Who puts the FUN into School Funding and Policy? (We Do!)

Need an extra serving of laughter to help the latest education news go down a bit easier? In this month's quiz, play alongside special guest contestants Jannelle Kubinec and Kevin Gordon. Both are school finance and policy advocates who’ve played a vital role fighting for more education funding in California and nationally -- and both offer terrific insights into the issues facing public schools.

Laugh some, learn some and grab a few nuggets of wisdom you can pass off as your own in our quiz games like Surfing the Headlines, Education Data Points of the Month, Classroom Management Techniques, and True, False, or Whaaaaat? We ask questions about school vouchers, budget cuts, mobile devices in schools, carrying concealed weapons onto campus, perfect attendance, and more. Oh, and we pick on the State of Oklahoma again in this episode – why not?

“If you are an educator looking for laughs, a sense of “I feel so seen” via comedy and real talk on news/policy, THIS is the podcast for you!”

"I laughed a lot as I learned -- this is a fun way to catch up on significant education news -- and the insights from the guests are first-rate."

ABOUT OUR HOSTS

ALEX KAJITANI is a California Teacher of the Year and author of several books for educators, including "Owning It," and "You're A Teacher Now." He is an inspiring and engaging speaker, the Rappin' Mathematician, coach, and creator of powerful programs for students and teachers, including Multiplication Nation, Math Success Camp, and the "New Teacher Success" video series.

PAUL RICHMAN is a Grammy and Academy Award-winning artist who...Wait, hold on -- that's someone else. Actually, Paul is an all-purpose education policy guy who has served as a leader for several statewide education associations, coalitions and policy initiatives. He also produced the "Adventures in Ed Funding" and "Budgeting for Educational Equity" podcasts, and he currently serves as an executive producer of the Inside California Education statewide TV series.  

ABOUT OUR GUESTS

KEVIN GORDON is widely viewed as one of the top education advocates in California. He is the President and a founding Partner of Capitol Advisors Group. Previously he served as the longtime Executive Director of the California Association of School Business Officials, and as the Chief Lobbyist and Assistant Executive Director of the California School Boards Association. He also served as Chief of Staff to Congressman Robert T. Matsui and as a legislative advocate for the California Building Industry Association (CBIA). 

JANNELLE KUBINEC serves as Chief Executive Officer for WestEd. She brings over 20 years of experience transforming outcomes for children, youths, and their families through research, policy, and technical assistance. She has led major federally funded centers and is nationally recognized for her work related to school finance and effective resource allocation. Notable contributions include guiding California through a once-in-a-generation redesign and transformation of its K–12 funding formula and accountability system and serving as principal architect and manager of a diverse team of researchers and policy experts to craft the California Master Plan for Early Learning and Care. 

ABOUT OUR MUSIC

Tommy Dunbar is a musician, songwriter, and producer best known as the founder and lead guitarist of the power pop band The Rubinoos. His music can be heard in many films and TV shows, including Revenge of the Nerds, Bachelor Party, Sex Education, Lizzie McGuire. 

LEARN MORE:

Transcript

Education News Comedy Quiz – Some of the Above 

Announcer:

It's time for the Some of the Above Education News Comedy Quiz, the show where a bunch of well-meaning adults poke fun at the latest news and policy decisions impacting public schools across the country – while students like me actually have to live with the reality each day. And here are your hosts, Alex Kajitani and Paul Richman.   

Alex Kajitani:

Hey, a huge thanks to our great student announcer – and give it up, too, for our in-show band, Tommy Dunbar and the High School Equivalents! I'm Alex Kajitani -- education speaker, author, and California Teacher of the Year -- and this is the show where we invite you to play along with two special guest contestants as we help you get informed, inspired, and hopefully laugh some about our ever-changing world of education. It’s my pleasure to be back in the quizmaster’s chair this month alongside my friend and all-purpose education policy guy, Paul Richman.

Paul:

Thanks, Alex. And, you’re looking pretty good in that quizmaster’s chair.

Alex:
Thank you.

Paul:

Yeah. I gotta tell you, I am pumped up because we’ve got two special guests after my own heart – they’re both leaders from the world of education funding and policy. 

Alex:

Oooh.

Paul:

In fact, if there were a school funding advocates hall of fame, these two people would definitely be in it. Each has played a vital role for years shaping funding decisions and policies within both the California and national education eco-systems. 

