1 00:00:04,200 --> 00:00:07,680 Speaker 1: On this episode of Newsworld. Many school districts around the 2 00:00:07,680 --> 00:00:11,520 Speaker 1: country kept school buildings closed during the two twenty twenty 3 00:00:11,520 --> 00:00:15,720 Speaker 1: one school year and offered virtual or remote learning instead 4 00:00:15,840 --> 00:00:18,479 Speaker 1: in an effort to curb the spread of COVID nineteen. 5 00:00:19,160 --> 00:00:22,319 Speaker 1: Now new studies will be into assess just what kind 6 00:00:22,320 --> 00:00:25,560 Speaker 1: of an impact the pandemic shutdowns of head on our 7 00:00:25,600 --> 00:00:29,680 Speaker 1: school aged children. A recent July twenty twenty one report 8 00:00:30,040 --> 00:00:33,520 Speaker 1: from a consulting firm, McKenzie and Company noted that quote 9 00:00:34,280 --> 00:00:37,800 Speaker 1: US students ended the pandemic school year four to five 10 00:00:37,880 --> 00:00:41,919 Speaker 1: months behind. The report was based on assessments taken by 11 00:00:41,960 --> 00:00:45,879 Speaker 1: more than one point six million elementary school students who 12 00:00:45,920 --> 00:00:48,839 Speaker 1: would return to the classroom in the spring of two 13 00:00:49,120 --> 00:00:53,199 Speaker 1: twenty one. The report also found that quote students who 14 00:00:53,200 --> 00:00:57,160 Speaker 1: attended school where the average household income was less than 15 00:00:57,160 --> 00:01:00,400 Speaker 1: twenty five thousand dollars a year were seven months behind 16 00:01:00,440 --> 00:01:03,080 Speaker 1: in math by the end of the term, compared with 17 00:01:03,200 --> 00:01:06,720 Speaker 1: four months behind for schools where the average income was 18 00:01:06,800 --> 00:01:10,840 Speaker 1: greater than seventy five thousand dollars. Now, everything I've just 19 00:01:10,920 --> 00:01:15,640 Speaker 1: cited was done by giving these kids academic assessments. On Monday, 20 00:01:15,680 --> 00:01:19,760 Speaker 1: June fourteenth, the Oregon House of Representatives voted on Senate 21 00:01:19,800 --> 00:01:25,160 Speaker 1: Bill seven forty four, which would suspend essential skills through 22 00:01:25,160 --> 00:01:29,560 Speaker 1: the two twenty three two twenty four school years. However, 23 00:01:29,800 --> 00:01:34,559 Speaker 1: House Democrats indicated that the VOTO stop essential skills goes 24 00:01:34,600 --> 00:01:38,839 Speaker 1: beyond the current COVID nineteen considerations and would be accompanied 25 00:01:38,840 --> 00:01:42,920 Speaker 1: by an in depth review of current diploma options and 26 00:01:43,080 --> 00:01:47,080 Speaker 1: requirements by the Oregon Department of Education. In a nutshell, 27 00:01:47,440 --> 00:01:50,440 Speaker 1: at a time where America's school children have fallen behind, 28 00:01:50,920 --> 00:01:55,320 Speaker 1: Oregon has decided to suspend their testing requirements while they 29 00:01:55,400 --> 00:01:59,960 Speaker 1: reevaluate what students requirements should be to graduate from high school. 30 00:02:00,720 --> 00:02:04,200 Speaker 1: Here to help us understand the thinking behind Oregon Senate 31 00:02:04,240 --> 00:02:09,240 Speaker 1: Bill seven four is Oregon State House Minority Leader, Representative 32 00:02:09,440 --> 00:02:23,480 Speaker 1: Christine Dreysen. Thank you for joining me before we dive 33 00:02:23,480 --> 00:02:26,720 Speaker 1: into the subject of education standards in Oregon. If you 34 00:02:26,760 --> 00:02:28,880 Speaker 1: don't mind, let's spend a few montes talking about your 35 00:02:28,880 --> 00:02:33,560 Speaker 1: background and what got you involved in Oregon politics. Why 36 00:02:33,560 --> 00:02:37,320 Speaker 1: did you end up running for office. It was an 37 00:02:37,360 --> 00:02:41,760 Speaker 1: opportunity to be a different voice for Republicans in Oregon. 38 00:02:42,240 --> 00:02:45,760 Speaker 1: We have been on a bit of a downward slide 39 00:02:45,800 --> 00:02:49,639 Speaker 1: in the last decade for representation in our state chamber 40 00:02:49,639 --> 00:02:53,640 Speaker 1: in particular, and my seat was open, and the people 41 00:02:53,639 --> 00:02:57,360 Speaker 1: that were running, I felt didn't represent the future of 42 00:02:57,360 --> 00:03:01,480 Speaker 1: our party or our community. And I care so much 43 00:03:01,480 --> 00:03:03,639 Speaker 1: about the future of our state. I love this place, 44 00:03:04,320 --> 00:03:07,680 Speaker 1: and it was an opportunity to serve. And I was 45 00:03:07,880 --> 00:03:10,560 Speaker 1: fortunate enough to make my way out of a four 46 00:03:10,600 --> 00:03:14,519 Speaker 1: way Republican primary and the Democrat general and all those things, 47 00:03:14,720 --> 00:03:18,200 Speaker 1: and to have the opportunity to serve my community. And 48 00:03:18,240 --> 00:03:21,680 Speaker 1: then a few months later was elected Republican Caucus leader. 49 00:03:22,520 --> 00:03:26,320 Speaker 1: Which town in Oregon are you from? I represent the 50 00:03:26,560 --> 00:03:29,440 Speaker 1: Royal Clashamis County. I'm outside of any cities. I'm between 51 00:03:29,480 --> 00:03:31,840 Speaker 1: Camby and Oregon cities. So for people that are familiar, 52 00:03:32,280 --> 00:03:36,120 Speaker 1: I am south and east of Portland. And I have 53 00:03:36,160 --> 00:03:38,400 Speaker 1: to ask you this, a man, before we get into education, 54 00:03:39,160 --> 00:03:42,840 Speaker 1: why are they tolerating the level of violence in Portland 55 00:03:43,320 --> 00:03:47,000 Speaker 1: that seems to be an almost nightly experience. I would 56 00:03:47,080 --> 00:03:50,480 Speaker 1: say that people aren't tolerating it. That are reasonable people 57 00:03:50,520 --> 00:03:54,120 Speaker 1: across our state. They're horrified by it. And what you 58 00:03:54,160 --> 00:03:57,480 Speaker 1: see happening in our state in particular, an urban center 59 00:03:58,360 --> 00:04:02,280 Speaker 1: is a Petrie dish of progressive liberal policies that in 60 00:04:02,360 --> 00:04:06,600 Speaker 1: fact fail people of color, minority populations, and urban core 61 00:04:06,800 --> 00:04:10,360 Speaker 1: in its entirety