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Speaker 2: my Ore's dissent as I could stomach. But the how

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Speaker 2: this is implemented in practice versus what they said it

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Speaker 2: would be, that's where that's when you realize the whole

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Speaker 2: thing is a scam. For one, they rely on a

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Speaker 2: precedent that says that there would be no need for

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Speaker 2: this in twenty five years. They were arguing that they

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Speaker 2: should have a few more years of this, four more

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Speaker 2: years of this, as if that would somehow address anything right.

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Speaker 2: That was one of the one of the ways that

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Speaker 2: the pro affirmative action side was going at this. The

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Speaker 2: diversity benefits to an education, I mean, this is something

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Speaker 2: that you would put on a slide at some kind

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Speaker 2: of you know, HR meeting or something.

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Speaker 3: You'd say, well, what does that even mean? It means nothing.

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Speaker 2: It can't be measured. So when they say that it

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Speaker 2: has to have strict scrutiny applied, which is very specific

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Speaker 2: legal tests for why you would be able to take

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Speaker 2: race into account at all, strict scrutiny on the applied,

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Speaker 2: so that you can then meet the educational benefits of diversity.

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Speaker 3: What does that mean? It's meaningless.

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Speaker 2: I mean, this is a meaningless, and when you start

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Speaker 2: to look at it becomes even more absurd. The categories

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Speaker 2: are overbroad. It's another thing they brought up. I mean

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Speaker 2: that they treat for the purposes of admission. Everyone should

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Speaker 2: understand this. If you are an immigrant kid from South

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Speaker 2: Korea whose parents arrive here and speak no English, you

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Speaker 2: are treated the same way as for the purposes of

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Speaker 2: admission as a Pakistani, you know, kid who maybe has

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Speaker 2: parents who have like founded some company is worth a

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Speaker 2: billion dollars, doesn't matter. Asian and Asian very far away,

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Speaker 2: very different cultures, very different backgrounds, and different ethnicities. But

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Speaker 2: Asian is Asian, which is that's why this whole thing

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Speaker 2: really fell apart of me. You brought us up on

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Speaker 2: the Asian side of it relies on stereotyping, which is

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Speaker 2: also true. Oh, if you are black, you'll bring this

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Speaker 2: to the conversation. If you're Asian, you'll bring that to

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Speaker 2: the conversation. That's absurd. You can't make these determinations. And

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Speaker 2: then the fact that it was negatively used against some

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Speaker 2: These are kind of the main that they said, Oh,

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Speaker 2: it's not that we take it against you that you're Asian.

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Speaker 3: We're just gonna give more points to black and Hispanic applicants. Well,

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Speaker 3: zero sum. Yeah.

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Speaker 1: What it does is it presumes that you are a

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Speaker 1: perfect representative of your race on a socioeconomic basis. We

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Speaker 1: all know that, for instance, Barack Obama and Michelle Obama's

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Speaker 1: kids are far more advantaged than almost anybody white, Black, Asian,

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Speaker 1: or Hispanic in the country. Yet they would count as

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Speaker 1: black and be given tremendous advantages for purposes of admissions.

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Speaker 1: I would say, buck, So if I were they gave

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Speaker 1: me a magic one, right, and they said, hey, how

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Speaker 1: would you handle college admissions? I do think there should

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Speaker 1: be some element of consideration for socioeconomic status.

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Speaker 3: Right. It is, I believe.

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Speaker 1: Harder for someone from the lowest quartile, right, the bottom

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Speaker 1: twenty five percent of income to rise to the level

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Speaker 1: of getting into Harvard than it is to somebody from

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Speaker 1: the ninety a tamad percent dile. And in fact, if

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Speaker 1: you go look for instance at Ivy League data, buck

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Speaker 1: overwhelmingly Ivy League institutions are made up of super wealthy people,

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Speaker 1: no matter who their what their background is. Right, there

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Speaker 1: are a lot of black kids walking around at Harvard

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Speaker 1: whose moms and dads are doctors and lawyers, yet they

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Speaker 1: get a benefit because of their race. I do think

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Speaker 1: there is socioeconomic lack of opportunity in this country, right.

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Speaker 1: It is harder to rise. This is factual. It is

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Speaker 1: harder to rise from the bottom ten percent to get

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Speaker 1: into Harvard or any other elite academic institution. I think

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Speaker 1: that could be taken into consideration. I also, I don't

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Speaker 1: know what you think about this. I actually wish that

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Speaker 1: and would support eliminating legacy admissions. I understand people out

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Speaker 1: there who argue for it. I don't think just because

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Speaker 1: your mom or dad got into a school that you

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Speaker 1: should get a substantial In my opinion, that you should

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Speaker 1: get a substantial benefit because your mom or dad went there,

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Speaker 1: and that obviously goes on in a big way. I

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Speaker 1: don't think that makes sense either. I just wish we had,

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Speaker 1: in many ways as meritocratic of a system as we

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Speaker 1: possibly could. I also think we focus, and I'm curious

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Speaker 1: what you would say about this way too much on

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Speaker 1: where people go to college. And I'll say this as

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Speaker 1: somebody who went through it.

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Speaker 3: Win.

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Speaker 1: We went to elite schools, but by the time you're

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Speaker 1: out of your twenties, no one cares went to college

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Speaker 1: has no impact whatsoever on your success once you're out

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Speaker 1: of your twenties.

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Speaker 3: So I really mean this, and I say this.

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Speaker 2: With the reflection the sort of self understanding and what

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Speaker 2: you bring to this as well. Of Yeah, we both

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Speaker 2: went to institutions that were supposed to be able to

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Speaker 2: help us and elevate us in the job market, et cetera.