Alex:

Yeah, wow,  well, that sounds… uh, very policy wonky to me, Paul.

Paul:

Yes, and – I promise we’re going to have a lot of fun.

Theme music  

Paul:
Our first guest contestant has dedicated her career to social and public good through her advocacy for children and students. She currently serves as chief executive officer for WestEd, a national nonprofit, non-partisan research agency. And she is nationally recognized for her work on major policy changes related to early learning, K through 14 funding, and education accountability systems. It's Jannelle Kubinec! 

Jannelle:

Hi Paul, Hi Alex – great to be here with you today.

Paul:

 Next, he's the president and founding partner of Capital Advisors Group – and a former leader with both the California Association of School Business Officials and California School Boards Association. And, whenever, a legislator, reporter or school district superintendent wants to know more about a school funding issue, this is often the guy at the top of their speed dial. It's Kevin Gordon! 

Kevin:

Hey, thanks guys, appreciate it. 

Alex:

Well, Kevin and Janelle, it is so great to have you here. There are so many things that happen outside of our schools that have a huge impact on what occurs inside schools and classrooms. And I know the two of you as education funding and policy advocates, you really help drive a lot of that. Of course, at the same time, things like school finance aren't usually known as fertile ground for comedy. So one important question out of the gate: Is there a wilder or crazier side to school finance and education policy that perhaps only people like the two of you know about and are willing to share? 

Kevin:

Yeah, I mean I think the answer is the wild and crazy side is that you'd be floored by how many people in the capitol building, how many of them really understand the nuances of school finance. It's complicated and they get frustrated by that because it's just this byzantine sort of patchwork of formulas and -- they're well intended -- I mean it's about trying to make sure that the money goes out in a direction they want it to go out, and eligibility of what kids we’re targeting and all that kind of stuff. So you get these really crazy formulas that it ends up a pretty small number of people become expert at. So the wildest thing is that almost nobody knows how it works. 

Jannelle:

I would add to that and say what Kevin's pointing out is, hey, there's lots of formulas in this Byzantine way, but quite frankly there is a spreadsheet that doesn't have very many lines, that if you give it three inputs, you get the Proposition 98 (California school funding) output, which is how big is the pie for K-14 education. And you know, as a 24-year-old I came to the Legislative Analyst's Office and they handed me that spreadsheet. And the hardest thing for me was, I came from grad school where finding a $20 bill in a pocket was a great thing, and I had to try to read all the zeroes and say, is that millions or billions? Like, this is crazy.

Alex: 
Wow Paul. I've gotta say I'm impressed. We asked for wild and crazy stories and dove right into spreadsheets and funding formulas. So we are off to a great, great start. (

[5:30]

Alex:

Allright, Kevin and Janelle, it's time for our first quiz game, something we call surfing the headlines. Hit it, Tommy.  (Surfing music theme.)

Alex:
Okay. I'm going to ask each of you a question about an education news story that made waves this month. A correct answer is worth one point unless Paul or I arbitrarily decided it should be worth more because the way our show works is we award points the way Health and Human Services Secretary Robert Kennedy awards or takes away research contracts seemingly at a whim. Also important, at the end of the show, the contestant with the fewest points has to come back and join us again in the future. So if you want to be done with us for good, you have to earn the most points. Otherwise, we invite you back. Got it? 

Both:

Got it. 

Alex:

All right, Kevin, the first surfing the headlines question is for you, and this one should be right in your wheelhouse. The Trump administration recently released details of its proposal calling for a 15% cut to what? 

Kevin:

That would be the 15% cut to the U.S. Department of Education budget for fiscal year 2026. 

Alex:

Nailed it! You are correct. It is the proposed cut to the U.S. Department of Education budget. The budget request to Congress includes a $12 billion or 15% reduction below the current appropriation for the Department that the president of course is attempting to shut down. Overall, the budget proposal leaves at previous levels Title I funding, which is the largest pot of money that supports districts serving low-income students. But the proposal also asks Congress to eliminate or consolidate dozens of other grant programs that provide services for specific students and programs, such as English learners, homeless students, students with disabilities, rural schools, teacher training and professional development, education research and data collection. Symptoms of this proposal may also include headaches, drowsiness, itchy eyes, irritable bowels and vomiting in one's own mouth. 

