EXECUTIVE CALENDAR--Continued
Mr. President, I ask unanimous consent that the order for the quorum call be rescinded. Mr. President, this morning and throughout the night, the Senate has been considering the nomination of Betsy DeVos to be the next Secretary of…
Mr. President, I ask unanimous consent that the order for the quorum call be rescinded.
Mr. President, this morning and throughout the night, the Senate has been considering the nomination of Betsy DeVos to be the next Secretary of Education. My colleagues have come down here to the floor, and I appreciate my colleague, who just completed his comments, for his knowledge and his insights on public education and his passion for a system of education that provides opportunity to every child in America.
We are down here speaking through the night to raise the issue of why the nominee for Secretary of Education is so completely inappropriate. We see the passion that has arisen across America, ordinary citizens calling us up on the phone, inundating our phones, thousands of phone calls--I had more phone calls in a single day than I normally get in a couple of weeks--inundating us with thousands of emails and letters.
Why is there so much public passion about this nomination? The short answer is that public education is a cherished institution in the United States of America. Public schools are a vital pathway through which our children have the opportunity to gain the knowledge that allows them to thrive in our society. We don't want to see that system of public education, that gateway for a successful life, destroyed by Betsy DeVos. That is why the American people are sending us so many letters and emails and making so many phone calls--because Betsy DeVos has no education experience, no public school experience.
Our students, teachers, communities, and our Nation deserve leadership that does have public education experience, someone who does have a passion for the success of every child, not someone who is simply dedicated to trying to tear down public schools so she can run private profit institutions and put money in the bank.
What do we really care about in the United States of America? Do we care about the education of our children or about an entrepreneur hijacking the public education system for personal profit? That is why the citizens of this country are so outraged by this nomination and outraged that Senators on this floor are planning to vote for her later today.
I had the chance to go to school starting in first grade down in Roseburg, OR. Roseburg is a timber town. My mother showed me the path that was somewhere between a quarter of a mile and half a mile long. I walked that path over to the first grade school. It had classrooms that did not have hallways; they opened to the outside. The school ground was a magical place for me to go in the first grade.
I still remember vividly Mrs. Matthews. Mrs. Matthews was a very stern public school teacher. She had probably about 20 people in her classroom, 20 little kids. She was determined that by the end of the first grade, we would all read at the third grade level. That was her mission in life. And we would do math at the third grade level. Thus, every moment in that classroom we were working.
She was a senior teacher. I thought of her as quite old at the time. I don't know if she was in her fifties or sixties. Suddenly that age doesn't seem so old to me now. She was very experienced, and she had her system of working with little kids. She would divide us into groups of about four to five kids, and we would work in different clusters around the schoolroom. She would travel from one cluster to another keeping us on track, making sure we were progressing as we were reading to each other, as we were doing our math problems. By the end of the school year, everybody read at the third-grade level. We were afraid of Mrs. Matthews because she was a very stern teacher, but we all thrived in that classroom because we had a person dedicated to the success of children.
One of the things that helped Mrs. Matthews was that there were 20 students in her classroom. When I went to my son's first grade classroom, there were 34 kids in that classroom. I don't know that Mrs. Matthews' strategy could have worked with 34 children. I don't know if she could have taken 34 kids and gotten them to the third grade level at the end of first grade.
It is unfortunate that we are not providing for our children the same quality of education that our parents provided for us. Yet we are living in a knowledge economy world where public education is much more important today for success than it was a generation ago. So it is more important, but we are funding it less. Certainly we have growing national wealth. Why aren't we making the investment in our public schools?
Along comes Betsy DeVos, who says: Here is an economic opportunity for me to make even more money and convert these public schools to private schools, private for-profit schools. That bothers me an enormous amount because I want to see the resources not go into the bank accounts of wealthy, ambitious entrepreneurs; I want to see those resources go into our public classrooms, which, quite frankly, don't have enough resources as it is.