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Speaker 2: When I went to the CIA, mean, I was working

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Speaker 2: along people who a lot of them came from state schools,

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Speaker 2: A lot of them came from programs where they had

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Speaker 2: to do, you know, extra We had a lot of

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Speaker 2: obviously a lot of veterans also who did later in

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Speaker 2: life study finish their degrees later. On my point here

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Speaker 2: just being there's many ways to get there, there's many options,

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Speaker 2: there's many pathways, and I think that the value of

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Speaker 2: the elite degree, the quote unquote elite degree, is much

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Speaker 2: less than it once was. I also think that because

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Speaker 2: so many people are getting four year degrees, the notion

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Speaker 2: that it is inherently and this takes us to the

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Speaker 2: student loan issue, right, that all these people are told

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Speaker 2: you need to get a college degree or else you'll

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Speaker 2: never have the kind of earnings you should have. It's

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Speaker 2: not true, there are a lot of people that you know,

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Speaker 2: when you say, when I think Clay, there's a little

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Speaker 2: bit of a oh, but we should talk more about

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Speaker 2: trade school and the left will say, oh, you know,

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Speaker 2: the right wingers don't really take that seriously. Yeah, like

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Speaker 2: everyone should learn to be, you know, an air conditioning

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Speaker 2: repair man or something. It's like skilled electricians make hundreds

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Speaker 2: of thousands of dollars a year, right and don't have

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Speaker 2: one hundred and fifty grand of college debt or whatever

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Speaker 2: it may be. You know, people that can do some

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Speaker 2: of the trades and grow, and there's always the managerial track.

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Speaker 2: I mean, there's just a lot of ways to get

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Speaker 2: there without necessarily having the stamp of some of these

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Speaker 2: more elite schools. And I think that that's going to continue.

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Speaker 2: I think in Parkers these schools are also less serious

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Speaker 2: institutions than they used to be. Honestly, they're just not

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Speaker 2: They're hard to get into, but they're kind of like

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Speaker 2: a social club once you're there. It's kind of a

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Speaker 2: joke for a lot of people once you're actually into

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Speaker 2: the school.

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Speaker 1: We're approaching one hundred employees at OutKick. I'm not sure

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Speaker 1: that I know where anybody that we have hired went

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Speaker 1: to school. I'm just using that as an example. I

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Speaker 1: think it matters when you're twenty two or twenty three

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Speaker 1: and you're trying to get your first job. It doesn't

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Speaker 1: matter at all after that first job. And I think

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Speaker 1: that is we need to have a big discuss. I

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Speaker 1: think this is a big, big deal, this ruling, but

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Speaker 1: I think the implications and what the colleges and universities

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Speaker 1: are going to do going forward is also a big.

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Speaker 3: I make a prediction we can come back to it.

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Speaker 2: The admitted numbers of the preferred or elevated minorities in

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Speaker 2: this process will not change, and they will not change

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Speaker 2: because they will just continue to do what they do.

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Speaker 2: They'll just find another way to do it so that

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Speaker 2: it's harder to track what they're doing in the admissions process.

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Speaker 1: I think that's true, and sadly, I think it's likely

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Speaker 1: that many of these standardized admission tests are going to

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Speaker 1: be done away with because they'll say that they are

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Speaker 1: reinforcing the.

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Speaker 2: They're going to make it optional racism, and then there's

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Speaker 2: going to be this wink and a nod of well,

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Speaker 2: you don't have to submit your SATs, but that other

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Speaker 2: guy if he wants in, he's going to have to

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Speaker 2: submit his SATs.

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Speaker 1: That's what I see coming. You've heard us talk about

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Speaker 1: our friend Dutch Mindenall. He's the co founder and CEO

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Speaker 1: of rad Diversified. You can add the word author to

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Speaker 1: his credentials. His new book is called Money Shackles. What

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Speaker 1: are money Shackles? These shackles represent the financial hamstrings that

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Speaker 1: Americans have fought with. Go to school, get in debt,

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Speaker 1: buy a car, get in debt. He believes it's the

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Speaker 1: wrong thoughts, wrong teachings. In his book, he'll give you

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Speaker 1: strategies to use debt to your advantage and tap into

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Speaker 1: dot com learn and laugh weekdays with Clay Travis and

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Speaker 1: Buck Sexton. Welcome back in Clay Travis, Buck Sexton show Buck.

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Speaker 1: I just popped up a couple of questions and I'm

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Speaker 1: curious to see. The first question is do you believe

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Speaker 1: race should be used as a consideration in college or

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Speaker 1: university admissions? And already one thousand people voted on that

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Speaker 1: in the first three minutes, ninety eight to two. The

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Speaker 1: answer is no, ninety eight to two. All right, almost

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Speaker 1: my audience so far almost one hundred percent agreement that

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Speaker 1: it should not.

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Speaker 2: I mean, can I just say if we could get

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Speaker 2: you know, all the MSNBC today is in full morning, right,

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Speaker 2: I mean, this is a sad day for seeing an

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Speaker 2: MSNBC on air. They're gonna be complaining about this, and

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Speaker 2: ultimately what they want to tell everybody is that an

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Speaker 2: immigrant kid from Vietnam who arrives here, his parents arrive

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Speaker 2: here and have not a penny to their name, and

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Speaker 2: that kid just you know, works his works his hard

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Speaker 2: out and gets a sixteen hundred and the SATs and

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Speaker 2: a four point zero GPA. That doesn't matter as much

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Speaker 2: as somebody who's black, Latino or Native American who gets

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Speaker 2: two or three hundred points less because of historical discrimination. Yeah,

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Speaker 2: that's that's what they're saying.

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Speaker 1: Could have multimillionaire parents. Yes, to me, that's the catch.

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Speaker 1: When you're giving benefit to kids who have every benefit already,

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Speaker 1: it's an added benefit. I put up another poll, and

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Speaker 1: I'm curious on this one. We're about to go to

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Speaker 1: break legacy admissions. Do you think the kids this is

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Speaker 1: a question for you guys, weld potentially talk about it

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Speaker 1: as everybody's reacting. Do you think the kids or grandkids

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Speaker 1: of parents who went to a school should get a benefit?