So Kevin and Janelle, did I get some of those budget details right? I mean we had to know this budget axe was going to be swinging, but is this proposal from the administration what you expected? 

Kevin:

Yeah, I mean, President Trump had proposed cuts every single year of his first administration, not terribly unlike these – and didn't get them because Congress who has power of the purse, didn't go along – even though they had majorities back then as well. And so I think we're going to see very likely a repeat of some of this again because this budget is going to require that it overcomes the 60-vote requirement we call the filibuster in the U.S. Senate. That means you're going to have to get seven Democrats in the U.S. Senate to go along with this budget proposal. And I always joke around saying, if they do what they do best, which is nothing, then we're probably safe from any cuts. So that's kind of what we're going to rely on. Now there are a lot of other moving parts here that could change that dynamic, but if history is any guide, we end up getting a continuing resolution because they cannot pass a budget; they don't have the votes. A continuing resolution basically relies upon what you got in the last authorized budget, which is 2024. So it wouldn't be great, we wouldn't be getting increases, but we wouldn't see these cuts. 

Jannelle:

But I also think there's another dynamic in play, which is that we aren't seeing funds issued even when they've been approved. So the FY 25 money is there, but it hasn't gone out. So the looming threat of rescission – meaning we don't give you the money because it wasn't spent. So, we have an example in FY 25 of we don't see those cuts present, but we also don't see the money flowing. And so some of that is a Department of Education without people to administer funds and get it out to places. We've seen this happening to states in terms of they're not able to access or get paid monies that were approved in the budget, but there's also programs that have been cut that the money's still in the budget. So we're actually in an interesting time with the traditions, as Kevin notes about filibuster, which we've always had those in the discussion, but now we have new words that we're using in our budget discussions about rescissions and about, whether or not there's even going to be a Department -- how to go about that. So there's a whole lot of layers of this that make this a different year, I'd say all around. 

Alex:

Yeah, fascinating. I'm curious to ask the two of you, are there some good things that could come out of this budget proposal?

Kevin:

I think it kind of depends on where you live, right? What region of the country you're at, and what your sort of disposition is relative to the bureaucracy we know as the U.S. Department of Ed. When the president and the current administration and even congressional leaders on the Republican side talk about block granting, that can be seen as a really good thing. So you're sort of cutting through the bureaucracy and getting money directly out to states and maybe it could be good. The problem is they can't resist cutting pretty significantly the overall amount of money. So, one of the block grants they have in the proposal is a block grant that's  $2 billion, and you can use it any way you want across 18 different purposes for 18 programs that previously existed and were funded. The problem is, the total amount of those total programs was $6.5 billion dollars. So it's good on local control a little bit, but bad on total resources that are available. 

Jannelle:

Yeah, and I think when you look and you’re faced with cuts, you do find what matters. And an example would be Headstart, right? That was an initial, we're going to cut Headstart -- lots of concern -- and then an ability to see it coming back into shape. And I think we can't take anything for granted. So, if anything, I think those that support public education, you know we've gotta ask ourselves what really matters and how are we going to make that clear in how we advocate for programs, advocate for kids, and engage and do the very best with every dollar we have. 

Paul:

So, I am wondering, as school funding advocates, when there are huge budget cuts on the table -- one silver lining for you is that it's sort of like job security for people like you, right? 

Kevin:

Well, I always say as long as government has the capacity to usually screw things up, we'll be fully employed. And then this could be a banner year. 

 [12:30]

Alex:

Okay, the next surfing the headlines question is for you, Jannelle. According to a recent Gallup poll, four in 10 US adults wish they had learned more what in middle or high school? 

Jannelle:

Four in 10. I'm going to say…math. 

Alex:

You got it. That's right. Four in 10 wish they had learned more math skills. As part of the survey, adults were also asked what three emotions best describe how doing math made them feel. The top three responses were challenged, interested, and confused -- which interestingly were the same top three ways adults said parenting made them feel.

Alex:

Also, according to the survey, among all respondents, four-fifths said they wish they had learned more about fractions, while the other half said they wish they had not.  Sorry, bad math joke, folks. Hopefully at least one-third of you laughed. 

Paul:

We were going to award an extra point to either of them if they laughed, but I don't think there's a point to give Alex. Sorry.

