[inaudible conversations] ladies and gentlemen, a very good morning. welcome to the nation's capital. the subcommittee on early childhood elementary and secondary education will come to

order. a quorum is present. without objection, the chair is authorized to call the recess at any time. the holocaust ended in 1945. the hate to behind it has not. anti-semitism is repugnant and all its forms, but the topic of today's hearing is particularly troubling. it's hard to grasp how anti-semitism has become such a dominant force in our k-12 schools. some kids as young as second grade are spewing nazi propaganda which begs the question who has positioned these young minds to attack the jewish people. the very need for this hearing is a travesty. the aftermath of october 7 has revealed some of the ugliest most deprived ideas. once marginalized from society and our education system has failed to stop it. it's not just anti-israel, it's anti-american. anti-american. it's anti-democracy.

our witnesses today represent, three of the witnesses represent some of the largest school districts in the nation where there's been some vital anti-semitism in their districts. just a few minutes ago, we heard from students, parents and even a teacher who said this is happening without an appropriate or any response at all. jewish students in their districts fear riding the bus, just eating and breathing as a jewish student. today we get to hear from the leaders of the district's to tell us what are you doing, what are they doing to keep students safe. new york city, and i just met the home to the largest most vibrant jewish community and the nations of the stories coming out of the new york city public schools are harrowing. reports that we have, march

through the class, one student was called on camera performing a nazi salute and swastikas were drawn on the teachers walls in one week. anti-semitism within montgomery county public schools, and it's close to home it's just 15 miles from here. mc ps has been home to student walkouts featuring calls to kill the jews, bring hitler back and what's worse, the administrators approved excused absences for the walkouts in violation of the district policy and finally berkeley, unified school district thrust into the national spotlight and perhaps the most public fashion of the group, the allegations are most serious. while not exhausted, the details of the beast includes kids playing nazi salute songs to their jewish classmates. what are you doing to keep

students safe and how can we stop this? you've been accused of doing nothing and turning a blind eye. we are going to give you a chance to say exactly what you're doing and what are you doing to keep students safe. middle and high school students or hard enough. it's hard enough being a kid in middle and high school without the added fear of being jewish. i can hardly fathom sending one of my suns to school knowing he will be exposed to the vile discrimination, yet parents are faced every day with this struggle. it doesn't have to be this way. this is the moment for all of us to take a stand against hate, the indoctrination of the next generation of future leaders and with that i yield to the ranking member for her opening statement. >> thank you very much mr. chairman. there is no question we must do more to combat anti-semitism not just in schools, but everywhere. we must do more to protect jewish students into jewish

americans who are threatened and harassed and attacked because of who they are. every student deserves to feel safe and be safe at school. at the same time we must do more to address the rise in islam a phobia and other forms of discrimination and hate as well. i've said many times i hope the committee can work together on ways to address the scourge of anti-semitism, and i will express that again today that we seek solutions that recognize the seriousness and scope of the challenge, the importance of keeping students safe at school, and the need to balance the civil rights of students to be free from discrimination under title vi of the civil rights act with the first amendment right to free speech and expression. this is the education committee, and i hope that we will discuss the important role of education and importantly prevention. in fact, at the top of the list on the biden administration's u.s. national strategy to combat anti-semitism is to increase

school-based education about anti-semitism including the holocaust into jewish american heritage. anti-semitism is not a new problem. the adl, the anti-defamation league has been working on it for decades and in fact they have a center for anti-semitism research. the american jewish committee has an action plan with a toolkit for public school administrators. lesson plans and other teaching materials are widely available through organizations like the u.s. holocaust memorial museum. like new york and several other states, my home state of oregon requires holocaust and genocide study with age-appropriate curriculum available. i remember my late friend holocaust survivor in his 80s and 90s told his story of survival to hundreds of audiences and universities, colleges, middle schools and high schools, places of worship, prisons and clubs. personally and through his book from a name to a number that is

