Mr. President, I am honored to follow my great colleague and a champion of education and consumer rights, Senator Durbin of Illinois, and to address this body and, most particularly, the Presiding Officer, who has contributed so much…
Mr. President, I am honored to follow my great colleague and a champion of education and consumer rights, Senator Durbin of Illinois, and to address this body and, most particularly, the Presiding Officer, who has contributed so much himself to the cause of education. We know, better than anyone, how important the Federal commitment to quality education is--not just a C or D education but excellence in education.
The American people deserve a Secretary of Education who embodies and exemplifies that commitment to excellence. Unfortunately, the nominee before us, Betsy DeVos, fails on every
count to meet that standard. So I am here today to voice my continuing concern about this nomination, which is antithetical to the very mission of the Department she has been selected to lead.
She is unquestionably unqualified, unknowledgeable, unprepared for this job. She is unfit to run the Department of Education. As hard and as unkind as that verdict sounds, we have an obligation to speak truth here and speak that truth to power, even when it is the President of the United States, even when it is a job as critically important as Secretary of Education--especially when it is as important as this job.
She is wealthy. She is a billionaire. She has committed her career to pushing for private school vouchers and unregulated charter schools. Having reviewed her full record, including her confirmation hearing and her responses and lack of responses to followup questions that my colleagues sent to her, I respectfully say to my colleagues: We should not approve this person.
She has committed her career to pushing for private school vouchers and unregulated charter schools, not to the public education our students deserve. The incoming Secretary of Education will face a myriad of challenging and constantly evolving problems that will demand a high level of leadership and guidance, from soaring student debt to faltering school and student achievement scores across the country, to the pervasive school violence and bullying that threatens so many of our students, to unscrupulous for-profit schools, profiteering off students and veterans.
Clearly, the problems, these problems and others, require a Secretary who will not just rubberstamp or approve the policies of special interests or delegate systematic problems to private schools.
The Secretary of Education is responsible for overseeing a budget of Federal spending over $36 billion--that is K-12 education funding--and $150 billion in higher education funding each year. In addition, there is a portfolio of more than $1.2 trillion in outstanding Federal loans. That is the largest consumer debt in this country other than mortgage loans.
The leader of this Department is responsible for determining policies that affect our neighborhood public schools. She is responsible, if she is confirmed, for enforcing key protections under a number of civil rights laws designed to ensure every child access to education. This job requires a singular level of intellect and energy, preparation, devotion to the welfare of students, parents, and, yes, educators and teachers. Our educators and teachers are the real heroes of our educational system. Our public schoolteachers are second to none in the world for their commitment to opening businesses, creating dreams, and enabling students to achieve those dreams, and those dreams will be in peril if Betsy DeVos is our Secretary of Education because she has demonstrated her disrespect for the enterprise of public education.
From implementing the Every Student Succeeds Act, improving education quality, protecting Pell Grant Programs, and reducing pervasive student debt in higher education, to policing the epidemic of campus sexual assault and protecting students' civil rights at schools across the country, clearly our Nation's chief education executive needs to be immensely qualified--not just questionably qualified--but unchallengeably prepared and well versed in these complicated issues.
The fact is, Mrs. DeVos has no relevant experience as a teacher or as a leader of a public school. She has said that neither she nor her children have ever received a student loan or a Pell grant. She has no direct experience with our public education system that would enable her to lead it.
In addition to her lack of knowledge of higher education public schools, she has demonstrated a profound animosity, an antipathy to them. She has spent her career systematically privatizing and dismantling public schools instead of working to build them and improve them.
For decades, Mrs. DeVos spent millions of her fortune advocating for the diversion of public money to unacceptable private schools and unaccountable private schools, especially in her home State of Michigan. Mrs. DeVos helped to design an ineffective charter school system with little accountability for results in Detroit. However, the systems that she helped to design and promote actually siphoned money from Michigan's already underfunded public school system and caused achievement rates there to drastically plummet.