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Speaker 2: So I have something to tell everybody legacy admissions on

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Speaker 2: that side of it that is not being taken into

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Speaker 2: the debate.

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Speaker 3: We'll come back to this in a second.

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Speaker 2: additional fifty percent off your first month. We have seen

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Speaker 2: the striking down by a sixty three decision of affirmative

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Speaker 2: action based on race in college admissions. We're also expanding

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Speaker 2: that discussion out a little bit too. What is should

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Speaker 2: there be some kind of socioeconomic component in college admissions

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Speaker 2: that has taken into account? Should there be some change

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Speaker 2: in legacy admissions? So those are all certainly interesting and

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Speaker 2: worthwhile aspects of the discussion I think too. But first off,

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Speaker 2: I can say, Clay, they're very unhappy with this over

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Speaker 2: in the Democrat world. They view this as as an enormous,

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Speaker 2: you know, betrayal of a system that has been in place,

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Speaker 2: that quite honestly has benefited a lot of the people

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Speaker 2: that you see on TV and a lot of members

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Speaker 2: of Congress. And you know, there are people that recognize,

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Speaker 2: I think.

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Speaker 3: Whether they're open.

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Speaker 2: Some are open about it, others don't like to talk

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Speaker 2: about it, that they themselves benefited very directly from affirmative

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Speaker 2: action in all of this. You know, as we talk

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Speaker 2: about all of this, so that's going on. You asked

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Speaker 2: about you brought up legacy admissions. So legacy admissions. I

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Speaker 2: had a couple friends. One actually I went to school with,

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Speaker 2: and then he was on the admissions board of my

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Speaker 2: college later on, so I got to know quite a bit.

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Speaker 3: When he left.

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Speaker 2: He wouldn't tell me anything when he was actually on

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Speaker 2: the board when he left about it. They have this really,

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Speaker 2: I mean, the numbers show it's not not accurate, but

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Speaker 2: there's this long standing perception that it's necessary for fundraising.

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Speaker 2: So it's just about the money. Yeah, that's why they

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Speaker 2: take the children of alumni because they believe they are

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Speaker 2: more likely to donate. But schools, some schools have gone

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Speaker 2: away from that. I can tell you another area you

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Speaker 2: may not like this one. Some of these schools always say, well,

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Speaker 2: we have to recruit for all these different sports because

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Speaker 2: otherwise alumni donations will drive. Now I'm not talking about

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Speaker 2: like University of Michigan football. I'm talking about you know,

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Speaker 2: like you know, swath More field hockey. Okay, yeah, And

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Speaker 2: they're like, why do we have to oh, because the

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Speaker 2: alumni will stop donating if we don't have winning teams.

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Speaker 2: I'm like, I don't think anyone's not writing a check

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Speaker 2: because of women's field hockey.

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Speaker 3: It's swapping, right.

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Speaker 2: So you know, there are these these ideas that are

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Speaker 2: that are untrue. And it's funny because the Left comes

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00:21:19,640 --> 00:21:21,640
Speaker 2: back at this. AOC has already done this with yeah,

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Speaker 2: well like they didn't even well, this is about skin

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Speaker 2: color and college admissions. If they want to do a

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Speaker 2: legacy admissions case, fine, and I would be supportive of

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Speaker 2: I think legacy admissions as a as a policy.

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Speaker 3: I agree with you.

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Speaker 2: It's really hard to justify this on the merits because

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Speaker 2: you're really just saying, well, I think your rich mom

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Speaker 2: and dad are more likely to write a check, so

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Speaker 2: I'm gonna let you win because your mom and dad

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Speaker 2: or mom or dad went here, right, That's I think

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Speaker 2: that's that's a failed notion, a failed approach. But I

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Speaker 2: also think that what we see is these schools, the

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Speaker 2: notion that especially we're talking about the elite schools now,

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Speaker 2: that they are are so hard up for.

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Speaker 3: I mean, doesn't I think Harvard has a sixty billion

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Speaker 3: dollar endown it now, Yeah, some crazy number.

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Speaker 2: I mean, these are massive hedge funds where there are

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Speaker 2: classes also taught. So they've been able to create these

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Speaker 2: these uh, just cash piles that aren't taxed and you know,

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Speaker 2: sort of allow them to operate in this world of

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Speaker 2: tremendous administrator hiring and and a lot of social justice

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Speaker 2: and social engineering. At the end of the day, what

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Speaker 2: they've been doing though, by looking at it, by looking

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Speaker 2: at students and saying you're Asian, you're black, you're Hispanic,

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Speaker 2: you're Native America. Didn't really see much talk about the

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Speaker 2: Native American component in this decision. I might have missed it,

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Speaker 2: but that's also a huge one. If you're Native American,

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Speaker 2: you will basically get a huge advantage in college admissions

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Speaker 2: that an elite school. Elizabeth Warren For anybody who's wondering,

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Speaker 2: why did Elizabeth Warren pretend to be Native American so

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Speaker 2: she could get into and or rather so she could

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Speaker 2: teach at Harvard Law School. So there I find all

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Speaker 2: the arguments, Like, do you find any aspect of any

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Speaker 2: of the argument that they should have stayed compelling? I mean,

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Speaker 2: I just look at this, and I look at it,

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Speaker 2: and I just say, there's none of it makes any sense.

438
00:23:10,040 --> 00:23:12,479
Speaker 2: There's no component of this you were you were looking

439
00:23:12,520 --> 00:23:17,160
Speaker 2: at skin color specifically, not socioeconomic status, not specific harm

440
00:23:17,200 --> 00:23:20,359
Speaker 2: to the individual from the government and saying, well, there's racism,

441
00:23:20,640 --> 00:23:23,639
Speaker 2: So let's just create a hierarchy of admissions based on

442
00:23:23,680 --> 00:23:28,560
Speaker 2: skin color that disadvantages in Asians more than anybody else.