the kind of unforgettable education that makes a difference and may his memory be a blessing. i also want to emphasize that it's important for leaders to stand up to anti-semitism no matter where it comes from. many of my colleagues claim to care about the rise in this country but when they march in charlottesville virginia with burning porches into chanting jews will not replace us, the president at the time, donald trump, said there were very fine people on both sides. one of the participants that unite was nick fuente a vile anti-semite who among other statements denied of the scope of the holocaust while comparing jews exterminated in concentration camps to cookies being baked man oven. former president trump posted him in november of 22. general john kelly who served as then president trump's chief of staff and stated both favorably

about hitler including that he had done some good things. and just a few months ago he said, quote, any jewish person that votes for democrats hates their religion. despite of these persistent examples of comments that others have called anti-semitic and continued relationships, i've not heard one word from colleagues across the aisle. in fact what we have seen this consolidation of support. if my colleagues care about anti-semitism, they would condemn and denounce these comments from the leader of their party so i will offer up my colleagues on the other side of the aisle the opportunity to condemn these previous comments i look forward to the testimony and conversation today with the hope that we could have a constructive dialogue about how to fight back against anti-semitism so all students can be safe and feel safe at

school whether it is a k-12 school, college or university and i yield back the balance of my time. >> pursuant to the rule all that wish to insert statements may do so by submitting them to the committee clerk electronically. may 202nd, 2024 and without objection the record will remain open for 14 days after the date of the hearing to allow such statements and other materials referenced to be submitted for the official record. i note the subcommittee there are members, colleagues that are not a permanent part of the subcommittee who may be waving for the purpose of today's hearing. and now let's get to the introductions of the distinguished panel. the first witness is the chancellor of the new york city public schools where the new york city department of education in new york new york.

the new york city school is the largest system in the nation. appointed by mayor eric adams on january 1, 2022 but he started his career as a school safety officer after which he began his first teaching job at public school 167. he serves as an assistant principal at 191 before becoming a founding principle of the school for law, government and justice. he's a native new yorker and graduate of the public school system. he holds a bachelor's degree from rutgers university and earned his jd from st. john's university of law. the second witness is carla who is the president of the montgomery county board of education for the schools and rockville maryland to get elected to the second four-year term on november 8th, 2022 she

is serving a second term as the president of the board of education. the education policy experience began at the university of pennsylvania where she worked at the collaborative for science education working as a teacher, professional development and hands-on science education in west philadelphia schools. she served as vice president for children and youth for the link nonprofit for the preventative school year and summer youth programs. graduating from florida state university's with a bachelor's degree in biology and received her masters degree in education from the university of pennsylvania. greetings from the sunshine state. we are glad to see where you are. let's yield for the introduction of a witness. >> i welcome to the committee the senior staff attorney with the american civil liberties union who worked on the privacy

technology project. focusing on first amendment free-speech protections and among other things previously served as a legal advisor for africa from stanford university a masters in public affairs from the princeton school of public and international affairs and the doctorate from the new york university of law. welcome. >> the final witness, superintendent of the berkeley unified school district into berkeley california. and the urban educator and community activist with over 21 years of experience. aside from serving as superintendent of berkeley unified school district, she is a professor, senior lecturer at the urban education at loyola university and is active in the

community serving as a board member for organizations such as 826 valencia and other nonprofit organizations with missions aligned to hers. she's a proud member of delta sigma inc. welcome to the witnesses we thank you for being here and look forward to your testimony pursuant to the committee rules i would ask that you limit each of your oral presentations to five minutes. at the summary of your written statements, your full written statement is in the record, but it just like us up here, you get five minutes. that's what our little timer system will do if by chance you go past i will give you a little time and that is a great way to say wrap it up. i recognize your response ability to provide accurate information to the subcommittee. with that, let's get started.