Despite her rhetoric, school privatization schemes are plagued with severe problems. They often strip students with disabilities and their families of their rights under the Individuals with Disabilities Education Act. This point underscores a fundamental theme for Mrs. DeVos's record, indicating how she would pose a threat--in fact, an unprecedented danger to students' civil rights across the board.
When asked during her confirmation hearing about the IDEA, Mrs. DeVos admitted that she was ``confused'' and thought that States were best positioned to enforce the Federal law. That answer exposed not only her lack of knowledge but her lack of caring. Someone who cares about students with disabilities would have known that this landmark education law depends on Federal enforcement for its effect, and she, as Education Secretary, would be the one to do that enforcement.
Before the passage of the 1975 law that later became the IDEA, when decisions about students with disabilities were left to the States, only one in five students with disabilities received an education. Does she believe that we ought to go back to a time when States were able to openly discriminate against students with disabilities, that States should be again delegated that responsibility, which they failed to enforce effectively?
Whatever her answer, clearly her blatant disregard for the IDEA threatens students with disabilities and already underfunded disability programs.
Mrs. DeVos also threatens students' rights and campus safety under title IX, including rights that are designed to protect students against campus sexual assault and other violence. This issue has concerned me. I have held roundtables around the State of Connecticut and have submitted a measured bill that would help address this problem at the college level. But Mrs. DeVos has advocated for legislation that would actually increase the difficulty for victims of sexual assault to receive support.
During her hearing, Mrs. DeVos told Senator Casey, my colleague, that she could not commit to continuing the Obama administration's title IX guidance that requires schools to have procedures in place to investigate and address instances of campus sexual assault or risk losing Federal funding. That title IX commitment is at the core of the Federal responsibility to protect students against sexual assault. We can agree or disagree on the detail, but this blatant disregard for title IX responsibilities goes to the essence of her commitment to education in this Nation and to protecting students against the scourge of sexual assault, which we know is all too pervasive still on many of our campuses.
Even worse, according to tax records, Mrs. DeVos has spent millions of dollars funding ultraconservative organizations that promote anti- choice, anti-Muslim, and anti-LGBT policies like conversion therapy. I never would have thought that I would be on the floor of the Senate considering a candidate who supported anti-LGBT policies or anti-choice or anti-Muslim policies. They don't belong in our schools. They certainly should not be supported by our Nation's Secretary of Education.
On the issue of for-profit education, again, it is a source of great concern because it has given rise to so many abusive tactics directed often against our veterans. During her Senate hearing, Mrs. DeVos did little to allay my concerns about her record as a school choice advocate and political donor, averse to protection against the abuses of for-profit.
We know there are for-profit schools and colleges that do great work. They contribute vitally, but unfortunately, for-profits also have been plagued by abuses that need to be fought and overcome.
Mrs. DeVos successfully lobbied to expand even failing schools in Michigan and to protect those for-profits from scrutiny and oversight. This record of enabling for-profits and her own self-dealing in a for- profit preschool herself does not bode well--that
is an understatement--for the hundreds of thousands of students who have been neglected, deceived, and scammed in recent years by predatory for-profit college institutions like Corinthian Colleges and ITT Tech. They left in their wake, when they collapsed and failed those students, a myriad of tragic stories, tragedies not just for the loss of money but for the loss of future opportunities, and that is far from the kind of record that we want replicated under our next Secretary of Education.
In fact, during her hearing, Senator Murray asked Mrs. DeVos about 17 specific bad actor for-profit higher education institutions, including Corinthian and ITT. They have been accused of using exotic dancers to recruit students, falsifying job placement rates, or stealing Federal financial aid. Mrs. DeVos would not confirm whether she believes that those practices and misuse of taxpayer funds at any of those 17 schools are, in fact, unacceptable. She simply would not respond definitively to that question.
The Secretary of Education is responsible for policies that could either lift or exacerbate the crushing burden of student debt at those for-profit schools. She is the one who could alleviate that burden, yet she refused to commit to protecting any current student loan repayment options or benefits or even helping severely disabled borrowers receive loan discharges that they qualify for.
She refused to commit to protecting the Pell grant, the Public Service Loan Forgiveness Program, or maintaining the existing transparency information on the college scorecard or Federal student aid data center.