is being failed by the leadership of 62 00:04:10,440 --> 00:04:16,120 Speaker 1: Portland right now, and Portlanders are desperate for change. Portlanders 63 00:04:16,200 --> 00:04:19,719 Speaker 1: are calling on that leadership too, begin to reinvest in 64 00:04:19,839 --> 00:04:23,880 Speaker 1: how they approach public safety. Two nights ago, our local 65 00:04:23,920 --> 00:04:27,080 Speaker 1: news was reporting gunfire in a community where there were 66 00:04:27,120 --> 00:04:31,320 Speaker 1: a hundred bullets just strewn across the road. People are 67 00:04:31,640 --> 00:04:35,039 Speaker 1: not safe in their own homes at this point, and 68 00:04:35,160 --> 00:04:37,880 Speaker 1: something has to be done. Our city deserves better, our 69 00:04:37,920 --> 00:04:40,760 Speaker 1: state deserves better. The people who live there deserve to 70 00:04:40,760 --> 00:04:42,919 Speaker 1: be able to live in safety, and so it is 71 00:04:43,200 --> 00:04:46,960 Speaker 1: absolutely fail progressive policies in our state right now. Wasn't 72 00:04:46,960 --> 00:04:50,680 Speaker 1: the last mayor's race, wasn't the person elected even more 73 00:04:51,560 --> 00:04:54,760 Speaker 1: open to radicalism than the mayor that they replaced. I 74 00:04:54,800 --> 00:04:57,240 Speaker 1: know it's shocking, but they didn't take that option. They 75 00:04:57,279 --> 00:05:00,640 Speaker 1: stayed the course and they reelected the hum at mirror 76 00:05:01,360 --> 00:05:04,760 Speaker 1: and it was I believe the business community that kind 77 00:05:04,800 --> 00:05:08,320 Speaker 1: of backed him in hopes that he would make a 78 00:05:08,440 --> 00:05:11,120 Speaker 1: change that he has not since made in that role. 79 00:05:11,240 --> 00:05:15,120 Speaker 1: It continues to decline. So we would take the next 80 00:05:15,240 --> 00:05:18,360 Speaker 1: round to see if they can find somebody who's more realistic. 81 00:05:19,040 --> 00:05:22,920 Speaker 1: I think it's going to take Portlanders demanding that they 82 00:05:23,839 --> 00:05:27,400 Speaker 1: just elect leaders that care about their safety. They have 83 00:05:27,480 --> 00:05:29,599 Speaker 1: been electing leaders for a long time that care about 84 00:05:29,600 --> 00:05:32,720 Speaker 1: social justice. That's fine, and well they need to start 85 00:05:32,720 --> 00:05:35,640 Speaker 1: to elect leaders that want to keep them safe. Well, 86 00:05:35,680 --> 00:05:39,200 Speaker 1: we have the same kind of pattern in parallel in education. 87 00:05:39,680 --> 00:05:41,680 Speaker 1: You know, when Governor Kate Brown signed the bill that 88 00:05:42,040 --> 00:05:46,800 Speaker 1: quote will prohibit State Board of Education from requiring for 89 00:05:46,960 --> 00:05:52,320 Speaker 1: high school diplomas that students show proficiency in any academic 90 00:05:52,360 --> 00:05:57,520 Speaker 1: content area if the student successfully completed credit requirements. As 91 00:05:57,520 --> 00:05:59,679 Speaker 1: a former teacher, I don't quite know what that means. 92 00:06:00,200 --> 00:06:02,919 Speaker 1: Do you know what that means? It means it is 93 00:06:02,960 --> 00:06:05,599 Speaker 1: in fact lowering expectations for our students in a way 94 00:06:05,600 --> 00:06:09,280 Speaker 1: that parents and their kids should not welcome. So, just 95 00:06:09,320 --> 00:06:11,680 Speaker 1: to put a finer point on some of the details 96 00:06:11,680 --> 00:06:15,000 Speaker 1: of that, the learning skills that they have now eliminated 97 00:06:15,120 --> 00:06:18,240 Speaker 1: for Oregon students as they prepare to graduate is that 98 00:06:18,320 --> 00:06:21,320 Speaker 1: they read and comprehend a variety of text no longer 99 00:06:21,360 --> 00:06:26,960 Speaker 1: required right clearly and accurately, no longer required, apply mathematics 100 00:06:27,000 --> 00:06:31,080 Speaker 1: in a variety of settings. Nope, not anymore, listen, actively, 101 00:06:31,680 --> 00:06:36,880 Speaker 1: speak clearly and coherently, think critically and analytically, use technology 102 00:06:37,000 --> 00:06:42,160 Speaker 1: to learn, live and work, demonstrate civic engagement, demonstrate global literacy, 103 00:06:42,200 --> 00:06:46,880 Speaker 1: and demonstrate personal management and teamwork skills. Those are the 104 00:06:47,040 --> 00:06:52,479 Speaker 1: essential skills that our Democrats supermajority and our extreme governor 105 00:06:52,920 --> 00:06:56,760 Speaker 1: have decided to opt out of for our graduating seniors. 106 00:06:57,680 --> 00:06:59,600 Speaker 1: Well what's that going to do to the students, if 107 00:06:59,640 --> 00:07:03,680 Speaker 1: you ever, who can't do any of those things, how 108 00:07:03,720 --> 00:07:06,840 Speaker 1: are they going to earn a living? Well, Democrats are 109 00:07:06,880 --> 00:07:09,680 Speaker 1: saying that, trust us, students can still do all of 110 00:07:09,720 --> 00:07:12,720 Speaker 1: those things. We're just no longer requiring it of them 111 00:07:12,720 --> 00:07:15,200 Speaker 1: in a way that they have to apply it. But 112 00:07:15,320 --> 00:07:17,440 Speaker 1: the reality that we have in organ is that when 113 00:07:17,440 --> 00:07:21,640 Speaker 1: we went into COVID lockdown here, the schools all shifted 114 00:07:21,680 --> 00:07:25,920 Speaker 1: to an attendance based grading system, so their grades were 115 00:07:25,960 --> 00:07:28,280 Speaker 1: locked in place at the closure of the schools and 116 00:07:28,320 --> 00:07:32,200 Speaker 1: as long as they logged on once a day didn't matter. 117 00:07:32,240 --> 00:07:34,600 Speaker 1: If they were present, they could lock on, they would 118 00:07:34,640 --> 00:07:39,120 Speaker 1: be considered present. They held and maintained their grade. And 119 00:07:39,160 --> 00:07:41,160 Speaker 1: then after that, in the new year that we were 120 00:07:41,200 --> 00:07:44,440 Speaker 1: also still in complete lockdown, they went to a pass 121 00:07:44,600 --> 00:07:48,360 Speaker 1: no pass system where to pass you simply had to attend, 122 00:07:49,160 --> 00:07:53,280 Speaker 1: and the standards were dramatically reduced. And so it's one 123 00:07:53,320 --> 00:07:55,960 Speaker 1: thing if you say that these essential skills are going 124 00:07:55,960 --> 00:08:00,400 Speaker 1: to be articulated through existing assessments and even you don't 125 00:08:00,400 --> 00:08:02,440 Speaker 1: have to turn in a work product to prove these things. 