Jannelle:

Well, Alex, in a serious way, I think what you're bringing up is something really important that in my work at WestEd we've thought a lot about and done some work on, which is how important it is for people to see themselves with the sense of, they can do math.  I just came, I think it was last week, from a screening of a documentary called Count It Out, which is just amazing and people should seek this out because it talks about experiences of kids around the country and learning math and or struggling with math. And you hear exactly the statements that were captured in that Gallup Poll, which is, I can't do this. I want to be a nurse, but there's no way if I don't do the math. And I have tried the class three times and I'm just not a math person. And what this documentary shows is everyone can be a math person. You just have to make it about what people see in the world. And the documentary goes a step further, which is, for us to have a functional democracy people have to have math abilities. They have to see themselves as math owners because, all joking aside, those fractions you just rattled off, we get hit with them every day, all day long. When people say the economy is this, or unemployment's at 4%, well what does that mean? Or what percentage of the budget, so 15% of the budget – well of what and how much? You know, when we talk about maps of who gets to vote and how we're seeing turnout -- that's all math; it's all numbers. So our ability to have a math identity is more than just, I'm good at math. It really is about us engaging with each other and being able to both understand the world and then laugh at jokes like you just shared with us. 

Paul:

Yeah, and I love that connection, Jannelle, between math and civics education in particular. That's great. 

Alex: 

Yeah, kind of like what Jannelle referred to, I I think somehow in our society it's become okay to think that you are bad at math or to have been bad at math. We all know what happens when you go out to dinner with a group of your friends and the check comes and somebody grabs it and says, okay, who's good at math? Who’s going to lead us through this check splitting up thing? And anyone who says, not me, I was never good at math. Yeah, well, we just kind of accept that… 

Paul:

You know, one of the things for my entire career, I've always just handed the check over to Kevin at the end of the meal. 

Kevin:

Yeah, I take full advantage of people who say at the lunch, they don't know math. 

Alex:

You're laughing, Paul, but I have a feeling you've been paying for all of Kevin's drinks for a long time.

Paul:

No, probably the opposite. 

[17:00]

Paul:

Well, speaking of math skills, it's time for our next game and it's one we call Education Data Points of the Month or EDPOTM, since in education we love our acronyms. I'm going to give each of you a number and three options and you have to guess what that number or data point actually represents. 

So Kevin, the first data point is for you and it is 24. Is this A) the average number of announcements, 24, that interrupt classroom instruction during a typical school day according to a new Rand Corporation study;  Is it, B) the number of times during her recent testimony before Congress that U.S. Secretary of Education Linda McMahon referred to the Individuals with Disabilities Education Act – the IDEA – as "that law that has something to do with students and IDs?"; or Is it C) the number of states – 24 – that have passed laws banning or restricting cell phone use at school? 

Kevin:

Hmmm, I think I'm going to go with C.

Paul:

Going with C – cell phone bans. And that is correct. Florida was the first state to ban them in 2023, and many states, both red and blue have since passed laws. And the laws range from banning phones altogether on school grounds to banning their use during class time to requiring individual school districts to adopt policies restricting their use. So, limiting cell phone use, policymakers argue, will benefit students' mental health and learning at least for the hours that they're at school. This latest legislative flurry follows other notorious classroom bans from past decades that you may remember, including the banning of pagers and even Pokemon trading cards.  

Jannelle:

I think this is one of that we feel like we're caught at this moment of tension where we want to have students attentive and then at the same time we want them to be with technology. So, it's how do you strike that balance, right? We want to have, I think kids develop a very healthy relationship with technology as a resource to help them navigate both you know being aware and knowledgeable, and also protecting them from too much stuff that we find anxiety creating. And I think these bans are one experiment that we'll be working through to say, do you have kids performing with better outcomes as they've had less screen time – but they still have a lot of opportunities for screen time, so how are we teaching them to engage with screens in productive way? 

Alex:

Yeah, well, and I know that in a lot of places, the way the bans work is students can bring their phone onto campus, but when they go inside the classroom, they then have to leave their device in one of those hanging storage sleeves or cubbies. You know, I did see one student comment on social media that he was going to go out and buy a burner phone just to leave it in the storage sleeve. 

Kevin:

Yeah. Never underestimate their ability to get around the brilliant things that some of the adults try to create to limit their use. 