For first grade, I went up to Portland. My family moved with the timber economy. The mill shut down outside of Roseburg, OR. We had been in Roseburg through first grade. By second grade, my father had taken a job as a mechanic up in Portland. We moved to the public schools of Portland and the following year bought a
house outside of Portland and moved to the David Douglas High School system, where I was from third grade through graduation. That grade school and high school system provided the foundation on which I could pursue virtually any path I put my mind to.
Isn't that the goal in America, that every child should have the opportunity to pursue their dreams, not to have that opportunity cut short by somebody who wants to drain the resources out of our public education system?
When I was in grade school, my father said to me: Son, if you go through the doors of that school and you work hard, you can do just about anything here in America.
I thought that was pretty cool because I lived in a blue-collar community. I knew there were fabulously more affluent communities in different parts of Portland, and our community was not one of them. We were a working-class community. The idea that if I went through those doors and worked hard, I could pursue just about anything was a really cool notion. It gave me a lot of pride in the United States of America, and it gave me a lot of pride in my parents' generation that they were providing public schools to enable every child to have this opportunity to thrive.
That is what we want to have--not a system for the elite, not a system in which the rich get their education over here and they are therefore destined to seize the best jobs in society and generationally build wealth upon wealth upon wealth while the rest of our Nation is left out in the cold--no, a system where every child has the opportunity to thrive. That is the great foundation for a nation that says we are going to dedicate our resources so that all families are lifted up. But that is not the vision of Betsy DeVos. That is why I am on the floor today at 5 a.m. speaking about my concerns about her nomination and what it represents for public schools.
We need, plain and simple, an Education Secretary who actually has experience with public education. Betsy DeVos has none. She did not attend public school. She did not send her children to a public school. She did not volunteer in a public school. She did not get a degree and teach in a public school. I don't know if she has ever set foot in a public school.
The process--the journey of becoming a teacher--is one that requires substantial education so you are prepared to convey and to find the pathway with which children can learn, absorb knowledge, move forward, and be inspired. But Betsy DeVos likes the idea of schools in which there is no accountability for the preparation of the teachers.
Why undermine the success of our children for personal profit? For a moment, think about the type of backgrounds previous Secretaries of Education have had. They have been prepared to understand our school systems and issues before, here in America.
John King was our 10th U.S. Secretary of Education from March of 2016 through January of 2017, just recently. He had a J.D. and a Doctor of Education from Columbia University. He taught in the Massachusetts school system. He had been Commissioner of Education in the State of New York from June 2011 until January 2015. He had been the Deputy Secretary of Education for a little more than a year. He had a lifetime of study about our public education system, a lifetime of dedication to that system, a lifetime of experience in that system brought to bear to make that system work for our children.
How about Arne Duncan, who preceded him? He was the ninth U.S. Secretary of Education, serving from the time President Obama came into the office through December 2015. Arne Duncan graduated from college with a bachelor's degree in sociology. He was deputy chief of staff to the Chicago superintendent from 1999 through 2001. He was superintendent of Chicago Public Schools for 8 years--or almost 8 years--from June 2001 to January 2009. He also brought to bear substantial, extensive experience and an understanding of the issues and how to address them in America.
Let's go back to a Republican administration and Margaret Spellings, our eighth U.S. Secretary of Education, serving for 4 years, from January 2005 through January 2009. She worked on the Education Reform Commission under Texas Governor William Clements. She was executive director for the Texas Association of School Boards.
We can keep going back and see the type of experience that has been brought to bear on this important position. Rod Paige was a son of public school educators. Rod Paige was our seventh U.S. Secretary of Education. Rod Paige taught at Texas Southern University. He was Dean of the College of Education of Texas Southern University. He was a trustee of the board of education of the Houston Independent School District. He was a superintendent of the Houston Independent School District. In other words, as we work backward through his career, he was involved in education in one role after another.
Betsy DeVos has none of that background. She has a background, and she certainly has things she knows well and is very good at, but education--public education--is not one of them. She was chairwoman of the Windquest Group, a private technology and manufacturing investment firm. She was a Republican National Committee member for Michigan from 1992 through 1997. She worked at that point to divert children from our public education system and to divert resources from that system.