126 00:08:02,440 --> 00:08:06,240 Speaker 1: We're still going to do traditional homework assessments testing all 127 00:08:06,240 --> 00:08:09,880 Speaker 1: those things. But that was also set aside. So we 128 00:08:09,920 --> 00:08:12,760 Speaker 1: are in a free fall when it comes to accountability 129 00:08:12,800 --> 00:08:14,880 Speaker 1: for whether or not our students are in fact, to 130 00:08:15,000 --> 00:08:18,120 Speaker 1: your point, prepared to go out into the world. It 131 00:08:18,160 --> 00:08:21,440 Speaker 1: also means you have no way of knowing whether or 132 00:08:21,440 --> 00:08:24,800 Speaker 1: not the teachers are actually doing any good. Oh no, 133 00:08:24,920 --> 00:08:29,080 Speaker 1: we don't. And teachers themselves have indicated that this last 134 00:08:29,120 --> 00:08:31,480 Speaker 1: year was not an experience that they want to repeat. 135 00:08:31,560 --> 00:08:34,560 Speaker 1: The good teachers out there are saying that was not 136 00:08:34,640 --> 00:08:53,520 Speaker 1: good enough for my students. Well, you know, even before 137 00:08:53,559 --> 00:08:56,160 Speaker 1: the pandemic, there were a lot of Oregon students who 138 00:08:56,200 --> 00:08:59,800 Speaker 1: were behind. I think only thirty one percent of high 139 00:08:59,800 --> 00:09:03,720 Speaker 1: schoolers met or exceeded the state assessment for math in 140 00:09:03,800 --> 00:09:07,840 Speaker 1: the twenty eighteen twenty nineteen. Yeah, that means that sixty 141 00:09:07,880 --> 00:09:13,160 Speaker 1: nine percent did not yep. And when you drill down 142 00:09:13,400 --> 00:09:17,120 Speaker 1: on particular subgroups that the Democrats in organ are trying 143 00:09:17,600 --> 00:09:21,840 Speaker 1: to bolster by lowering their standards. If you take a 144 00:09:21,840 --> 00:09:24,319 Speaker 1: look at that number that you just indicated, if you 145 00:09:24,360 --> 00:09:27,959 Speaker 1: look at math, so eleventh graders in math, our black 146 00:09:28,080 --> 00:09:32,480 Speaker 1: students test at twelve percent of them are proficient at 147 00:09:32,520 --> 00:09:35,400 Speaker 1: eleventh grade in our assessments. And if you look at 148 00:09:35,400 --> 00:09:39,040 Speaker 1: our homeless students, that's eleven percent. Are students who are 149 00:09:39,080 --> 00:09:42,320 Speaker 1: English language learners, they're proficient in math in the eleventh 150 00:09:42,400 --> 00:09:45,240 Speaker 1: grade less than five percent. And you can look at 151 00:09:45,280 --> 00:09:48,719 Speaker 1: those same numbers in science in English and they are 152 00:09:48,800 --> 00:09:52,720 Speaker 1: not dramatically different. We have been not only failing students generally, 153 00:09:52,760 --> 00:09:55,600 Speaker 1: because the number you gave was the average of all students, 154 00:09:55,600 --> 00:09:58,360 Speaker 1: our TAG students as well as our students that are struggling. 155 00:09:58,800 --> 00:10:01,640 Speaker 1: And it really is our tech students are talented and 156 00:10:01,679 --> 00:10:05,360 Speaker 1: gifted programs in organ that even drive that number north. 157 00:10:05,559 --> 00:10:08,760 Speaker 1: So in math in particular, TAG students will be proficient, 158 00:10:08,800 --> 00:10:11,760 Speaker 1: you know, eighty plus percent, eighty three percent, And so 159 00:10:11,800 --> 00:10:15,040 Speaker 1: that really hides the truth of what our education system 160 00:10:15,040 --> 00:10:18,240 Speaker 1: and organ is providing for students. For the majority of students, 161 00:10:18,679 --> 00:10:22,439 Speaker 1: they are struggling to achieve proficiency prior to COVID, let 162 00:10:22,440 --> 00:10:26,240 Speaker 1: alone the learning losses that they have experienced throughout COVID 163 00:10:26,280 --> 00:10:29,040 Speaker 1: and now the lowered expectations for them to move on 164 00:10:29,080 --> 00:10:31,400 Speaker 1: to the world, really really not being ready for what 165 00:10:31,480 --> 00:10:36,800 Speaker 1: comes next. If eighty eight percent of African American students 166 00:10:37,800 --> 00:10:41,920 Speaker 1: failed to meet the assessment for math sense, they're being 167 00:10:41,920 --> 00:10:45,520 Speaker 1: crippled for life by a system that's not serving them. 168 00:10:46,040 --> 00:10:48,680 Speaker 1: I could not agree more. But in our system, instead 169 00:10:48,720 --> 00:10:51,599 Speaker 1: of reaching into that classroom and saying we need to 170 00:10:51,640 --> 00:10:53,960 Speaker 1: provide more support for those students, how do we raise 171 00:10:54,240 --> 00:10:58,319 Speaker 1: up the level of education attainment for the students. Instead, 172 00:10:59,040 --> 00:11:01,679 Speaker 1: our policymakers looked at those numbers and said the tests 173 00:11:01,760 --> 00:11:04,640 Speaker 1: must be racist. It's got to be the test, when 174 00:11:04,679 --> 00:11:06,560 Speaker 1: in fact we're just not doing a good job with 175 00:11:06,600 --> 00:11:09,600 Speaker 1: these students. And those students deserve to be respected enough 176 00:11:10,040 --> 00:11:12,599 Speaker 1: to get the kind of support that they need to succeed, 177 00:11:13,120 --> 00:11:16,880 Speaker 1: not be passed alone, not be given the opportunity to 178 00:11:16,920 --> 00:11:20,880 Speaker 1: take a pass with lower expectations, lower standards, and no accountability, 179 00:11:21,240 --> 00:11:25,079 Speaker 1: but to actually achieve the education of their peers through 180 00:11:25,160 --> 00:11:26,920 Speaker 1: whatever means it takes for us to get there. We 181 00:11:27,000 --> 00:11:29,520 Speaker 1: spend an extraordinary amount of money on education in Oregon. 