443
00:23:28,680 --> 00:23:30,320
Speaker 3: That's what they did. Yeah.

444
00:23:30,400 --> 00:23:34,840
Speaker 1: No, I disagree completely with the idea of using race.

445
00:23:35,040 --> 00:23:40,080
Speaker 1: I do think that legacy admission should also be ended.

446
00:23:41,200 --> 00:23:42,920
Speaker 1: And some of you may disagree with this, by the way,

447
00:23:42,960 --> 00:23:45,320
Speaker 1: eight hundred and two eight two two eight eight two.

448
00:23:45,560 --> 00:23:46,480
Speaker 3: On what grounds are right?

449
00:23:46,520 --> 00:23:48,960
Speaker 2: Like, I agree with you that it's it's unseemly, But

450
00:23:49,080 --> 00:23:50,359
Speaker 2: is it unconstitutional?

451
00:23:50,720 --> 00:23:54,359
Speaker 1: Oh No, I don't know that it's unconstitutional because I

452
00:23:54,400 --> 00:23:57,120
Speaker 1: haven't really thought through how you would even attack it.

453
00:23:57,160 --> 00:24:02,160
Speaker 1: Because schools should be able to admit who they want to,

454
00:24:02,400 --> 00:24:05,040
Speaker 1: so long as they don't violate Like again, this was

455
00:24:05,040 --> 00:24:08,320
Speaker 1: found to violate the equal Protection clause because you're treating

456
00:24:08,359 --> 00:24:12,439
Speaker 1: some people differently based on their race, treating people differently

457
00:24:12,520 --> 00:24:15,480
Speaker 1: based on I don't even know what the protected class

458
00:24:15,520 --> 00:24:17,520
Speaker 1: would be associated with legacy admissions.

459
00:24:17,520 --> 00:24:18,560
Speaker 3: It just feels icky to me.

460
00:24:18,880 --> 00:24:21,840
Speaker 1: And I say that as someone whose own kids would

461
00:24:21,880 --> 00:24:22,640
Speaker 1: now benefit.

462
00:24:22,760 --> 00:24:22,960
Speaker 3: Right.

463
00:24:23,359 --> 00:24:25,520
Speaker 1: I went to Vanderbilt University. I've got a couple of

464
00:24:25,560 --> 00:24:28,480
Speaker 1: degrees there. I went to George Washington University. My wife's

465
00:24:28,480 --> 00:24:31,080
Speaker 1: got a couple of Vanderbilt degrees. She went to the

466
00:24:31,160 --> 00:24:35,119
Speaker 1: University of Michigan. Our three boys would benefit. I didn't.

467
00:24:35,280 --> 00:24:39,240
Speaker 1: My parents went to Middle Tennessee State University. They were

468
00:24:39,240 --> 00:24:43,359
Speaker 1: the first generation to go to college basically in our families.

469
00:24:43,880 --> 00:24:47,080
Speaker 1: And I didn't apply to MTSU, which is a state

470
00:24:47,160 --> 00:24:50,240
Speaker 1: school in Tennessee where I'm from. I don't even know

471
00:24:50,280 --> 00:24:52,679
Speaker 1: if there's a benefit very much that I would have gotten.

472
00:24:52,720 --> 00:24:55,480
Speaker 1: Maybe I would have an MTSU. But I don't think

473
00:24:55,520 --> 00:24:58,000
Speaker 1: that my kids should be judged based on the fact

474
00:24:58,000 --> 00:25:00,720
Speaker 1: of where their mom and I went to. I don't

475
00:25:00,760 --> 00:25:04,440
Speaker 1: think they should get a benefit just based on that.

476
00:25:04,560 --> 00:25:08,040
Speaker 1: Now I can see an argument if you let's say

477
00:25:08,040 --> 00:25:09,280
Speaker 1: that I ended up a billionaire.

478
00:25:09,359 --> 00:25:09,600
Speaker 3: Buck.

479
00:25:09,880 --> 00:25:12,000
Speaker 1: Let's say I ended up a billionaire and I decided

480
00:25:12,040 --> 00:25:14,800
Speaker 1: that I wanted to endow one of my alma maters

481
00:25:14,880 --> 00:25:18,520
Speaker 1: with a billion dollars. If I gave that much money

482
00:25:18,520 --> 00:25:21,920
Speaker 1: to a university and my kids didn't get in, then

483
00:25:21,960 --> 00:25:26,200
Speaker 1: I like, I can see a legacy admissions aspect when

484
00:25:26,240 --> 00:25:29,919
Speaker 1: the when somebody has given like a billion dollars to

485
00:25:30,160 --> 00:25:33,720
Speaker 1: endow a school and there's tens of thousands of people

486
00:25:33,720 --> 00:25:37,320
Speaker 1: who are benefiting off of their largess in that respect.

487
00:25:37,920 --> 00:25:40,600
Speaker 3: But as a normal.

488
00:25:40,320 --> 00:25:43,480
Speaker 1: Person who would have graduated from a school, I don't

489
00:25:43,680 --> 00:25:46,399
Speaker 1: believe in the legacy aspect. And I don't even know.

490
00:25:46,440 --> 00:25:48,200
Speaker 1: But I haven't seen a great deal of studies. You

491
00:25:48,240 --> 00:25:50,400
Speaker 1: may have seen some stuff. I don't know how much

492
00:25:50,400 --> 00:25:52,919
Speaker 1: of an advantage of being a legacy is. And I

493
00:25:52,920 --> 00:25:55,399
Speaker 1: would imagine that it changes some based on what the

494
00:25:55,520 --> 00:25:56,320
Speaker 1: university is.