Michigan's charter school system, which she has backed, has most of them run by private for-profit companies--80 percent, the largest percentage of the country--companies driven by making a buck and squeezing every dollar out of the system they can rather than squeezing every ability into our children.
Public education being converted into a private profit company is the experience that she brings. She likes the idea of those schools having no accountability because if you have no accountability, you don't have to spend as much money on the kids, and you make more money for yourself.
That sort of self-serving, for-profit depletion of our public schools should not be represented or advocated for by the Secretary of Education.
She has other experience. That experience has to do with being very involved in one party of the United States--the Republican Party-- serving as the Michigan Republican Party chairwoman from 1996 through 2000 and 2003 through 2005. Serving as a party chair is different than gaining experience in public education.
She wanted to further press the case to convert public schools over to for-profit, a strategy that she was benefiting from so much. She worked on a 2000 ballot measure, and the people of Michigan rejected it. She also put a lot of money into a PAC but, again, putting money into an advocacy group--an advocacy group dedicated to depleting our public schools--is not a foundation for running public schools. It is a foundation for not running public schools.
During her confirmation hearing, it became so incredibly evident that she knows nothing about public schools. It makes sense that she has no background because she didn't attend public schools. It makes sense that she didn't learn anything about public schools by teaching; she didn't teach. Or volunteering in ones--she didn't volunteer. It makes sense that she didn't learn about public schools from her children going to public schools because they didn't go to public schools.
You might have thought for all her dedication to converting our public schools over to for-profit schools, she might have learned something along the way, but we found out during her confirmation hearing that she knows literally nothing about public schools.
If she knew she was going to have a confirmation hearing, you would think she would have prepared for this experience. One of the major questions that we wrestled with in public schools is how to use assessment tools and whether they should be used in the context of measuring students' growth or students' proficiency and how that reflects on the teacher.
When asked by Senator Franken about her views in this dialogue on proficiency versus growth as a tool of measurement, Betsy DeVos said: I think if I am understanding your question correctly about proficiency, I would also correlate it to competency and mastery so that each student is
measured according to the advancement they are making in each subject area.
Franken said: That is growth. That is not proficiency. I am talking about the debate between proficiency and growth, and what are your thoughts on that?
She was unable to respond to that question because she was unfamiliar with the issue. That is a fundamental debate that is going on as we try to make sure that we have accountability in our public schools. Perhaps she was not familiar with the issue because she opposes accountability in her for-profit operations, because the less you spend on a student, the more you can put in the bank.
That is a very sad point of view--to put profit over people, and those people are children. Another major issue in our school system is how to address the education of students with disabilities. We have an act called IDEA, Individuals with Disabilities Education Act. She was asked by Senator Kaine about IDEA and said that is a matter best left to the States.
Her response worries educators and those with disabled family members because before IDEA passed in 1975--so it has been with us for 42 years now--only one in five students with disabilities received a public education.
I will put it differently. Four out of five or 80 percent of students with disabilities were left out in the cold. They didn't get the benefit of a public education. Our goal from 1975 forward as a nation has been to make sure students with disabilities also receive the best education that their circumstances enable them to have.
Before 1975, many States had laws on the books that specifically excluded disabled students. That began to change with a series of court cases and the eventual passage of IDEA, a vision in which we said: Let's embrace our students with disabilities and give them a pathway to the maximum opportunity they might be able to have in life.
IDEA gives such students the right to a free and appropriate public education. That is the wording of the law--free and public education, and the right that this education should take place in ``the least restrictive environment'' possible.
A right to free and appropriate public education and that it should take place in the least restrictive environment has meant so much to millions of our students who have some disability in life because we haven't said to them we are setting you aside. We have said: We are going to empower you to seize all the opportunities you can possibly seize by making sure you have an education, an appropriate education in the least restrictive environment.
When Betsy DeVos responded to the issue about IDEA and said it is a matter best left to the States, people across the Nation envisioned how States used to operate, which they basically said: Disabled child, there is no pathway to a successful life.
That is not the way we should treat our children with disabilities.