182 00:11:29,920 --> 00:11:32,440 Speaker 1: Record amounts of money have gone into our education system 183 00:11:32,480 --> 00:11:35,240 Speaker 1: in recent years, and there is just no excuse to 184 00:11:35,360 --> 00:11:38,560 Speaker 1: leave so many students behind, especially students of color, poor 185 00:11:38,640 --> 00:11:40,720 Speaker 1: students in the state of Oregon in those same tests. 186 00:11:41,160 --> 00:11:43,199 Speaker 1: And trust me, our rural communities have a lot of 187 00:11:43,240 --> 00:11:45,679 Speaker 1: poor students in Oregon because our natural resource base has 188 00:11:45,720 --> 00:11:47,360 Speaker 1: just been dropped out from under them in the last 189 00:11:47,400 --> 00:11:50,439 Speaker 1: fifty twenty years. So our poor students in Oregon are 190 00:11:50,480 --> 00:11:53,599 Speaker 1: also struggling. So twenty percent of students in Oregon in 191 00:11:53,679 --> 00:11:56,360 Speaker 1: grade eleven are proficient if they are added below the 192 00:11:56,400 --> 00:12:00,400 Speaker 1: poverty level, and that's not good enough. I think it 193 00:12:00,480 --> 00:12:04,160 Speaker 1: raises some very profound questions about the future of the country. 194 00:12:04,360 --> 00:12:09,240 Speaker 1: Didn't the Oregon Department of Education actually do a study 195 00:12:09,880 --> 00:12:14,400 Speaker 1: on eliminating math because it was a symbol of Western 196 00:12:14,440 --> 00:12:20,080 Speaker 1: civilization and therefore was culturally biased. Shockingly, here in Oregon, 197 00:12:20,200 --> 00:12:23,840 Speaker 1: two plus two is racist if in equals four. Kliston 198 00:12:23,800 --> 00:12:26,520 Speaker 1: and I did a movie about John Paul the Second 199 00:12:26,920 --> 00:12:28,959 Speaker 1: and we went to Poland to shoot part of it, 200 00:12:29,360 --> 00:12:32,319 Speaker 1: and the people from Solidarity, the union that had stood 201 00:12:32,360 --> 00:12:35,240 Speaker 1: up to the Soviets gave us a poster from that 202 00:12:35,440 --> 00:12:38,160 Speaker 1: period back in nineteen eighty It's in my office. It's 203 00:12:38,160 --> 00:12:42,079 Speaker 1: a big wallposter, and it says in Polish, for Poland 204 00:12:42,120 --> 00:12:46,360 Speaker 1: to remain Poland, two plus two must equal four. And 205 00:12:46,480 --> 00:12:49,880 Speaker 1: they were taking on the tutolitarian system and the whole 206 00:12:49,880 --> 00:12:53,560 Speaker 1: idea that Orwell wrote about in nineteen eighty four that 207 00:12:53,720 --> 00:12:56,839 Speaker 1: the state gets to define for you whether two plus 208 00:12:56,840 --> 00:13:00,080 Speaker 1: two equals five or two plus two equals three. And 209 00:13:00,080 --> 00:13:02,640 Speaker 1: they were saying, no, there is a real nature, and 210 00:13:02,760 --> 00:13:05,360 Speaker 1: in the real nature, two plus two always equals for 211 00:13:06,120 --> 00:13:09,640 Speaker 1: And so in a sense, you're now watching liberal academics 212 00:13:09,640 --> 00:13:12,960 Speaker 1: in Illinois and a number of other states like Oregon 213 00:13:13,280 --> 00:13:19,720 Speaker 1: who are literally questioning whether we should have math because 214 00:13:19,800 --> 00:13:26,080 Speaker 1: math actually requires an answer, and that's by definition inappropriate. Yeah, 215 00:13:26,200 --> 00:13:29,920 Speaker 1: you can't have things that are incontrovertible here. You really 216 00:13:29,960 --> 00:13:33,520 Speaker 1: do need to have the very fluid engagement with education 217 00:13:33,640 --> 00:13:36,280 Speaker 1: and your universe. There cannot be things that are a 218 00:13:36,360 --> 00:13:40,240 Speaker 1: rock solid foundation and dismantle an entire institution and an 219 00:13:40,360 --> 00:13:42,840 Speaker 1: entire culture and an organ that is. In fact, what 220 00:13:42,880 --> 00:13:46,360 Speaker 1: they're trying to do is this concept that the foundations 221 00:13:46,400 --> 00:13:50,679 Speaker 1: of our state in particular are racist enough that nothing 222 00:13:50,679 --> 00:13:53,440 Speaker 1: that is standing today should be allowed to stand, and 223 00:13:53,480 --> 00:13:59,240 Speaker 1: that we need to dismantle industries, sectors, education, business and 224 00:13:59,440 --> 00:14:02,400 Speaker 1: rebuild better in their terms. And when you rebuild better, 225 00:14:02,920 --> 00:14:05,280 Speaker 1: you are in fact adding in an extra filtered, an 226 00:14:05,280 --> 00:14:07,839 Speaker 1: extra overlay that says there will be haves and have nots, 227 00:14:07,840 --> 00:14:09,640 Speaker 1: and some people will get the wind in their back 228 00:14:10,080 --> 00:14:12,520 Speaker 1: and they will be aided in their expansion of their 229 00:14:13,200 --> 00:14:17,240 Speaker 1: nonprofits or you know, whatever business they engage in, while 230 00:14:17,280 --> 00:14:19,680 Speaker 1: other people that are deemed to be bad actors or 231 00:14:20,080 --> 00:14:22,880 Speaker 1: not the right sorts, in fact will be tagged with 232 00:14:22,920 --> 00:14:24,920 Speaker 1: this idea that to build back better we need to 233 00:14:24,920 --> 00:14:28,320 Speaker 1: dismantle them entirely or tax them out of existence. And 234 00:14:28,360 --> 00:14:32,680 Speaker 1: so it is philosophically an ideologically driven state at this 235 00:14:32,760 --> 00:14:36,640 Speaker 1: moment in time. Every day Oregonians see right through it, 236 00:14:36,680 --> 00:14:40,320 Speaker 1: and it's pretty exhausting, it is sometimes discouraging, but we 237 00:14:40,400 --> 00:14:43,120 Speaker 1: have to continue to stand up. We have to continue 238 00:14:43,120 --> 00:14:46,000 Speaker 1: to say listen, that doesn't make any sense. Let's be reasonable. 