Paul:

Right, absolutely. And by the way, students, if you're listening and you subscribe to our podcast on Apple or Spotify, we'll send you our free toolkit on how to get around cell phone bans. 

 [21:00]

Paul:

All right, Jannelle, this next data point question is for you, and the number is 10,300. Is this A) the number of emails that the New York City Public Schools Chancellor receives each day?; Is it, B) the total number of task forces that California Superintendent of Public Instruction Tony Thurmond has created since he took office?; Or is it C) the amount of public taxpayer dollars, $10,300 per student, that families in Texas will be eligible to receive and spend at private schools as a result of a new voucher bill signed into law? 

Jannelle:

Oh goodness. Well, I am pretty sure it's not A or B, having met the New York commissioner and seeing her walk about, she could get a lot of fan mail, but I don't think that's it. And even that's a high number for California for having commissions, so I will say C. 

Paul:

That's absolutely right. It is C school vouchers. According to the Texas Tribune, Senate Bill 2 signed into law by Texas Governor Greg Abbott allows families to use public taxpayer dollars to fund their children's education at an accredited private school or to pay for a wide range of school related expenses. The money will flow from the state to families through what are called education savings accounts. At least 18 states have now created some type of voucher or account program. But Texas’s when it launches in 2026, it will be one of the nation's largest. 

So, anyone got a good voucher joke? 

Jannelle:

I would say not a joke, but I do think it's a question: Is what we're seeing with vouchers or education savings accounts, is it a movement or a moment? And I think that is a big question when it comes to what's going to happen with resources of states. As we've seen states introduce these programs, in many cases, the demand increases beyond what was going to public schools because of the number of kids. And so we're seeing pressures on state budgets that have expanded these programs. And you look at the pie of funds that are there, the slices got distributed differently – will we see states saying, gosh, how are we going to keep funding this, particularly if we give amounts equivalent to or very close to, or even in some cases above what we provide to our public school system on a per student basis?

Paul:

Mmm-hm. And there was a report about a similar voucher program to the one Texas is going to launch, a similar program that's already operating in North Carolina that showed most of the recipients of these educational savings accounts – more than 90% – were families that were already sending their children to private schools. 

Kevin:

Yeah, that's long been one of the biggest criticisms of vouchers generally, is that who's really benefiting from them. 

Alex:

Fascinating. Well, I'll close this section with a bonus question for either of you. According to this new law students participating in the new Texas voucher program will not have to do what?  

Kevin:

Wow, graduate?

Jannelle:

I was going to say go to school? 

Alex:

I'll give you a hint. It used to involve a number two pencil, but now it's pretty much done online, 

Jannelle:

Ah, no testing. 

Alex:

Well, they don’t have to take the state standardized tests. The law says students utilizing the vouchers at private schools must take a nationally recognized exam of the private school's choosing, but they're not required to administer the same standardized tests that public school kids take each year.  

Kevin:

Wow. 

Paul:

All right. I think we're giving the point to Jannelle because she did say testing.  

And now, a word from our sponsor.

 
Commercial

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We are fully accredited by the State of Texas, which, mind you, is not as difficult as it may seem. So listen, Sugar: when you receive that letter from the State, be sure to mark that box that says you’d like your little one to attend my school. The state will then give you a voucher – I mean, the state will put some money in your own personal Education Savings Account (I forgot we’re not supposed to say the V-word) – and then you just write us a check. Eazy, peazy! And this month only, we have a special offer on tuition. It used to only cost $6,500 per year to attend our school. But thanks to the new law, we can now charge you $10,000 and still, not a penny needs to come out of your own pocket. That’s more money for us, and less for those other kids in the scary public schools. Thank you, Texas governor and legislature!

Paul:

And now, back to the show.

 Welcome back to Some of the Above, and thanks to our in-show band, Tommy Dunbar and the High School Equivalents. We have an education advocate showdown going on here. Our score was Jannelle three and Kevin two. However, after applying a 15% cut to all scores, that would put Kevin at, oh shoot. I'm also one of those people that didn't do well in math. So anyway, we'll come back to the score, but this is the time for you, listeners, to get to know our guests a bit better. 

So Kevin, I want to start with you. You've worked with lots of presidential administrations and many, many governors. Is there a particular elected leader who you've had to deliver a particularly difficult message to? 