To facilitate these rights, each student under IDEA receives an individualized education program, referred to as an IEP, a legal document that lays out how public education will be tailored to their needs. Once a year, the family, the student, the school officials, and experts gather around a table to update the IEP, the individualized education program, for that particular student, based on that student's abilities and disabilities.
The IEP lays out the accommodations the student may get in the classroom and any related services the school will pay for, such as occupational therapy or speech pathology and services. IEP can even be used to pay for certain kinds of private school education in the event a family requests it and the IEP determines that it is in the best interests of the child.
Betsy DeVos would throw all this out the window and say: Let's not as a nation guarantee an opportunity for these children. Let's not require accountability for our States to provide an education to these children. Let's not provide a pathway. Let's leave it to a State. Maybe they will get an opportunity, maybe not, and that is OK with her.
It is not OK with me. It is not OK to the parents of the thousands of children who wrestle with a disability in my home State of Oregon. It is not OK to the parents across this Nation that their children be tossed aside in the vision of Betsy DeVos.
Betsy DeVos had little constructive or helpful things to say on how she would protect students in our schools and on college campuses if she became Secretary of Education. Sexual assault on campuses is a very significant issue. It is estimated that roughly one-fifth of women on campuses are victimized by sexual assault, and many of them know the offender; that of every 1,000 women attending a college or university, there are 35 incidents of rape each academic year. Only a small portion of those are reported to law enforcement.
So Senator Casey asked her if she will commit to maintaining President Obama's attempts to curtail sexual assaults, and the answer didn't leave confidence with the Senator or the committee that she would be dedicated to that issue or understood that issue.
Senator Murphy asked Betsy DeVos whether guns have a place in and around our schools, and again she seemed unfamiliar with the national debate. She said: ``I think that is best left for locales and States to decide.'' And referring to a school in Wyoming, she said: ``I think probably there, I imagine you need a gun in school to protect against grizzlies.''
Senator Murphy asked whether she would support President Trump's proposal to ban gun-free school zones, and she responded that she would.
There are many challenges in the details of this debate, but Betsy DeVos didn't seem prepared to understand and be able to articulate those issues.
It remains very clear for many of us all that has occurred in America since 2013. There have been 210 school shootings. There were 64 school shootings in 2015. In Sandy Hook Elementary in Newtown, CT--the Senator from Connecticut was speaking during the previous hour--there was an assault that killed 20 first grade children and killed 6 adults. And this question of how to create a secure environment is one that any nominee for public education should have a deep understanding of.
Betsy DeVos has a questionable history in terms of her interest and concern about LGBTQ rights for students, so that is a concern as well.
She does have this history of this war against public schools in Michigan, and if we had a department for a war against public schools, maybe she would be the right person to lead it. It would be a mission I would disagree with because I am here to tell you that this vision of public schools--every child has the opportunity to thrive is a vision we have embraced in America and should continue to embrace.
If we believe in the American dream, if we believe in opportunity for all, then we should not have millionaire Senators voting to confirm a billionaire Secretary who knows nothing about public education and the struggle for education among working Americans and Americans with modest means. That is the concern--Senators living in a bubble confirming a Secretary who lives in an ultra-rich bubble and knows nothing about our public schools.
We can take a look at some of the schools that Betsy DeVos has promoted with her vision of no accountability. Seventy-nine percent of Michigan charter schools are located in Detroit. Very few perform in the top tier of schools.
There is a school in Brightmoor, a charter boasting more than a decade of abysmal test scores--not good test scores, not outstanding test scores, but terrible test scores.
That school is not alone. Another charter school, Hope Academy-- serving the community around Ground River for 20 years--test scores have been among the lowest in the State throughout those two decades. In 2013, the school ranked in the first percentile. That means out of 100 schools, it was the worst. But its charter was renewed under this vision of no accountability.
How about Woodward Academy? It is a charter that has bumped along at the bottom of school achievement since 1998, while its operator, despite running an abysmal school, a terrible school, was allowed to expand and run other schools.
How about the idea of outstanding schools, not terrible schools? How about the idea of resources invested in the success of the school, not an entrepreneurial for-profit strategy designed
to squeeze as much money out of that school as you possibly can at the expense of our children?