it is a pleasure to recognize esther banks for his five-minute testimony. welcome. you are recognized. okay. hope i didn't lose my time. thank you so much again. good morning. the chairwoman, chairman dean, ranking member scott, and distinguished members of the committee and subcommittee, thank you for inviting me to address the perfect rise in anti-semitism. the number one religious-based hate crime in america. i also want to thank rabbi joseph, michael cohen and the reverend for joining me here today. today i will share how we are confronting the scourge of anti-semitism in our new york city public schools. the new york city school system, which is the nation's largest is

a community of over 1 million students and a staff. we speak over 180 different languages in our schools. our diversity however means our classrooms are not insulated from the global stage. since october 7th our students and staff, jewish and muslim, israeli and palestinian suffered immensely. i also have felt deep pain reflecting on my own two trips to israel with the jewish community's relation council. again and again my mind has returned to my visit. a profoundly moving experience for me. in the immediate aftermath of october 7, mayor eric adams made powerful remarks condemning the terrorist attacks. i sent messages to the communities strongly condemning the heinous acts of hamas. but words are not enough. there had been unacceptable incidences in the schools. when jewish students were

teachers feel unwelcome or unsafe, that should sound the alarm for us all. i recognize the urgency of addressing the crisis as an educator of 30 plus years, as a leader of the system for the next generation of new yorkers it is not only my job to produce good readers and riders, our schools must also build good people. people who demonstrate respect and appreciation for our shared humanity. when it comes to rooting out anti-semitism, the public schools must be part of the answer. let me tell you about this moment that focuses on safety, engagement and education. number one, safety is a precondition for learning. i started my career as a school safety officer and my father was a proud decades long officer of the new york city police department. keeping schools safe is in my dna. when anti-semitism rears its head, i believe we must respond

and we have. we have removed, disciplined, or are in the process of disciplining at least a dozen staff and school leaders including removing a principal in the middle of the school year. we've suspended at least 30 students and when hate crimes are committed we have retrained all 1600 principles on the discipline code to ensure that it's been enforced properly. second, we have engaged thousands of partners to help us design long-term solutions. my instinct as a leader in moments of crisis is never too shy away from an issue, but rather to lean into it to understand it better. new york city is home to the largest jewish community outside of israel and many of the nation's foremost jewish institutions. as we have strengthened our relationships with these partners that include the federation, the anti-defamation league, the museum of tolerance,

the jewish children's museum, project witness and many more. i also launched for the first time in history and interfaith advisory council because we must model for our students how to build bridges, engage in genuine dialogue and share each other's pain in challenging times and finally, education. we cannot simply discipline our way out of the problem. the true antidote to ignorance and bias is to teach. my own children learn about anti-semitism firsthand from our next-door neighbors were holocaust survivors in new jersey. about as survivors caps on and in light of current events, the need for education becomes even more pressing. our students cannot grow up to view anyone as the other. in addition to covering the holocaust and eighth, ninth, tenth grade we are creating an educated guide with the museum of jewish heritage and we are building a brand-new curriculum

highlighting the culture and contribution of the jewish community, because the history of the jewish people extends far beyond the holocaust. we've also partnered with the prevention of hate crimes and a new hate crimes curriculum. we've expanded our anti-semitism resources and workshops. finally, let me say this. new york city public schools we are focused on our charge to fight hate and force the inclusion to safety engagement and education. we are working hard and we have a long way to go. there's always more to do. i hope that we can be a candle in the darkness. thank you. >> thank you very much. chairman, ranking member, members of the subcommittee, good morning. my name is carla and i'm the president of the board of education for montgomery county public schools in maryland. i appreciate the opportunity to speak with you today about our

efforts to address anti-semitism in our school system. let me begin by assuring the committee board of education is committed to combating anti-semitism, hate speech and racism wherever and whenever we see it. i can't tell you we've gotten it right every time, but as a board, we are committed to working with our administrators and our communities to constantly improve the processes and outcomes. montgomery county public schools are the largest in the country with 160,000 students and nearly 25,000 employees. we are one of the most diverse districts in the nation and our families and students come from every major religion and ethnicity and to speak over 162 languages. more than a third of the county residents are foreign-born. in montgomery county we have elected our time with of the the governance and oversight role. at the standard for the

achievement and accountability. our core mission is education. this is the lens through which we approach the relationship of student employees and the committee. this is the perspective i bring to today's hearing. i also bring the perspective of my history when i was just eight i came to this country to escape the violence stemming from guatemala civil war. i became a proud u.s. citizen in 2007 and went on to be elected to serve on the board of education by the citizens of montgomery county. i'm also the parent of a student in our school system and incidents of anti-semitism and hate based language are extremely important to me. with that in mind i know the committee is aware of recent press reports and public complaints around anti-semitic imagery, language and vandalism in the district. let me be clear we do not shy away from imposing consequences for hate-based behavior