Kevin:

You know what comes to mind is, and we have this almost perennially, is that they’re well-intended, but some pretty harebrained ideas that sometimes come out of in the state. And the bottom line is, if you ever want a second meeting, you avoid pretty harsh criticism or bluntness. You find a clever way to get them to a good place. And so there was a governor some years back who had quite a number of these interesting ideas that were not very roundly welcomed by the education community. And the way we sort of reacted to it was to say, look at, the governor's heart is in the right place and we intend to do everything we can to make that proposal as positive and as good as it can be. And I remember seeing him shortly after he read that and he said, “By the way, very clever way of giving me sort of the direction that I'm probably not headed quite appropriately on." And so one of the things, you have to sort is try to be diplomatic about getting people to go in a direction that you want to go. So yeah, not difficult conversations if you kind of know what type of an approach to use to bring it up. 

Paul:

So Jannelle, we're seeing funding for a lot of data gathering and education research being cut, and that's a lot of the work you've done in your career. So, talk to us about why that matters so much. 

Jannelle:

Yeah, that's a question that's on my mind constantly, which is what are we going to do? Why does research matter to education? So I think the cuts that we're seeing, particularly in federal funding, but even as pressures are applied to states, I think it's bringing out what we have as a love-hate relationship with data and research. You know, we want it, we love it. And then we say, oh, but why is it so hard to collect the data? Why does it take so long to get the information and why doesn't it apply to what I want to know right now? 

And I actually think we can do a better job with all those things. We can do a better job with data that we use right away. I think in California we're working on a state longitudinal data system that has much more responsiveness. I think about what happens in schools around, you know, we collect a lot of data, a teacher's in a classroom and they go, well, I get this report with my test scores, and then if I want something for attendance, I go somewhere else. And then I get this other report that told me who’s chronically absent and then I went somewhere else and I got my school climate data. We make it really hard to think about the way those data points connect around the one student that the teacher is seeing in their classroom, and how do we know? And I actually think teachers are amazing data collectors because one of the things they can tell you right off the bat is, how's this student doing? How are they learning? And that's data. And yet we've gotten overwhelmed with a whole lot of other data. And I think ultimately data is really important as a way to give us feedback, but it's only if we can see it as being reliable, valid, and having a return and impact. And so that's something I care deeply about. And I hope that we find our path towards what we can do that makes a difference to student learning, to leaders, feeling confidence, to policies being actually aligned to the outcomes we seek for the system.  

Alex:

I think that's really wonderful. You know, as somebody who spends a lot of time in classrooms, it's always so important to remember that behind every piece of data is an actual real student. So I really appreciate your take on that. And it actually transitions us perfectly into the next part of our game because a lot of times teachers feel like there's a disconnect between what's happening directly in their classroom and policy discussions happening at the state or federal level. 

So Kevin and Janelle, you are both education policy and funding experts, but what do you know about classroom management techniques? Next, we're going to ask you each a question about classroom management, something that's probably not covered in school finance 101. Jannelle, this first question is for you. 

One of the bestselling education books of all time is a book about classroom management by doctors Harry and Rosemary Wong. Is the title of this book, A) the First Days of School, is it B) Pay Attention Now or Pay for it in Future Earning Potential, or C) Are You There, God, It's Me, Margaret. I'm a teacher now, and I didn't realize how hard this damn job would be. 

Jannelle:

I am going to go with A; it seems like the most safe answer here. 

Alex:

You are absolutely correct. It's A – the First Days of School. I've used it. Most teachers I know have used it, and it is a fantastic book. 

Alright, next question, Kevin. In order to get their students' attention, teachers will often use a call and response method where they say the first line and the students say the second line to get the students to be quiet quickly. Which of the following is a popular call and response used mostly by elementary school teachers? Is it A) 1, 2, 3 – Eyes on me? Is it B) 4 5, 6 – Let's hope the learning sticks; Or is it 6, 7, 8 – shhh, ICE is at the front gate?

Kevin:

I like the questions you ask Jannelle better, but I would have to on this, go with A.

Alex:

That is correct. It's 1, 2, 3, and the students yell eyes on me – and I got to tell you it works. 

[35:00]

Paul:

So a few more questions from the headlines, Jannelle, this next one is for you: The State of Oklahoma recently approved new social studies standards championed by state superintendent and former history teacher Ryan Walters. These new standards require students to buy into what recent, unproven theory? 