Stephen Henderson, an editor at the Detroit Free Press, summed up the carnage in Michigan--Betsy DeVos's destructive results in Michigan--as the following: ``Largely as a result of the DeVos lobbying, Michigan tolerates more low-performing charter schools than just about any other State, and it lacks any effective mechanism for shutting down or even improving failing charters.'' That is a powerful statement, that DeVos's assault on public schools--converting them to charters with no mechanism for shutting down poorly run charter schools, no mechanism for improving failing charter schools--Betsy DeVos's vision of zero accountability--producing failing schools--is an assault on the opportunity for the success of our children. And it should not be entertained, and she should not be within a thousand miles of the Department of Education.
A columnist, an editor with the Detroit Free Press, went on to summarize that ``as a result of DeVos's interference and destruction of the schools in Michigan, we are a laughingstock in national educational circles, and a pariah among reputable charter school operators, who have not opened schools in Detroit because of the wild West nature of the educational landscape here.''
Often what we see with this strategy from the very rich who want to masquerade as helping our children and challenging communities is what they really want: They want the government to pay for their elite education in private schools. Take the money out of the public system and help the wealthy in America be even wealthier by subsidizing or paying for their children to go to elite schools.
The strategies that Betsy DeVos implements results in this failing system in Michigan that has become ``a laughingstock in national educational circles, with no accountability for improving the schools, and no accountability for shutting them down.''
If anyone was running a private business with no accountability, that business would fail. But when it comes to squeezing money out of the public system, there are opportunists who say: Here is something. Don't care much about public education, but I sure see an opportunity. I smell an opportunity for profit right here. I can squeeze that school, and I can make a lot of money.
That person belongs nowhere near our public education system.
There are other things that concern folks. In 1983, Betsy DeVos's family funded the creation of the Family Research Council. FRC is known for its incendiary anti-LGBT agenda. It is known for its promotion of junk science, claiming a connection between homosexuality and pedophilia. The FRC thanks on its Web site the DeVos and Prince families of Michigan for establishing its DC base. And FRC advocates for conversion or reparative therapy.
Well, in all those ways, it sends a message that as the Secretary of Education, Betsy DeVos is not going to watch out for LGBTQ students, who have plenty of difficulty figuring out life and a pathway to life in a world in which they don't necessarily find support in many places. And their concern is amplified by her opposition to nondiscrimination protections for the LGBTQ community. In fact she has donated hundreds of thousands of dollars to defeat marriage equality--an opportunity for opportunity in our Nation. Funding these anti-LGBTQ causes is plenty of concern for students and their parents across America.
Well, why is she nominated to be Secretary of Education? I think an objective observer would say that she has been a massive donor to the party of the President, and that objective observer would be right. Some $200 million was donated to the President's party.
When discussing her contributions in 1997, DeVos said the following: ``I have decided to stop taking offense at the suggestion that we are buying influence. Now, I simply concede the point.'' She continued: ``They are right. We do expect something in return.'' She concluded: ``We expect a return on our investment.'' Well, she is seeking a return on her investment by seeking the nomination and receiving the nomination to Secretary of Education, but pay-to-play politics has no place in our public schools. Let me repeat that once more. Pay-to-play politics has no place in our public schools. Our children's education is not for sale. That is why we are here tonight on the floor of the Senate conveying our passionate dissent against this nomination.
The Secretaries in the Cabinet--their position--should not be sold to the highest political bidder, and certainly one should have a small modicum of experience to bring to the post, particularly when it comes to the education of our children. Throw on top of that this pay-to-play politics. Throw on top of that a determination to destroy our public schools and to turn them into for-profit operations for the benefit of the rich, to squeeze profits out of these schools that are investing in our children, and this person is uniquely unqualified, the most unqualified individual to be considered for a post of this nature probably in the history of the United States of America.
I was home in Oregon last week. I attended a rally of folks who wanted to share their thoughts about Betsy DeVos's confirmation. CREDO helped organize the rally, an organization that fights for progressive change, for opportunity for every child, opportunity for every family to thrive.