495
00:25:56,520 --> 00:25:59,280
Speaker 2: But it's it's less than it's less than in terms

496
00:25:59,320 --> 00:26:03,760
Speaker 2: of the SAT. It's substantially less than being a preferred minority. Right,

497
00:26:03,840 --> 00:26:05,960
Speaker 2: that's also a part of this. It doesn't get talked

498
00:26:05,960 --> 00:26:08,719
Speaker 2: about it it's an advantage. Don't get me wrong. Of course,

499
00:26:09,040 --> 00:26:11,920
Speaker 2: but you're talking about maybe, you know, just to try

500
00:26:11,920 --> 00:26:14,280
Speaker 2: to quantify it one hundred points, one hundred and twenty

501
00:26:14,280 --> 00:26:17,320
Speaker 2: points on the SAT instead of three hundred points or

502
00:26:17,359 --> 00:26:19,080
Speaker 2: two hundred and fifty points on the SAT.

503
00:26:19,680 --> 00:26:23,040
Speaker 1: Yeah, the meritocracy in general, I think should be the aspiration.

504
00:26:23,119 --> 00:26:24,920
Speaker 1: And that's the thing that I would like to take

505
00:26:24,960 --> 00:26:27,399
Speaker 1: from this opinion, buck Is, and I would suggest this

506
00:26:27,480 --> 00:26:30,199
Speaker 1: to Republicans out there in general. We've got to re

507
00:26:30,320 --> 00:26:33,240
Speaker 1: embrace the idea of the meritocracy as being a really

508
00:26:33,280 --> 00:26:36,600
Speaker 1: good thing. That we want the people who are at

509
00:26:36,640 --> 00:26:40,800
Speaker 1: the absolute apex of their achievements in all fields, and

510
00:26:40,840 --> 00:26:44,280
Speaker 1: we want to encourage that for all children. We want

511
00:26:44,320 --> 00:26:47,800
Speaker 1: to embrace the idea of excellence. You know, for a

512
00:26:47,800 --> 00:26:52,760
Speaker 1: while it was an insult to describe something as being elite.

513
00:26:53,000 --> 00:26:57,320
Speaker 1: There is a difference between being elite and being an eliteist.

514
00:26:57,800 --> 00:27:01,600
Speaker 1: In my experience, most people who are a are huge

515
00:27:01,600 --> 00:27:05,679
Speaker 1: paragons of the meritocracy, but they're not elite ists. And

516
00:27:05,760 --> 00:27:08,439
Speaker 1: that they're saying, oh, you could never aspire to do

517
00:27:08,520 --> 00:27:10,800
Speaker 1: what I've done. It seems to me that people who

518
00:27:10,840 --> 00:27:14,399
Speaker 1: are elitists actually aren't very talented, and they're trying to

519
00:27:14,480 --> 00:27:18,439
Speaker 1: preserve whatever limited social status they have. I want the

520
00:27:18,480 --> 00:27:24,480
Speaker 1: meritocracy to flourish across the entire United States, where every kid,

521
00:27:24,560 --> 00:27:27,240
Speaker 1: no matter where they grow up or what their background is,

522
00:27:27,320 --> 00:27:29,760
Speaker 1: can aspire to be the next Devon Musk or the

523
00:27:29,760 --> 00:27:30,760
Speaker 1: next Mark Zuckerberg.

524
00:27:31,240 --> 00:27:35,240
Speaker 2: I have some maybe slightly outside the box or even

525
00:27:35,280 --> 00:27:40,320
Speaker 2: radical thoughts also on the notion in general, that you

526
00:27:40,400 --> 00:27:44,400
Speaker 2: can be judged that you're even honestly your intellectual ability

527
00:27:44,480 --> 00:27:49,000
Speaker 2: or cognition, and then beyond that you're worth as a

528
00:27:49,119 --> 00:27:52,480
Speaker 2: leader in society or whatever when you're a seventeen year

529
00:27:52,480 --> 00:27:57,840
Speaker 2: old based upon Every school has different curriculums, every situation,

530
00:27:58,040 --> 00:28:00,639
Speaker 2: every person. So the only way to do it is

531
00:28:00,680 --> 00:28:02,800
Speaker 2: with these standardized tests. And as I always tell everybody,

532
00:28:03,560 --> 00:28:05,520
Speaker 2: no one cares if you took calculus in high school.

533
00:28:05,920 --> 00:28:08,480
Speaker 2: It actually doesn't matter in your life. Like this is

534
00:28:08,480 --> 00:28:10,040
Speaker 2: something that you know you don't want to tell your

535
00:28:10,080 --> 00:28:11,879
Speaker 2: high school aged kids because they'll be like, well, then

536
00:28:11,880 --> 00:28:14,720
Speaker 2: why do I have to do? This doesn't matter? Bottom line,

537
00:28:14,800 --> 00:28:16,840
Speaker 2: someone's gonna rerine it. I'm a mathematician, or like I

538
00:28:16,920 --> 00:28:18,560
Speaker 2: do you know multid.

539
00:28:19,200 --> 00:28:22,159
Speaker 1: Hersh fashions where it truly matters, But it matters in

540
00:28:22,440 --> 00:28:25,719
Speaker 1: pass to what like algebra two, the even algebra two,

541
00:28:25,840 --> 00:28:26,480
Speaker 1: like what math?

542
00:28:26,720 --> 00:28:29,080
Speaker 3: You know, do you actually use this? This is what

543
00:28:29,119 --> 00:28:29,400
Speaker 3: I mean.

544
00:28:29,520 --> 00:28:32,640
Speaker 2: You know, you look at GPA GPAs a compilation of

545
00:28:32,720 --> 00:28:36,119
Speaker 2: all these different all this different subject matter that is

546
00:28:36,240 --> 00:28:39,000
Speaker 2: generally stuff that most people forget. I mean, it's giving

547
00:28:39,000 --> 00:28:42,560
Speaker 2: you a baseline. And that's why standardized tests came came in.