Jannelle:

Oh gosh. Let's see. This is Oklahoma. 

Paul:

Lemme know if you want a clue. 

Jannelle:

Well, unproven theory. Yeah, give me a clue.  

Paul:

Well, it has something to do with federal elections. 

Jannelle:

Oh, is this that the elections were stolen or that there was, that the outcome of the election is in question?

Paul:

Right, right! Oklahoma's new social studies standards will ask high school students to identify discrepancies in the 2020 election results. So, everyone remembers what actually happened in the 2020 election, right? 

Alex:

Well, everyone except President Biden maybe? 

Paul:

Ouch. 

Alex:
Too soon? 

Paul:
Probably too soon. So, the previous Oklahoma standard for studying the 2020 election asked students merely to examine issues related to the election and its outcome. But the new standards oddly and specifically ask students to: “Identify discrepancies in 2020 election results by looking at graphs and other information, including the sudden halting of ballot counting in select cities in key battleground states, the security risks of mail-in balloting, an unforeseen record number of voters, sudden batch dumps and the unprecedented contradiction of bellwether county trends." All of these are in the new standard. 

Alex:

Wow, Paul, you had me at sudden batch of dumps. 

Paul:

So, with these new standards, Oklahoma has among other things now doomed all of their future graduates to never successfully compete as contestants on Jeopardy, unless of course they make Rudolph Giuliani the next host of Jeopardy.  

Paul:

Hey Tommy, any chance you and the band have something like a Social Studies Standards Blues?

Music.

Paul:

Nicely done – that’s Tommy Dunbar and High School Equivalents!  So Kevin, this next question is for you. Some school districts have been turning to what type of unique and laughter filled program as a way to further support students' social emotional learning and connection?

Kevin:

Yeah, I definitely need a clue on that one. 

Paul:

Alright. It's actually something near and dear to our podcast. Although often it involves a microphone and a two drink minimum. 

Kevin:

You’ve got me stumped on this one. 

Paul:

It is a comedy program for students. So, nearly 6,500 students and educators across 26 different schools and districts have taken part in a program called Laughing Together, co-founded in 2023 by Chris Gethard, a veteran comedian and improv teacher. And as reported by EdSource, mental health clinicians and professional comedians jointly developed the program’s workshops based on exercises that can improve student mental health. 

I feel like the two of you would've probably done pretty good in a comedy class though, yeah? 

Jannelle:

Well, it was school finance jokes, Paul. Absolutely.  

Paul:

Now, were you always into school finance? Did you know this path in high school?

Jannelle:

Well, I like to say that when I was six, I was identified as counting $1 bills really fast and flipping them in the right direction. All very deftly. And that's because my parents owned a store. So the teachers pulled me aside and they would have me count them lunch money and then they'd say, do it again. And I thought that was reconciliation of what my dad would have me do at the store. So I'd do it again. And so, if at six your teachers identify you at really good at counting $1 bills, you have a choice of becoming a bookie or going into school finance.   

Paul:

Allright, it is time for our final game, which is our rapid response round, we call True, False or Whaaaaat? So Alex is going to ask each of you a series of three questions in a row, and for each one you have to tell us whether it's a true story, whether we just made it up, or you can simply shake your head and say whaaaaat? 

In this final game, each question will be worth one point. But if you get all three correct, you'll receive a bonus point. And before we start, I'm going to remind our listeners of the score. So Jannelle has four points and Kevin has two. However, due to some reported discrepancies and and alleged late batch dump of points, the actual score now stands at Janelle four and Kevin three. 

Kevin: 

Oh, thank goodness.

Paul:
So as a reminder, guests, whoever finishes with the fewest points gets held back and has to join us again for a future episode. 

Alex:

Kevin, since you have the fewest points, we'll start with you. Number one: true, false or what: Independent School District in Missouri now operates on a four day week. Is that true or false? 

Kevin:
True.

Alex:
That is correct. The district with 14,000 students across 30 schools transitioned to a four-day school week in the 2023-24 school year. The decision was partly driven by a need to attract and retain teachers to address shortages. And for the first time in years, the district reports that all teaching positions have been filled and every course is offered. 