In a short period of time, 1.4 million Americans had signed the CREDO petition for her nomination to be blocked. Just yesterday, I was at a rally outside the Russell Senate Office Building, just a few yards from here, where hundreds of activists came out to rally against her confirmation.
The phones in my office have been ringing off the hook for weeks, with folks calling in opposed to this nomination. We have received 19,667 letters and emails from constituents--that is the last count-- who are writing in opposition to her nomination--opposition to potential confirmation by the Senate.
These letters, these phone calls, they are coming from teachers and administrators, they are coming from parents, they are coming from concerned citizens who know what powerful role public education has played in the opportunity for our children. Now, this vote today has been laid out as something that virtually equally divides the Senate; that there may be 50 votes for her nomination, maybe 50 votes against.
Half of the Senate saying no is a rather spectacular rejection of this individual, but we need another Senator. We need a 51st Senator who values our children over for-profit destruction of our public schools. Is there not one more Senator who will stand up and fight for our children here in the Senate?
We need a Secretary of Education who knows about education policy, a Secretary who has experience as a teacher, who has experience as an administrator, and who wants to fight for our schools to thrive, not for our schools to be exploited, but we don't have that nominee today. So that is when this body needs to stand up and say no to the President; say, no, Mr. President. We know you were pushed to do this because this individual donated massive amounts of money to your party, but that is not a qualification for serving as Secretary of Education.
We need for the Senate to reject this and the principle it represents, the principle that experience matters, that the heart for our children matters, not how much money you pump into the President's party. I think it might be helpful to look at some of the writings that have been put forward. Let me read an op-ed from an Oregon paper, the Register-Guard, our Eugene paper. This article is by Belicia Castellano. She writes the following: After having donated $9.5 million to Donald Trump's Presidential campaign, President-Elect Trump selected Betsy DeVos as his Secretary of Education. This decision has been widely viewed as controversial. With Trump's decision, it is apparent that education policy will focus on the privatization of public education. DeVos is not a suitable candidate for this position and much more consideration should be taken into who has offered such a significant role in our government and society. DeVos would not be actively supporting our public schools, and would not commit to advocating for only public schools. We need a Secretary of Education advocate of all teachers, principals, staff, students, and families within different
types of schools. DeVos never worked in a public school and will struggle to empathize with public school students and teachers. In order to hold the position of Secretary of Education, an individual should have a teaching license or have some experience working within the field of education.
I guess that is kind of the point here, is someone should have some experience working within the field of education. This Register-Guard editorial said:
The morning after Election Day, a Register-Guard editor
asked University of Oregon President Michael Schill what he
knew about President-elect Donald Trump's views on higher
education. Schill's answer: hardly anything.
It goes on to say: DeVos is a long-time advocate of charter schools and school vouchers, but the Chronicle of Higher Education and other publications have turned up few grains of information after sifting through her positions on issues affecting colleges and universities. DeVos's home State of Michigan has more charter schools run by private companies than any other State, she is expected to be friendly to for profit colleges. Maybe, maybe not--who knows.
So the point is that the Secretary of Education should also have experience related to higher education. Let me speak a little bit to that. Our public K-12 system, which has now become sometimes a preschool through community college system, or a K-20 system, has expanded vision.
We have started to understand that just as we said at some point that the equivalent of a high school education is essential for a pathway for opportunity in our country, so now is the ability for many visions of what you will do with your life, to attend school after high school; that is, higher education. Now there are many pathways to success through apprenticeship programs and other routes that we should publicize and honor, many trades that need more people in them, very successful pathways to stable family finances, a foundation for raising your children.
But much of our economy does require the experience of gaining a higher education through our community and 4-year universities. The cost of this pathway has exploded. There was a chart a couple of years ago in the New York Times that showed the cost of different products over a 10-year period. Over that period, the product that had increased the most in price was the cost of a university. University education tuition, that was the very top curve. The bottom curve--the things that had decreased the most in price--was large flat-screen TVs. Now, you don't need a large flat-screen TV to thrive in life, but for many opportunities in our economy, you do need a 4-year education at a university. So the thing we need, our students need, for many pathways had increased the most in price. That cost effectively creates a massive barrier. If you are a millionaire or you live in a bubble community, a gated community, you don't really see this because parents just write a check.