Mrs. DeVos refused to commit to keep private banks out of the student loan system or ensure that taxpayers do not subsidize career education programs that consistently leave students with unaffordable mounds of debt, without meaningful prospects in the job market.
Her record and her responses to Senate questioning reveal that putting her in charge of the Department of Education would be akin to putting the fox in charge of the henhouse. I realize that analogy is overused, particularly in this town, where there are so many instances of it. But her lack of appropriate, definitive responses are as telling and compelling as her answers about her commitment to protecting, rather than endangering, the individuals and institutions that will be her mission if this body confirms her.
As a member of the Senate Committee on Veterans' Affairs, I have a special interest in protecting our Nation's servicemembers and veterans from insidious and pernicious predatory for-profit colleges. It is a paramount concern. It ought to be a paramount concern for our Nation because all too often, veterans are victims of these predatory for- profit colleges who lure them even while they are still in the military. They lure them with promises and images that create expectations never to be fulfilled, and so many veterans emerge from these colleges with mounds of debt but no degree.
Yet Mrs. DeVos refused to say whether she understands that Veterans Affairs and Department of Defense student loan and assistance programs are even federally funded or whether she would commit to closing the 90-10 loophole that has enabled colleges to aggressively market and mislead many vets.
We have all spoken on the floor about the need to close that loophole. It is the plain vanilla solution that should be a matter of consensus, yet Mrs. DeVos refused to commit on that issue.
She has earned a failing grade for lack of study, complete lack of diligence in preparing for her testimony and to lead in higher education programs. Her commitment to protect students and veterans from massive debt, low-quality education standards and accountability, or pernicious for-profit companies and leaders deserves a failing grade as well.
I will not support a nominee who fails to agree that predatory practices, exploitation of taxpayers, and deception of students have no place in our education system.
While Mrs. DeVos evaded questions about bringing accountability to schools, she also refused to commit to keeping guns out of schools. When asked by my colleague Chris Murphy whether guns have any place in or around schools, Mrs. DeVos gave the following reply: ``I would imagine that there is probably a gun in the schools to protect from potential grizzlies.''
That statement has given a lot of amusement to a lot of people around the country, but it deals with such an intensely serious subject, that it is really no laughing matter. All of us who went through the tragedy and grief experienced by those families and loved ones who lost children in Sandy Hook, CT, and saw the strength and courage of the Newtown community cannot regard with anything but contempt that answer.
When she was further pressured whether she would support a plan from President Trump to ban gun-free school zones, Mrs. DeVos revealed that she would support ``whatever the President does.''
In some ways, that answer is as repugnant as the remark about grizzlies, saying she would follow whatever the President does, without leading and providing vision and intellectual tools that are necessary for the President to act, is an abdication of responsibility.
These answers are woefully unacceptable.
We recently observed the fourth anniversary of the Sandy Hook Elementary School shooting. We still remember the 20 beautiful children and 6 exceptional educators who were brutally murdered in Newtown.
The day of the Sandy Hook shooting was the most heartbreaking day of all my years in public service. According to Everytown for Gun Safety, there have been at least 210 school shootings since Sandy Hook. Words cannot capture the sense of grief and outrage we must feel in the face of continued gun violence around the country--in our schools, malls, clubs, churches, public venues, and private homes. This scourge of gun violence must be combated, and yet Mrs. DeVos has indicated she is impervious to the emotional force of the tragedies arising from gun violence.
I want to share a passage from a column written by my friend Erica Lafferty, the daughter of Dawn Lafferty Hochsprung. Dawn was the heroic principal of Sandy Hook Elementary School murdered at the massacre that day as she desperately attempted to save her students and staff.
My mom spent her life preparing to take care of students.
She earned a degree in education. She spent years in a
classroom, teaching special education for kindergartners and
middle-schoolers. By the time she became a principal of Sandy
Hook, she knew exactly what elementary schools should be--a
happy place for kids where they could learn and grow in a
safe environment.
To claim that she should have done more to take care of her
kids is an insult to all that she did, and to the lengths to
which so many teachers go to ensure a good and safe learning
environment.