Okay, next question. True, false or what: 11-year-old San Bernardino, California resident Elisa Perales graduated from college this year with associate degrees in multiple sciences and mathematics. 

Kevin:

True. 

Alex:

Eleven years old! That is true. She graduated from Crafton Hills College in Yucaipa. Not surprisingly, she's the school's youngest graduate and among the youngest in state history. All right, last question for you, Kevin. True, false, or what: the name of the mascot at Yuma High School in Yuma, Arizona is the criminals 

Kevin:

False. 

Alex:

Oh, that one is actually true, but I like your thinking. 

Kevin:

Yikes.  

Alex:

According to the school's website in 1909, when Arizona was still a territory, Yuma High School opened. The next year the school moved to the newly abandoned Yuma Territorial Prison where it was located for the next three years until a new school was built. During that time, teachers conducted classes in the cell block area and school assemblies were held in the prison hospital. Yuma High School has been proudly called the home of the Criminals ever since.

Kevin:

Wow. 

Paul:

It kind of gives a new twist to the school to prison pipeline, too. 

Alex:

All right, Paul, how many points did Kevin earn this round? 

Paul:

Kevin earned two. So he now has the lead with five points to Jannelle's four. 

Alex:

Oh, okay. Janelle, here we go. True. False or whaaaaat? The high school graduating class of 2025 is the largest and most diverse graduating class in U.S. history. 

Jannelle:

I would've to say false because we have a low birthright period, I think. 

Alex:

That is actually true. 3.9 million high schoolers are graduating according to the Western Interstate Commission for Higher Education. Congratulations, 3.9 million graduates!

Paul:

If they all throw their caps in the air at the same time, it could blot out the sun. 

Alex:

All right, Jannelle, True, false or whaaaaat? Under a new law enacted by the Wyoming legislature, school districts cannot prevent a person from carrying a concealed gun into a public school building. 

Jannelle:

Oh my goodness. I am afraid the answer might be true, but I want to just say whaaaat?

Alex:

Whaaaat is always an acceptable answer. And I'm afraid you're also correct. That's true. This winter, after multiple failed attempts, the Wyoming legislature passed House Bill 172, which does away altogether with those pesky things known as gun-free zones. The bill allows individuals who are lawfully carrying concealed weapons to carry them into any public, elementary or secondary school facility, or any public college or university. School districts that don't allow concealed carry of guns on school campuses will face significant penalties that carry a fine or jail time.

Paul:

Man. And so if you bring your cell phone into class, you have to put it in a sleeve. But bring your gun. Guess you're good?

Jannelle:

Holster. 

Paul:
Holstered, right. 

Alex:

All right, last question, Jannelle. True, false, or whaaaaat? A high school student at Alto High School in East Texas has had 11 straight years of perfect attendance going back to his pre-kindergarten class. 

Jannelle:

That's impressive. And I'm going to say, yes. 

Alex:

You are correct. The student, Jabari, has not missed a day of class in his 11 years of schooling, going back to his pre-kindergarten days. In a Facebook post congratulating him, the school district said, let's also give a huge shout out to his parents, because let's be honest, getting a kid to school every single day for 11 years deserves a medal. Congratulations to Jabari and to your family. 

So Paul, how did our contestants do? 

Paul:

Our final score was Jannelle six points and Kevin five. And that means, Kevin, you have to come back and join us sometime in the future. 

Kevin:

I think I laughed at more of your jokes, though. Wasn't there a bonus point for that? 

Paul:

Well, no. Jannelle, we hope you will join us at some point as well. 

Jannelle:

It's been a fun time, guys. 

Paul:

So to all of you, our millions of listeners, we hope you'll come back as well for the next some of the above education news comedy quiz show. 

Alex:

Yes, indeed. We certainly hope you've laughed some, learned some, and are taking away some nuggets of wisdom you can pass off as your own. 

Paul:

And a very, very special thanks to our incredible guests, education funding and policy advocate extraordinaires, Kevin Gordon and Jannelle Kubinec. 

Kevin:

Thank you. 

Jannelle:

Thank you. That was good fun. That was good fun. Thanks for giving us something to end a day with!

Paul 

And a huge thanks as always to our in-house band, Tommy Dunbar and the High School Equivalents. Well, until next time, Alex.

Alex:
Until next time, Paul… 

Paul:

Take us out, Tommy.