But in my community, in a blue-collar community, people worry about this all the time. Parents worry about whether they can save a little money to help their child go to college. Then they look at that savings in the context of the cost of college and realize it is not enough and that their children will have to take on a lot of debt to be able to attend even a public 4-year school.
So back a couple of years ago, I held a whole series of meetings with students on different campuses in Oregon. The students brought balloons that said on the balloon what their debt was or their anticipated debt would be at the time of their graduation from college. Some of them said, $22,000, some said $14,000, but a lot of those balloons said $55,000 or $85,000. Some students had gone from undergraduate to graduate school, and their numbers started to get to three figures: $112,000.
It is in light of that debt in the higher education system that parents start to wonder whether college makes sense because with that kind of debt, that is half the price of a home in my community. You can buy a two- or three-bedroom house for $250,000 in my community, although the price has been going up.
So you are saddling a child with a debt the size of a home mortgage or at least a good portion of a home mortgage. The fear is, what happens if you graduate with that debt and you actually can't get a job to pay off that debt. That concern has many folks saying to their children in middle school and in high school that they are not sure their child should follow that pathway.
When a child hears from their parents that they are not sure that pathway makes sense, that affects and reverberates back to the way they treat junior high and the way they treat high school because they see it as a pathway that has been paved for them by society so they can thrive. And if they will be able to afford public education on through college, that is more inspiring and more powerful and can persuade a person to work hard in junior high and high school than the message that, no, it is so expensive we don't think that you are going to be successful going that route and it is going to be a trap. That message hurts our public schools. But Betsy DeVos has none of this understanding, how the high cost of college then reverberates back into junior high and high school.
How about the issue of STEM education--science, technology, education, mathematics--and the role that plays in our schools. You know, I feel particularly lucky in life. I am the first in my family to have gone to college. My mother and father came from very, very modest backgrounds. Yet thanks to the economy after World War II, they were able to buy a home on my father's blue-collar income. They were able to provide a foundation for the family to thrive.
My father told my sister and me: We didn't go to college, but we hope you will. We are saving some money to help that be possible. Even though I had no understanding of what college was all about, the message from my parents, that they were encouraging my sister and me to aspire to that pathway and that they were going to help us, just sent a message: It is a feasible pathway.
So I always assumed, not knowing the details of what college cost or what scholarships might be available, I just always assumed it would be possible to go. We need a system of higher education in which people can afford to go to college without massive debt. What is important to understand is this affects not only the opportunity after high school, it affects how children feel about schools when they are in school.
We see this, for example, in the DREAMS Program, where children are sponsored from grade school, and they are told: Listen, you have been the beneficiary of an individual who is going to pay your college expenses and for a program for you to get extra mentoring during your K-12 years of school. Those children thrive at a whole different level in public schools than the children in an adjacent classroom who don't have that sponsor and don't have that vision laid out for them that there is an affordable college awaiting them.
So that is an issue we need to have an advocate for, as Secretary of Education, as well as an advocate for our K-12 system, and we don't have that in Betsy DeVos. She doesn't bring her personal experience in life to bear with that.
I am going to wrap up my part of this conversation by noting that this is a potential turning point in our history. If we hand over the reins of our education system to a person who wants to see it as one more corporation, one more opportunity for profit, we will destroy a system that is the foundation of the American dream, the foundation of the vision for every child to thrive. We are a society to make sure that the pathway of opportunity is there for each and every child, including children who are English language learners, including children who have disabilities, including children who come from blue collar communities, as I do. Every child. That is the vision we are fighting for that is about to be deeply damaged.
Should the reins of public education be handed over to an individual who wants to destroy it?
That is why I am encouraging our colleagues to search their hearts, step aside from party politics and pay-to-play politics, and fight for the children of the United States of America.
Mr. President, I suggest the absence of a quorum.