548
00:28:43,080 --> 00:28:45,560
Speaker 2: And the whole idea was, you can't trust people's grades

549
00:28:45,560 --> 00:28:47,720
Speaker 2: at these different schools or so, so let's have some

550
00:28:47,760 --> 00:28:50,160
Speaker 2: sort of objective metric. And then they didn't like what

551
00:28:50,200 --> 00:28:52,160
Speaker 2: the standardized tests were doing, so they said, well, now

552
00:28:52,160 --> 00:28:53,840
Speaker 2: we need to look at grades a little bit more.

553
00:28:53,920 --> 00:28:56,040
Speaker 2: And they didn't like what standardized tests and grades are doing.

554
00:28:56,120 --> 00:28:58,640
Speaker 2: So then it's now we have this holistic admissions process

555
00:28:58,640 --> 00:29:00,760
Speaker 2: that even included race as as a factor.

556
00:29:01,440 --> 00:29:04,040
Speaker 3: And you got on the line. You just say, you know,

557
00:29:04,120 --> 00:29:06,200
Speaker 3: at the end of the day, you'll get paid.

558
00:29:05,960 --> 00:29:11,760
Speaker 2: More for extreme specialization and excellence in one area than

559
00:29:11,800 --> 00:29:14,680
Speaker 2: you will for being the person that always, you know,

560
00:29:14,720 --> 00:29:17,040
Speaker 2: does the extra credit and gets an eight plus on everything.

561
00:29:17,040 --> 00:29:19,760
Speaker 3: No one really cares. Here's the real question.

562
00:29:19,800 --> 00:29:21,400
Speaker 1: Because you think about this as a parent, I bet

563
00:29:21,440 --> 00:29:24,840
Speaker 1: every parent grandparent thinks out there to what extent does

564
00:29:24,880 --> 00:29:27,600
Speaker 1: where you go to college, or even if you go

565
00:29:27,640 --> 00:29:31,000
Speaker 1: to college at all, dictate your likely success in life.

566
00:29:32,320 --> 00:29:33,320
Speaker 3: That's the big question.

567
00:29:33,360 --> 00:29:35,840
Speaker 2: I mean, right, the numbers will show higher earnings for

568
00:29:35,960 --> 00:29:38,000
Speaker 2: people that go that get a four year degree. The

569
00:29:38,080 --> 00:29:40,960
Speaker 2: numbers will show, but they're just numbers meaning that.

570
00:29:41,080 --> 00:29:43,080
Speaker 3: But how much of that buck is? Right?

571
00:29:43,800 --> 00:29:46,400
Speaker 1: Let's say you've got a sixteen hundred on your SAT, right,

572
00:29:46,960 --> 00:29:48,920
Speaker 1: I think that's still the perfect score on the SAT.

573
00:29:49,200 --> 00:29:50,960
Speaker 2: I know they change the scoring match. It's back to

574
00:29:51,000 --> 00:29:53,040
Speaker 2: sixteen hundred and nine. Okay, it's back to sixteen hundred

575
00:29:53,040 --> 00:29:55,960
Speaker 2: perfect score. And you have an option between going to

576
00:29:56,240 --> 00:29:58,640
Speaker 2: Harvard or going I'm not trying to take a shot here,

577
00:29:59,200 --> 00:30:01,960
Speaker 2: or going to t Texas Tech. Right, I'm not trying

578
00:30:01,960 --> 00:30:04,920
Speaker 2: to take a shot at Texas Tech. Wow, Texas is listening.

579
00:30:04,960 --> 00:30:08,720
Speaker 1: Play Texas is listening saying Harvard or Texas Tech.

580
00:30:09,640 --> 00:30:12,000
Speaker 3: How much difference do you think there.

581
00:30:12,040 --> 00:30:15,720
Speaker 1: Is in later life achievement for the person who is

582
00:30:15,760 --> 00:30:17,920
Speaker 1: clearly very smart? Right, if you get a sixteen hundred

583
00:30:17,920 --> 00:30:20,120
Speaker 1: on the SAT, you are a very smart person. How

584
00:30:20,200 --> 00:30:24,120
Speaker 1: much difference in life outcome do you think there is

585
00:30:24,200 --> 00:30:26,440
Speaker 1: for a kid who gets a sixteen hundred and goes

586
00:30:26,440 --> 00:30:31,320
Speaker 1: to Harvard versus goes to Texas Tech. My inclination would

587
00:30:31,320 --> 00:30:33,360
Speaker 1: be bought. And this is I don't know the answer.

588
00:30:33,400 --> 00:30:35,120
Speaker 1: What would you think to I don't know there's ever

589
00:30:35,160 --> 00:30:37,960
Speaker 1: been testing on this. I always say that one of

590
00:30:38,000 --> 00:30:38,800
Speaker 1: the issues with all this.

591
00:30:38,880 --> 00:30:40,120
Speaker 2: We'll come back to this and we want to take

592
00:30:40,160 --> 00:30:42,600
Speaker 2: some calls from some folks out there, and especially also

593
00:30:42,760 --> 00:30:45,280
Speaker 2: some parents if your kids just went through this omissions process,

594
00:30:45,560 --> 00:30:47,080
Speaker 2: will be great to hear from you. Eight hundred two

595
00:30:47,080 --> 00:30:49,640
Speaker 2: A two two eight a two uh Clay. People get

596
00:30:49,680 --> 00:30:51,160
Speaker 2: into these schools for different.

597
00:30:50,840 --> 00:30:52,240
Speaker 3: Reasons, that's the bottom line.