239 00:14:46,400 --> 00:14:51,360 Speaker 1: You know. Nationally, Rasmussen found in a poll that eighty 240 00:14:51,400 --> 00:14:55,280 Speaker 1: one percent of American adults would oppose a law in 241 00:14:55,360 --> 00:14:58,080 Speaker 1: their state that says high school students don't need to 242 00:14:58,080 --> 00:15:01,600 Speaker 1: be proficient in reading, writing, in math. Only twelve percent 243 00:15:02,000 --> 00:15:04,320 Speaker 1: favored such a law. Do you have any notion of 244 00:15:04,320 --> 00:15:08,960 Speaker 1: what the supports like in Oregon? You know, Oregonians overwhelmingly 245 00:15:09,040 --> 00:15:10,960 Speaker 1: rose up in opposition to send a bill seven to 246 00:15:11,120 --> 00:15:13,760 Speaker 1: forty four. When they learned about its passage and signature 247 00:15:13,800 --> 00:15:17,720 Speaker 1: by the governor, they recognize it does not serve their students, 248 00:15:17,760 --> 00:15:20,160 Speaker 1: It doesn't serve the future of our state. It actually 249 00:15:20,200 --> 00:15:23,840 Speaker 1: doesn't just abandon kids, it abandons our own future. So 250 00:15:24,120 --> 00:15:26,840 Speaker 1: is that likely to show up next year in the 251 00:15:26,840 --> 00:15:29,760 Speaker 1: elections or does it just people get tired and it 252 00:15:29,880 --> 00:15:32,400 Speaker 1: gradually goes away. You know, there's enough a lot going 253 00:15:32,440 --> 00:15:34,520 Speaker 1: on right now, isn't there. There's a lot to talk 254 00:15:34,560 --> 00:15:36,640 Speaker 1: about with people. There's a lot that people care about 255 00:15:36,720 --> 00:15:38,400 Speaker 1: right now. We're the only state in the nation with 256 00:15:38,440 --> 00:15:41,880 Speaker 1: an outdoor mask mandate, and so there's a lot to 257 00:15:41,880 --> 00:15:44,800 Speaker 1: talk to Oregonians about for accountability purposes and what do 258 00:15:44,840 --> 00:15:46,360 Speaker 1: you want to see for the future of our state. 259 00:15:46,480 --> 00:15:49,280 Speaker 1: And this has to play into it because education is 260 00:15:49,320 --> 00:15:52,640 Speaker 1: critical to all families across the nation, but here in Oregon, 261 00:15:52,800 --> 00:15:56,160 Speaker 1: especially with the struggles that we've had in our education system, 262 00:15:56,680 --> 00:16:00,000 Speaker 1: families are demanding more and families recognize in the code 263 00:16:00,040 --> 00:16:02,080 Speaker 1: of an environment will kind of an education their kids 264 00:16:02,080 --> 00:16:04,360 Speaker 1: got last year because their kids were on Zoom in 265 00:16:04,400 --> 00:16:06,440 Speaker 1: the kitchen table right next to them while they were working, 266 00:16:06,760 --> 00:16:08,560 Speaker 1: and for the first time they were seeing up close 267 00:16:08,560 --> 00:16:10,760 Speaker 1: and personal that their kids actually aren't being served by 268 00:16:10,760 --> 00:16:13,360 Speaker 1: this system right now. And so it is a top 269 00:16:13,400 --> 00:16:15,560 Speaker 1: of mind issue for Oregonians. Whether or not it is 270 00:16:15,560 --> 00:16:18,120 Speaker 1: a top of mind issue in the elections next cycle, 271 00:16:18,400 --> 00:16:22,200 Speaker 1: we'll have to wait and see. From your perspective, if 272 00:16:22,240 --> 00:16:25,000 Speaker 1: you could waive a magic one, how would you change 273 00:16:25,040 --> 00:16:29,560 Speaker 1: the schools to deal with the underperformance that seems to 274 00:16:29,600 --> 00:16:32,280 Speaker 1: be in For example, in Baltimore City, there are at 275 00:16:32,360 --> 00:16:36,360 Speaker 1: least five schools in which not a single student was 276 00:16:36,480 --> 00:16:39,360 Speaker 1: able to pass the state exam, not one in five schools, 277 00:16:40,240 --> 00:16:42,600 Speaker 1: and so you have to sort of say, so, how 278 00:16:42,680 --> 00:16:46,440 Speaker 1: do we go in and yet to every child having 279 00:16:46,440 --> 00:16:49,320 Speaker 1: a really good education. Well, I think you have to 280 00:16:49,360 --> 00:16:53,960 Speaker 1: be really honest with yourselves within your own education system 281 00:16:54,440 --> 00:16:56,360 Speaker 1: and say who are we leaving behind and who are 282 00:16:56,360 --> 00:16:58,440 Speaker 1: we not serving? And then you kind of need to 283 00:16:58,480 --> 00:17:00,400 Speaker 1: throw out the rule book a little bit. And that's 284 00:17:00,400 --> 00:17:02,600 Speaker 1: really hard for us to do in a state like Oregon, 285 00:17:02,600 --> 00:17:06,560 Speaker 1: where we have really very powerful unions. We have a 286 00:17:06,640 --> 00:17:10,919 Speaker 1: very powerful union presence. Our union presence keeps our access 287 00:17:10,960 --> 00:17:14,120 Speaker 1: to charter schools capped at three percent. I mean, they 288 00:17:14,160 --> 00:17:17,560 Speaker 1: want to bargain for what classroom sizes are without ever 289 00:17:17,640 --> 00:17:20,200 Speaker 1: having any accountability on the other side for what that 290 00:17:20,280 --> 00:17:24,199 Speaker 1: actually leads to for outcomes for students. And so I 291 00:17:24,240 --> 00:17:25,960 Speaker 1: think we have got to look at it and say, 292 00:17:25,960 --> 00:17:28,720 Speaker 1: if we put the student first, if we absolutely put 293 00:17:28,720 --> 00:17:32,680 Speaker 1: the student first, then we dedicate resources to more after 294 00:17:32,680 --> 00:17:36,359 Speaker 1: school programs, more enrichment in the summer. We potentially throw 295 00:17:36,400 --> 00:17:39,520 Speaker 1: out this idea that we should allow students who are 296 00:17:39,560 --> 00:17:41,720 Speaker 1: struggling to have learning loss for the three months of 297 00:17:41,760 --> 00:17:44,520 Speaker 1: summer and we go to year round schools, and we 298 00:17:44,600 --> 00:17:48,080 Speaker 1: adopt that in areas that in fact require additional and 299 00:17:48,200 --> 00:17:53,200 Speaker 1: ongoing engagement students that are struggling, our students that probably 300 00:17:53,280 --> 00:17:56,159 Speaker 1: need supports and assistance in a lot of categories. In 301 00:17:56,280 --> 00:17:59,280 Speaker 1: our current system, of having nine months of school and 302 00:17:59,359 --> 00:18:02,040 Speaker 1: three months off to be put in a childcare setting 303 00:18:02,080 --> 00:18:04,000 Speaker 1: or did not have any setting at all, potentially for 304 00:18:04,040 --> 00:18:08,120 Speaker 1: some students is not getting it done. And so we 305 00:18:08,200 --> 00:18:10,679 Speaker 1: really need to start to look at this wholesale difference. 