That Mrs. DeVos thinks ``bears'' when asked about guns in
schools proves just how little she has considered the
important role of the Education Secretary in keeping students
and faculty safe.
It is insulting to tell teachers that they should add
``sharpshooter'' to their job descriptions. It is absurd to
teach students to duck and cover in active shooter drills
rather than demanding our legislators do the responsible
thing and make it more difficult for dangerous people to get
their hands on firearms.
That is what Betsy DeVos should have said in her hearing when she was asked about gun violence in our schools. That is the sense of outrage that should have come from her spontaneously, and it should be the leadership that she should provide.
There is nothing more important than keeping our children safe from anyone who would do them harm, particularly in a school, which should be the safest place in the world, and that means that our Secretary of Education must provide leadership, courage, and strength to stand up to an administration that fails in its responsibility on the issue of gun violence.
The families of Sandy Hook asked us to honor their children and family members with action, to make America safer and to make our schools safer. I cannot support a nominee who fails to prioritize the basic safety of students in our schools or take the scourge of gun violence seriously. I cannot support Betsy DeVos because she fails to demonstrate basic caring--put aside her lack of knowledge--but a basic caring about the fate of students who may be in danger of gun violence and equally in danger of failing to achieve the American dream.
Her responsibility is beyond being a bureaucrat or a placeholder in a Federal organization chart. She has a public trust, even as a nominee, to show America the importance of public education. Her career is about demeaning and detracting from public schools. Her testimony at the Senate hearing betrayed a lack of preparing that would disqualify students in schools from a passing grade.
I have received numerous correspondence, letters, and emails about this nomination. In fact, 14,000 letters from teachers, concerned parents, and citizens expressing outrage at the threat that Mrs. DeVos poses to public education, disability rights, and student success. For a small State like Connecticut, 14,000 emails and letters is unprecedented. It is an outpouring, an uproar that is certainly unprecedented in my time in the U.S. Senate and in the memory of staff who work here. These letters come from teachers, students, parents, really everyone affected by public education.
I want to close by saluting them and most especially the teachers and parents who are so committed to their students.
Erin, a third grade teacher from Connecticut captured this fear in her letter to my office:
I write this to you as a teacher in despair. After a decade
and a half of public service as a teacher, I fear that our
basic precepts of our obligation to educate ALL children has
come into question.
I am fearful of what lies ahead for my students if someone
like Mrs. DeVos is in charge of our Department of Education.
Her lack of experience in public education, her desire to
separate and sort our children by their income, academic
ability and socioeconomic status, her blatant disregard for
students with special needs and our obligations to these
students under IDEA--strike panic in the education community.
One of the best things about being a public school teacher
is the challenge and privilege to work with all kinds of
students with all kinds of abilities and needs. I have the
honor to work in a school that is rooted in the inclusion of
all students.
More than 15% of the students in my school have special
needs. We are so proud to provide this group with the
services that are specialized just for them to meet their
academic, social and emotional needs.
You see, our work here is not merely about proficiency, it
is indeed about growth. We are tasked to help our children
grow to their own individual potential--not just meet a
mandated standard.
When I think of some of the beautiful and important
achievements that my students make, they are often not about
a score on a proficiency test. I think of the autistic
student in my class that is working to be able to communicate
his wants and need to others.
When he can play a board game with a peer, that is growth.
My classroom reflects the tapestry of our American society.
I have students of all abilities and needs and we have built
a caring classroom community that allows for us all to grow
each day.
I have been highly trained to work with ALL students. I
assure that my student's Individualized Education Program
goals under the law are being provided for. I seek out and
provide resources. I advocate. I accommodate educational
programs to meet each child's unique learning needs. I
encourage.
I celebrate the milestones and yes, the growth.
The public education system as we know it ensures a free
and equitable education for all students--regardless of their
academic needs, their socioeconomic status, their race,
religion or parental involvement.
Please continue your efforts to convince your fellow
Senators that Mrs. DeVos will be a reprehensible choice for
our Department of Education.