598
00:30:52,560 --> 00:30:54,600
Speaker 2: So if you got into one of these schools because

599
00:30:54,640 --> 00:30:57,560
Speaker 2: daddy wrote a big check and endowed a wing of

600
00:30:57,560 --> 00:31:00,600
Speaker 2: a library, well you're probably gonna of trust funds. So

601
00:31:00,600 --> 00:31:02,560
Speaker 2: no one's going to know whether you're successful or not, right,

602
00:31:02,600 --> 00:31:05,400
Speaker 2: But it certainly doesn't mean that you're smart. It certainly

603
00:31:05,440 --> 00:31:08,920
Speaker 2: doesn't mean you know that you're somebody that anybody should

604
00:31:08,960 --> 00:31:11,320
Speaker 2: listen to on anything. So I think that this is

605
00:31:12,080 --> 00:31:14,800
Speaker 2: we're worked in a world that is changing very rapidly.

606
00:31:14,960 --> 00:31:19,040
Speaker 2: From these schools are some kind of pipeline into this

607
00:31:19,040 --> 00:31:21,960
Speaker 2: this great life thereafter. To what do you do in

608
00:31:21,960 --> 00:31:23,280
Speaker 2: the school, What did you learn and who are you

609
00:31:23,320 --> 00:31:26,160
Speaker 2: as a person? Because ultimately, what does an employer want?

610
00:31:26,240 --> 00:31:28,280
Speaker 2: You know this, I've hired before. I'm not, you know,

611
00:31:28,360 --> 00:31:31,040
Speaker 2: hiring these days like you are. But you want someone

612
00:31:31,040 --> 00:31:35,440
Speaker 2: who is competent, has a good attitude, reliable and is

613
00:31:35,480 --> 00:31:37,200
Speaker 2: there when you need them to be there and does

614
00:31:37,240 --> 00:31:39,040
Speaker 2: good work right like the basics.

615
00:31:39,480 --> 00:31:41,360
Speaker 3: That's what is the test. Now.

616
00:31:41,560 --> 00:31:43,280
Speaker 1: That's why I say we've got one hundred employees or

617
00:31:43,320 --> 00:31:45,560
Speaker 1: whatever at OutKick. I can name like three or four

618
00:31:45,600 --> 00:31:47,560
Speaker 1: where they went to college. And that's because I know them,

619
00:31:47,720 --> 00:31:50,440
Speaker 1: you know, as friends, not because there I looked at

620
00:31:50,480 --> 00:31:52,240
Speaker 1: their resume and said we have to have this person

621
00:31:52,280 --> 00:31:55,040
Speaker 1: based on their college graduation, you know school.

622
00:31:56,040 --> 00:31:59,280
Speaker 2: Look, my friend's Inflation is still a major problem out there.

623
00:31:59,320 --> 00:32:01,840
Speaker 2: Prices are high, you see and feel it every day

624
00:32:01,880 --> 00:32:04,840
Speaker 2: with the current stock market volatility. How are your retirement

625
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626
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627
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628
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629
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630
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631
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632
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637
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642
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Speaker 3: Once more, claim buckdet you didn't tear on the show.

643
00:33:01,640 --> 00:33:04,760
Speaker 1: Get podcast extras in the Clay and Buck podcast feet

644
00:33:04,880 --> 00:33:08,160
Speaker 1: Find it on the iheartapp or wherever you get your podcasts.

645
00:33:08,720 --> 00:33:12,000
Speaker 1: Welcome back in Clay Travis Buck Sexton Show. Reacting to

646
00:33:12,880 --> 00:33:16,400
Speaker 1: the striking down of race as a factor that's allowed

647
00:33:16,600 --> 00:33:21,040
Speaker 1: in college and university admissions. Joe Biden is speaking right now, Buck,

648
00:33:21,080 --> 00:33:23,800
Speaker 1: and I can almost guarantee you You and I could

649
00:33:23,840 --> 00:33:27,440
Speaker 1: probably write exactly what he's saying, because we know the

650
00:33:27,560 --> 00:33:30,320
Speaker 1: left wing playbook on race as well as the left

651
00:33:30,320 --> 00:33:33,200
Speaker 1: wing does. Has he said anything that would be surprising?

652
00:33:34,120 --> 00:33:37,480
Speaker 2: Just you know, diversity in our university is just so important.

653
00:33:39,000 --> 00:33:41,880
Speaker 2: I was, what kind of diversity? How much diversity?

654
00:33:42,360 --> 00:33:44,680
Speaker 3: You know? In what ways? Is it so important? That is?

655
00:33:44,720 --> 00:33:48,200
Speaker 2: That's all vague talking point, boiler play nonsense. He strongly

656
00:33:48,240 --> 00:33:51,520
Speaker 2: disagrees with it. With the Supreme Court ruling six '

657
00:33:51,600 --> 00:33:53,840
Speaker 2: three decision, not even a five four is gonna throw

658
00:33:53,840 --> 00:33:56,920
Speaker 2: that one out there too. The look there, I would

659
00:33:57,000 --> 00:33:59,640
Speaker 2: encourage anybody. Look, it's about two hundred and thirty pages,

660
00:34:00,080 --> 00:34:01,400
Speaker 2: and I'll be totally honest.

661
00:34:01,200 --> 00:34:03,880
Speaker 3: With you, guys. I read the you know this, the

662
00:34:03,920 --> 00:34:04,560
Speaker 3: beginning of it.

663
00:34:04,680 --> 00:34:09,600
Speaker 2: The majority opinion got into some of Thomas's you know,

664
00:34:09,760 --> 00:34:13,120
Speaker 2: his concurring opinion goes on at at length. It's very good,

665
00:34:13,400 --> 00:34:15,800
Speaker 2: and then I've read some of soda my yours, but

666
00:34:15,880 --> 00:34:18,480
Speaker 2: two hundred and thirty seven pages in total. Read the

667
00:34:18,520 --> 00:34:22,480
Speaker 2: first thirty pages of it, because you'll see the arguments

668
00:34:22,480 --> 00:34:26,080
Speaker 2: to keep for keeping this are rooted in honestly, they're

669
00:34:26,120 --> 00:34:29,120
Speaker 2: rooted in lies. And one of the biggest ones is, oh,

670
00:34:29,160 --> 00:34:31,480
Speaker 2: it's because if Biden just said this a moment ago,