306 00:18:10,680 --> 00:18:12,240 Speaker 1: We need to allow for families to be able to 307 00:18:12,320 --> 00:18:14,840 Speaker 1: choose where their kids go to school, get them out 308 00:18:14,840 --> 00:18:17,320 Speaker 1: of some of these underperforming schools, reduced class sizes and 309 00:18:17,320 --> 00:18:21,120 Speaker 1: some of the underperforming schools, Extend access to the day 310 00:18:21,200 --> 00:18:24,560 Speaker 1: to before and after school supports, extend summer supports, and 311 00:18:24,800 --> 00:18:27,480 Speaker 1: target the opportunities to reach these kids and figure out 312 00:18:27,480 --> 00:18:30,240 Speaker 1: what exactly is going on. And with our current system 313 00:18:30,400 --> 00:18:34,800 Speaker 1: in Oregon, that has proven really tough. Our school system 314 00:18:34,920 --> 00:18:38,840 Speaker 1: does not want enrichment programs from nonprofits, are to culture centers, 315 00:18:39,200 --> 00:18:41,159 Speaker 1: you name it. They don't want them to engage with 316 00:18:41,200 --> 00:18:43,480 Speaker 1: the students during the school day, and they don't want 317 00:18:43,480 --> 00:18:46,680 Speaker 1: them to support them in the summertime. And you're either 318 00:18:46,720 --> 00:18:49,359 Speaker 1: a certified educator or you're nothing, and that is not 319 00:18:49,480 --> 00:18:52,320 Speaker 1: getting the job done for our kids. How much of 320 00:18:52,400 --> 00:18:56,360 Speaker 1: this problem is the union and how much of it's 321 00:18:56,400 --> 00:18:59,520 Speaker 1: the education bureaucracy. Well, I think in Oregon, the fact 322 00:18:59,560 --> 00:19:02,240 Speaker 1: that we don't would have a Superintendent of public Education 323 00:19:02,480 --> 00:19:06,199 Speaker 1: that used to be a statewide position that Oregonians voted on. 324 00:19:06,280 --> 00:19:08,960 Speaker 1: That person was dedicated to overseeing our education system and 325 00:19:09,080 --> 00:19:12,960 Speaker 1: organ and they passed a measure that actually did away 326 00:19:12,960 --> 00:19:15,480 Speaker 1: with that position and collapsed it under the governor. Now, 327 00:19:15,520 --> 00:19:17,879 Speaker 1: the person who leads our education system is in fact 328 00:19:17,880 --> 00:19:23,400 Speaker 1: an appointee, and it has been an absolute political position 329 00:19:23,440 --> 00:19:26,240 Speaker 1: from day one. The worst thing you can do is 330 00:19:26,280 --> 00:19:29,400 Speaker 1: put a governor in charge of our education system that 331 00:19:29,640 --> 00:19:33,359 Speaker 1: doesn't have experienced background in there, and she's focused on 332 00:19:33,520 --> 00:19:35,840 Speaker 1: COVID response, and she's letting our kids fall to the 333 00:19:35,880 --> 00:19:39,520 Speaker 1: wayside every single day. The people who are really struggling 334 00:19:39,520 --> 00:19:42,040 Speaker 1: and really taking the hits from this entire COVID response, 335 00:19:42,560 --> 00:19:45,600 Speaker 1: a lot of kids, a lot of women entrepreneurs, a 336 00:19:45,640 --> 00:19:47,639 Speaker 1: lot of small business owners that are people of color. 337 00:19:47,720 --> 00:19:52,119 Speaker 1: The income disparities and organ have expanded extraordinarily because of 338 00:19:52,280 --> 00:19:55,399 Speaker 1: organ's response to COVID nineteen, and our kids are the 339 00:19:55,440 --> 00:19:57,880 Speaker 1: ones who are feeling it as well. And that's multigenerational. 340 00:19:58,200 --> 00:20:01,000 Speaker 1: So I think part of its structural. We cannot have 341 00:20:01,040 --> 00:20:03,680 Speaker 1: our government charge of our schools. Our schools need to 342 00:20:03,680 --> 00:20:05,879 Speaker 1: be allowed to be local. We have local school boards 343 00:20:05,880 --> 00:20:08,280 Speaker 1: that are not allowed to be local school boards and 344 00:20:08,320 --> 00:20:11,480 Speaker 1: direct their own futures. There's a ton of regulation of 345 00:20:11,560 --> 00:20:14,520 Speaker 1: bureaucratic nonsense where they're having a bunch of stuff shot 346 00:20:14,560 --> 00:20:16,040 Speaker 1: down their throats for what they're going to spend their 347 00:20:16,119 --> 00:20:19,320 Speaker 1: days providing to students, and they're not meeting their core mission. 348 00:20:19,840 --> 00:20:25,280 Speaker 1: They're not actually educating kids in English, math, science, social sciences. 349 00:20:25,320 --> 00:20:26,960 Speaker 1: They are all over the map for the stuff that 350 00:20:27,000 --> 00:20:28,719 Speaker 1: they're trying to provide right now to our kids. And 351 00:20:28,720 --> 00:20:33,080 Speaker 1: that's because legislators mandate it or the education bureaucracy mandates it. 352 00:20:33,080 --> 00:20:35,199 Speaker 1: It has bogging them down. It's hurting our kids. So 353 00:20:35,240 --> 00:20:38,679 Speaker 1: there's that, there's unions, and then there's some like structural 354 00:20:38,720 --> 00:20:41,960 Speaker 1: issues where we're not providing enough ongoing education to keep 355 00:20:42,000 --> 00:20:45,920 Speaker 1: them either level or growing throughout the year. From your standpoint, 356 00:20:45,960 --> 00:20:49,040 Speaker 1: this is a very uphill fight. It's worth it, though, 357 00:20:49,080 --> 00:20:51,159 Speaker 1: what are we going to do. We can't look at 358 00:20:51,200 --> 00:20:53,840 Speaker 1: these numbers and say that this is good enough for 359 00:20:53,880 --> 00:21:13,040 Speaker 1: our kids. We can't do that. I was an Army 360 00:21:13,080 --> 00:21:16,320 Speaker 1: brand and I was born in Harrisburg, Pennsylvania. We moved 361 00:21:16,400 --> 00:21:20,639 Speaker 1: to Fort Riley, Kansas, and then Orley On, France, and Stuttgart, Germany, 362 00:21:20,640 --> 00:21:22,919 Speaker 1: and I finally ended up in Georgia. When I was 363 00:21:22,960 --> 00:21:26,840 Speaker 1: a junior in high school. There was literally no Georgia 364 00:21:26,880 --> 00:21:30,480 Speaker 1: Republican Party. There are a couple of elected state legislators 365 00:21:30,480 --> 00:21:34,040 Speaker 1: from the mountains who were really leftovers from the Civil War, 366 00:21:34,600 --> 00:21:37,119 Speaker 1: and then the whole rest of the state was solidly Democrat. 