Jen, another teacher in Connecticut shared a similar message with me in her letter to my office:
I am a teacher in esteemed Fairfield County, Connecticut--
but don't let the package fool you. My section of Fairfield
County, my very public middle School in Danbury, Connecticut
has hosted over 37 nationalities at one time under one roof.
You see, our public schools are a mirror. Our schools
reflect the world as it exists outside our doors. We open
them and the world pours in. This is how it works. We offer
influence. We set expectations. We administer tests and
benchmarks and are tied to terms like ``proficiency'' and
``growth''. Within this academic framework, cultures clash.
It's inevitable. Differences abound. And yet, in this sphere
of gaps and spaces, we bridge to one another.
We reach because we have to; there is no option. We see
differences and we've learned the inherent power in them. We
develop minds of course--but we also develop tolerant
citizens who can thrive in a multi-cultural and diverse
society.
Vouchers and school choice, as Mrs. DeVos champions,
present as an antithesis to these core democratic
philosophies.
What is showcased as an opportunity for growth is a thin
veil for layered discriminatory practices.
Vouchers decrease the potential of many to the potential of
few. Vouchers are a cousin to segregation, if not a sibling--
and the consideration of DeVos as secretary undermines, with
longevity, the very fabric of a United Nation.
I was asked to share personal stories and I can--I've seen
it all in fifteen years: kids who experience unprecedented
success and kids who break your heart in two with the
devastation forced upon them. We can't ever know who will
triumph, it is impossible to know--we can only keep the
playing field as fair and accessible as possible to all.
Deborah, a fourth grade teacher from Connecticut, was frustrated with the conflicts of interest surrounding Mrs. DeVos in her letter to my office:
Mrs. DeVos has a very clear conflict of interest on many
levels. Financially, she wants to maintain the $5-25 million
dollar investment she has in Neurocore, a biotech company
which deals with attention deficit disorder. Her investment
in Windquest Group, which backs Neurocare, is a company
focused on ``a science and brain-based program that targets
children is clearly a conflict. She has presented a clear
history of donating to and investing in companies or
organizations which affect students.
As a teacher in a Title I public school, it is essential
that the Secretary of Education is equipped to deal with the
issues we deal with every day. In my class I routinely deal
with issues of poverty, homelessness, underfed students who
count on free or reduced meals and extra food sent home
weekly for the weekend. Their parents normally work two or
three jobs to try to pay the bills. If a student is hungry,
they are concerned with where their next meal is coming from,
not which genre I'm teaching. This is not a business, it's
personal for every student we teach. If students are held to
standards which are not realistic, supported, funded, or
understood by the federal government then the ability to
achieve & thrive as a society will cease to exist.
Finally, Nancy, a 26 year veteran of teaching and Danbury, CT, 2016 Teacher of the Year, shared anecdotes of her experiences teaching special education students. Here is a passage from her letter:
Please do not approve a person who has no experience with
public education and has no clear understanding about student
need or how students learn. This is an extremely important
job. We should not take it lightly and just let anyone take
that title. Mrs. DeVos' plan for our children will
disenfranchise the poor, the disabled and quite honestly,
every child in America. Her inaccurate, incomplete and poor
answers to questions posed to her by Congress as well as her
track record in Michigan where she worked to destroy public
education, serve as evidence that she is not qualified for
the job. She bought her way to this appointment with huge
donations to those who would vote for her. She does not
understand that education is not a for-profit business; it is
an investment in our most important resource and the future
of this country--our children. Betsy DeVos is not the right
person to lead education in the United States of America.
I will finish by saying that I firmly believe we owe our students high standards, just as we demand of them high performance, but that requires of us a commitment that Betsy DeVos has failed to make. It is a commitment to invest more resources in public education, to give back and give more to our public schools.
After observing her testimony, I am convinced she lacks that leadership ability or requisite record to serve as the steward of public education and to hold that trust that our country desperately and urgently needs now, not at some point in the future. That commitment is necessary now because every day, every month, every year is a lifetime in a student's education. So I will vote against her confirmation today, and I encourage my colleagues on both sides of the aisle to do the same.
Thank you, Mr. President. I yield the floor.