671
00:34:31,560 --> 00:34:33,440
Speaker 2: we're watching him live. I could see on the screen,

672
00:34:33,440 --> 00:34:36,080
Speaker 2: you know, there's the text scrolls. But he just said,

673
00:34:36,280 --> 00:34:41,480
Speaker 2: these are all qualified applicants. That's actually not true if

674
00:34:41,520 --> 00:34:44,000
Speaker 2: you're talking at place like Harvard, if you are not

675
00:34:44,160 --> 00:34:46,799
Speaker 2: a if you do not have some special you know,

676
00:34:47,239 --> 00:34:49,920
Speaker 2: some special thing to get you in, including legacy. I'm

677
00:34:49,920 --> 00:34:51,919
Speaker 2: not going to pretend, but if you don't have something else,

678
00:34:52,800 --> 00:34:54,280
Speaker 2: you're not going to get into Harvard with a thirteen

679
00:34:54,360 --> 00:34:56,120
Speaker 2: hundred on the SAT, which is actually a very good

680
00:34:56,120 --> 00:34:57,640
Speaker 2: score by the way, not to put that down, you're

681
00:34:57,680 --> 00:34:58,720
Speaker 2: just not getting into Harvard.

682
00:34:59,320 --> 00:35:01,920
Speaker 1: The data flex Honestly, for people out there who are

683
00:35:01,960 --> 00:35:04,240
Speaker 1: losing their minds. There was actually a really good study

684
00:35:04,280 --> 00:35:09,040
Speaker 1: on this that affirmative action as it's applied actually elevates

685
00:35:09,160 --> 00:35:12,239
Speaker 1: people to colleges that they would otherwise not have been

686
00:35:12,280 --> 00:35:15,680
Speaker 1: admitted to and actually makes them less likely to succeed.

687
00:35:15,760 --> 00:35:18,359
Speaker 1: You know, this is counterintuitive in some way because you're

688
00:35:18,480 --> 00:35:21,920
Speaker 1: outside the bounds of your ability to do the work,

689
00:35:22,000 --> 00:35:25,080
Speaker 1: and you would just go to a lesser school and

690
00:35:25,200 --> 00:35:27,400
Speaker 1: be more likely to have success there because there's a

691
00:35:27,440 --> 00:35:30,319
Speaker 1: better fit. Right, That's what that's one hundred percent what

692
00:35:30,400 --> 00:35:34,520
Speaker 1: California schools, the UC system and they have the data

693
00:35:34,560 --> 00:35:36,799
Speaker 1: to back this up. You know what happened when they

694
00:35:36,840 --> 00:35:38,759
Speaker 1: got rid of racial preferences in a mission. This is

695
00:35:38,760 --> 00:35:41,200
Speaker 1: only possible because there's so many Asians in California who

696
00:35:41,239 --> 00:35:43,759
Speaker 1: were like, why are we being inscriminated against? But you

697
00:35:43,760 --> 00:35:49,000
Speaker 1: know what happened the enrollment of black students, specifically at

698
00:35:49,239 --> 00:35:52,040
Speaker 1: UCLA and USC. I think it was the two or

699
00:35:52,080 --> 00:35:54,360
Speaker 1: maybe UC Berkeley sort of the top of the UC

700
00:35:54,400 --> 00:35:54,799
Speaker 1: system of.

701
00:35:54,800 --> 00:35:57,560
Speaker 2: Berkeley because got SE's private. But yeah, I'm sorry, I'm

702
00:35:57,560 --> 00:36:00,440
Speaker 2: thank you. UC Berkeley and UCLA went.

703
00:36:00,440 --> 00:36:01,759
Speaker 3: Down a little bit.

704
00:36:02,400 --> 00:36:04,840
Speaker 2: But the enrollment at you know, you see Davis and

705
00:36:04,840 --> 00:36:06,840
Speaker 2: a few other schools went up, and you know what

706
00:36:06,960 --> 00:36:09,200
Speaker 2: also went up graduation rates.

707
00:36:09,320 --> 00:36:10,800
Speaker 3: Yeah.

708
00:36:10,920 --> 00:36:13,520
Speaker 1: Yeah, I mean that's what this is why it's so interesting.

709
00:36:14,440 --> 00:36:16,200
Speaker 1: And that's what the question I asked. And I wasn't

710
00:36:16,239 --> 00:36:18,080
Speaker 1: trying to take a shot at Texas Tech or anything,

711
00:36:18,560 --> 00:36:22,200
Speaker 1: But how much is the individual versus how much is

712
00:36:22,239 --> 00:36:25,120
Speaker 1: the institution is a question that I think goes to

713
00:36:25,160 --> 00:36:27,319
Speaker 1: the very essence and I haven't seen I would love

714
00:36:27,360 --> 00:36:29,200
Speaker 1: to see the data if somebody has a good study

715
00:36:29,239 --> 00:36:33,480
Speaker 1: that's been done of high testing students who make the

716
00:36:33,520 --> 00:36:36,640
Speaker 1: decision not to go to the most expensive elite school

717
00:36:36,680 --> 00:36:39,000
Speaker 1: that they could have. But go to a big state

718
00:36:39,040 --> 00:36:41,759
Speaker 1: school and what's the likely outcome ten years, twenty years,

719
00:36:41,760 --> 00:36:42,399
Speaker 1: thirty years later.

720
00:36:42,600 --> 00:36:46,040
Speaker 2: But at the most fundamental level, it is a violation

721
00:36:46,160 --> 00:36:48,799
Speaker 2: of the egal Protection Clause for any institution to look

722
00:36:48,800 --> 00:36:51,600
Speaker 2: at somebody and say, your skin color is this his?

723
00:36:51,800 --> 00:36:53,760
Speaker 2: Is that you get something different?

724
00:36:54,440 --> 00:36:54,920
Speaker 3: Well stop