367 00:21:37,600 --> 00:21:40,119 Speaker 1: And I was like sixteen years old and I was 368 00:21:40,200 --> 00:21:44,040 Speaker 1: volunteering for the Nixon Lodge campaign in Muskogee County, which 369 00:21:44,040 --> 00:21:46,760 Speaker 1: is where Fort Benning is, and they were just thrilled 370 00:21:46,760 --> 00:21:49,320 Speaker 1: to have anybody who was alive who would show up 371 00:21:49,320 --> 00:21:52,760 Speaker 1: and lick envelopes and put on stamps and what have you. 372 00:21:53,160 --> 00:21:56,439 Speaker 1: And when you look today, we are a very republican 373 00:21:56,520 --> 00:22:00,399 Speaker 1: state despite the last election, unlikely to stay very publican. 374 00:22:00,920 --> 00:22:03,960 Speaker 1: So I saw these kind of changes that come about. 375 00:22:04,440 --> 00:22:06,720 Speaker 1: You are a fairly competitive state for a good while, 376 00:22:07,040 --> 00:22:10,240 Speaker 1: and then you sort of fell out of being competitive. 377 00:22:10,640 --> 00:22:13,560 Speaker 1: And I have a hunch that between the chaos of 378 00:22:13,680 --> 00:22:18,280 Speaker 1: Portland and the insanity of things like this education bill, 379 00:22:18,720 --> 00:22:20,520 Speaker 1: that you're likely to come back in a pretty big 380 00:22:20,600 --> 00:22:24,560 Speaker 1: way next year and be very competitive. What's your sense. 381 00:22:25,240 --> 00:22:28,080 Speaker 1: That's got to be job one. Our goodients are suffering 382 00:22:28,160 --> 00:22:32,160 Speaker 1: under single party control. That's extreme, and they'd need some 383 00:22:32,200 --> 00:22:35,439 Speaker 1: common sense. They need some reasonable leaders, and they deserve it. 384 00:22:35,640 --> 00:22:39,440 Speaker 1: They're suffering right now, so they feel it. And hopefully 385 00:22:39,600 --> 00:22:42,119 Speaker 1: we'll have the opportunity to make the compelling case and 386 00:22:42,160 --> 00:22:44,360 Speaker 1: remind them of the opportunities that are in front of them. 387 00:22:44,760 --> 00:22:47,879 Speaker 1: We need change. We need change in Oregon. That's for sure. 388 00:22:47,960 --> 00:22:52,439 Speaker 1: Is the financial and organizational power of the unions the 389 00:22:52,520 --> 00:22:56,639 Speaker 1: biggest impediment to having a real reform ticket stay wide. 390 00:22:57,400 --> 00:23:00,240 Speaker 1: I do think it's a major impediment. But I think 391 00:23:00,240 --> 00:23:01,960 Speaker 1: the other thing that we have to accept and we 392 00:23:02,000 --> 00:23:06,520 Speaker 1: have to kind of build into this is our state's changing. 393 00:23:06,960 --> 00:23:10,960 Speaker 1: Its population is changing, and we need to recognize that 394 00:23:11,280 --> 00:23:14,560 Speaker 1: on the Republican side of the aisle. The approach that 395 00:23:14,680 --> 00:23:18,320 Speaker 1: would have been the right Republican approach for my generation 396 00:23:18,440 --> 00:23:22,720 Speaker 1: or my parents' generation. Our workforce has changed. The people 397 00:23:22,720 --> 00:23:25,840 Speaker 1: who live here are transplants, and they're from other places, 398 00:23:25,880 --> 00:23:28,120 Speaker 1: and they come here because it's a beautiful state to live. 399 00:23:28,640 --> 00:23:31,040 Speaker 1: And if you're coming up from California or coming down, 400 00:23:31,160 --> 00:23:34,520 Speaker 1: you know, from Seattle, you can afford a place here. 401 00:23:34,520 --> 00:23:36,720 Speaker 1: Even though it's very expensive, you can still afford to 402 00:23:37,200 --> 00:23:40,520 Speaker 1: buy a nice place here. And you put down some 403 00:23:40,600 --> 00:23:44,359 Speaker 1: new routes. That changes what people want to talk about 404 00:23:44,440 --> 00:23:46,080 Speaker 1: and what they care about, and we need to be 405 00:23:46,119 --> 00:23:48,919 Speaker 1: responsive to that. And I think we are, and I 406 00:23:48,920 --> 00:23:51,440 Speaker 1: think that we will be competitive, but we do need 407 00:23:51,520 --> 00:23:55,120 Speaker 1: to look at our playbook ourselves and say we care 408 00:23:55,119 --> 00:23:57,120 Speaker 1: about what they care about. We just need to talk 409 00:23:57,160 --> 00:24:00,240 Speaker 1: about it in a way that resonates with them because 410 00:24:00,440 --> 00:24:02,920 Speaker 1: we are authentically committed to the future of the stage 411 00:24:03,040 --> 00:24:05,000 Speaker 1: just like they are. We just need to kind of 412 00:24:05,080 --> 00:24:07,760 Speaker 1: lay out our approach more clearly so we'll take responsibility 413 00:24:07,760 --> 00:24:10,760 Speaker 1: for that too. It's not just unions. They need strong, 414 00:24:10,840 --> 00:24:13,960 Speaker 1: good candidates, full funding, and a message that resonates and 415 00:24:14,040 --> 00:24:17,080 Speaker 1: leads to a brighter future for our state. Portland is 416 00:24:17,119 --> 00:24:20,000 Speaker 1: so big as a part of the state. I mean, 417 00:24:20,040 --> 00:24:23,480 Speaker 1: don't you have to be, if not competitive, at least 418 00:24:23,520 --> 00:24:27,240 Speaker 1: relatively getting a fairly good number of votes in Portland 419 00:24:27,640 --> 00:24:30,800 Speaker 1: if you're going to win stay wide so stay wide races. 420 00:24:30,840 --> 00:24:33,520 Speaker 1: Everybody says you just have to lose better in some places. 421 00:24:35,280 --> 00:24:37,359 Speaker 1: Maybe Portland's one of those places where you just have 422 00:24:37,400 --> 00:24:39,800 Speaker 1: to lose better there. You know, you talk to some 423 00:24:39,840 --> 00:24:42,640 Speaker 1: of the Democrat legislators serving in Portland and they will 424 00:24:42,680 --> 00:24:46,560 Speaker 1: say that in their own districts, there are portions of 425 00:24:46,600 --> 00:24:50,800 Speaker 1: that city that are so extreme Democrats aren't progressive enough 426 00:24:50,800 --> 00:24:54,160 Speaker 1: for them. And it's hard to imagine a more extreme 427 00:24:54,200 --> 00:24:57,160 Speaker 1: group of legislators than we have in the Democrat Party 428 00:24:57,240 --> 00:25:00,080 Speaker 1: serving the legislature here that I see every day. But 429 00:25:00,200 --> 00:25:02,600 Speaker 1: they say that they are too Democrat and you know, 430 00:25:02,680 --> 00:25:06,120 Speaker 1: sort of too institutional for a lot of their own constituents. 431 00:25:06,560 --> 00:25:09,640 Speaker 1: So Oregon definitely has some extremes in its urban core 432 00:25:09,720 --> 00:25:11,639 Speaker 1: right now. It's funny as my favorite bar presticutar I 433 00:25:11,640 --> 00:25:14,000 Speaker 1: saw the other day. It's picking up my daughter at school, 434 00:25:14,119 --> 00:25:15,720 Speaker 1: and one of the cars parked there it had a 435 00:25:15,720 --> 00:25:21,080 Speaker 1: bar presticular that said, weird isn't working, and I was like, 436 00:25:21,280 --> 00:25:24,960 Speaker 1: that is is right now, my friends in Portland, weird 437 00:25:25,080 --> 00:25:29,720 Speaker 1: is just not working. I've watched the Seattle Washington City 438 00:25:29,800 --> 00:25:32,840 Speaker 1: Council and I think it actually has a majority. That's weird. 439 00:25:33,560 --> 00:25:36,280 Speaker 1: It's not just a minority, and you kind of wonder 440 00:25:36,920 --> 00:25:40,240 Speaker 1: how these people got there. It's sort of amazing. But 441 00:25:40,400 --> 00:25:43,520 Speaker 1: you're right. The times I visited Oregon, it is such 442 00:25:43,560 --> 00:25:47,040 Speaker 1: a beautiful state and the quality of life in general 443 00:25:47,600 --> 00:25:51,000 Speaker 1: is so nice that I can see why people don't 444 00:25:51,080 --> 00:25:54,520 Speaker 1: quite get around to focusing on how irritated they must 445 00:25:54,560 --> 00:25:57,200 Speaker 1: be because there are too many other good things to do. 446 00:25:57,640 --> 00:26:00,119 Speaker 1: There's a lot of good things to do. It's beautiful. Well, 447 00:26:00,160 --> 00:26:02,600 Speaker 1: I love my home state, and I understand why people 448 00:26:02,600 --> 00:26:05,480 Speaker 1: come here, understand why they love it, but we definitely 449 00:26:05,520 --> 00:26:08,000 Speaker 1: need to restore an Oregon ethos that is a lot 450 00:26:08,040 --> 00:26:11,680 Speaker 1: more balanced and not just the extreme edges of things. Well, 451 00:26:11,720 --> 00:26:14,679 Speaker 1: we came out a number of years ago for Congressman 452 00:26:14,720 --> 00:26:18,400 Speaker 1: Bob Smith, who Closta had worked for at the Agriculture Committee, 453 00:26:18,720 --> 00:26:22,159 Speaker 1: and he arranged for us to go salmon fishing. She 454 00:26:22,280 --> 00:26:26,520 Speaker 1: caught a bigger salmon than I did, so her fondness 455 00:26:26,520 --> 00:26:31,520 Speaker 1: for Oregon. Between that and the spectacular wines that Oregon produces, 456 00:26:31,920 --> 00:26:34,639 Speaker 1: Closta is a big fan. No, no, we love to 457 00:26:34,720 --> 00:26:37,679 Speaker 1: have to get back, come visit. You don't have to 458 00:26:37,680 --> 00:26:41,520 Speaker 1: go to Portland. It's spectacular and I'm thrilled that you're 459 00:26:41,560 --> 00:26:44,000 Speaker 1: willing to spend part of your life doing this. I 460 00:26:44,040 --> 00:26:48,920 Speaker 1: think people need to understand that self government requires some 461 00:26:49,040 --> 00:26:52,439 Speaker 1: people to really invest an amazing amount of time and 462 00:26:52,600 --> 00:26:56,000 Speaker 1: energy and to do things. But on the other hand, 463 00:26:56,560 --> 00:26:59,960 Speaker 1: sometimes the sense of reward you feel when you've actually 464 00:27:00,119 --> 00:27:04,040 Speaker 1: gotten something done is so amazing and it sort of 465 00:27:04,240 --> 00:27:07,680 Speaker 1: legitimizes how you've spent your life. So I'm really grateful 466 00:27:07,720 --> 00:27:10,639 Speaker 1: to you, and I hope You're going to continue to 467 00:27:10,760 --> 00:27:13,679 Speaker 1: be very active in doing these things, and we'll have 468 00:27:13,720 --> 00:27:16,440 Speaker 1: a link to the Oregon bill on our show page 469 00:27:16,440 --> 00:27:20,040 Speaker 1: at newtsworld dot com so our listeners can review it. 470 00:27:20,480 --> 00:27:23,080 Speaker 1: I wish you while across the board on all the 471 00:27:23,119 --> 00:27:26,080 Speaker 1: things you're doing to try to help lead Oregon back 472 00:27:26,080 --> 00:27:28,800 Speaker 1: into the real world. Thank you, and it has been 473 00:27:28,920 --> 00:27:32,040 Speaker 1: so fun to speak with you today. It's a difficult topic. 474 00:27:32,359 --> 00:27:34,639 Speaker 1: I wish we were talking on something more positive and 475 00:27:34,760 --> 00:27:38,040 Speaker 1: not something that's such a challenge for my state. But 476 00:27:38,200 --> 00:27:40,320 Speaker 1: it has been just a real pleasure to talk with 477 00:27:40,320 --> 00:27:41,960 Speaker 1: you today, So thank you so much for having me. 478 00:27:45,600 --> 00:27:48,600 Speaker 1: Thank you to my guest, Oregon State House Minority Leader, 479 00:27:48,880 --> 00:27:53,000 Speaker 1: Representative Christine Draisen. You can learn more about Oregon's decision 480 00:27:53,359 --> 00:27:57,000 Speaker 1: to change their education standards on our show page at 481 00:27:57,080 --> 00:28:00,479 Speaker 1: newtsworld dot com. News World is produced by Gingwich three 482 00:28:00,680 --> 00:28:06,000 Speaker 1: sixty and iHeartMedia. Our executive producers Debbie Myers, our producers 483 00:28:06,040 --> 00:28:10,480 Speaker 1: Garnsey Sloan, and our researcher is Rachel Peterson. The artwork 484 00:28:10,520 --> 00:28:14,560 Speaker 1: for the show was created by Steve Penley. Special thanks 485 00:28:14,760 --> 00:28:17,520 Speaker 1: to the team at Gingwich three sixty. If you've been 486 00:28:17,600 --> 00:28:21,240 Speaker 1: enjoying Newtsworld I hope you'll go to Apple Podcast and 487 00:28:21,400 --> 00:28:24,080 Speaker 1: both rate us with five stars and give us a 488 00:28:24,160 --> 00:28:27,960 Speaker 1: review so others can learn what it's all about. Right now, 489 00:28:28,240 --> 00:28:30,920 Speaker 1: listeners of newts World can sign up from my three 490 00:28:31,080 --> 00:28:36,000 Speaker 1: free weekly columns at Gingwich three sixty dot com slash newsletter. 491 00:28:36,520 --> 00:28:39,040 Speaker 1: I'm new Gangwich. This is Newtsworld