including anti-semitism. our policies to initiate an investigation each time the school system receives a complaint or we witness particular racist language or actions. there are a range of consequences for teachers and staff and as our investigation blamed as a staff member cannot unfold the collective support, a safe learning environment for all students, it will not remain in montgomery county public schools. the conduct in students rights and responsibilities in the past year we have revised policies and procedures to strengthen the response to anti-semitism, hate and racist behavior. second, we put in place a reporting process and training for school leaders and staff. we are empowering students and families to report harassment so

we can take action. third, from happening in the first place through education we enhance the curriculum throughout k-12 to expand on topics related to the jewish experience. fourth, we are strengthening the relationships and partnerships with communities. we participated in listening sessions in the synagogues and this year 12 community organizations joined us to perform an advisory group to support the collective effort to address hate-based speech and incidences including anti-semitism. fifth, starting this summer we will have mandatory hate-based training for all staff. in closing, anti-semitism has no place in montgomery county public schools. the suffering caused by anti-semitism, hate and racism interferes with students learning and well-being. i want to do everything in my power to make sure all students

can pursue their education without worrying about anti-somatic hate filled threats. we will continue to evaluate the policies and actions to ensure all students and families, every single one of them feel safe, valued and welcomed in the school system. i welcome the opportunity to continue this important discussion. >> thank you very much. well done. welcome to the committee. you are recognized. >> thank you. the chairwoman, ranking member scott, subcommittee chair, committee ranking member and members of the subcommittee, on behalf of the aclu, thank you for the privilege of testifying today. i want to start by acknowledging that today's topic confronting anti-semitism is a gravely important one.

these are deeply complicated and confusing times i would like to use my time to make three key points and i will describe the first amendment and its key principles. a second how the first amendment of prizes schools and i also just more productive ways to deal with controversial speech. the text of the first amendment is short, so i will just read it. congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof or abridging the freedom of speech or of the press or of the right of the people peaceably to assemble and

petition the government for the redress of grievances. the first word of the first amendment is congress. you all are the stars of the show. the first amendment is primarily about restricting the government's authority related to related freedoms. religion, speech, the press, assembly and the right to petition. the first amendment does not apply. this is why the first amendment applies in public schools but are generally not in private. brooke newborn a legendary figure of the aclu has described the poetry behind the ordering of the freedoms protected by the first amendment. first, the government cannot regulate your religion. that is what you believe, your thoughts, your ideas and your faith. a second, the government cannot abridge the freedom of speech. now you've gone from having an idea to communicating the idea to others around you. third, the government cannot abridge the freedom of the

press. now you've gone from an idea to speaking that idea to those that are both earshot to using the press which means publishing or otherwise disseminating ideas to a wider audience now your gathering and mobilizing people around this idea because people like to feel solidarity and share space. the right to petition the government. this means you have the right not only to have an idea, not only to speak that idea or publish that idea and galvanize people around the idea, but you have the right to bring that idea to redress grievances. the first amendment looking closely at the text can be read as facilitating the journey from an idea to a movement but notwithstanding the protections not all speech is protected. a true threats, fighting words,

incitement and obscenity are categories of unprotected speech that we allow the government more leeway in regulating. so what does all this mean in the k-12 context? the supreme court has famously said students and teachers do not lose their first amendment rights of the schoolhouse gate. but the court has also recognized public schools necessarily have more authority to regulate speech at a school van the government would normally have in other contexts. the government can regulate content like curriculum as long as the decisions are reasonably related to a legitimate education purpose. but authorities may punish students speech only if it will lead to substantial disruption within the school environment. outside of school, students speech is protected by the first amendment. the first amendment also protects the right to access information including students rights to access information through school library shelves. despite this, school board officials, lawmakers and others across the country have recently stepped up efforts to ban books

from circulation and libraries. government employees at work are generally not protected by the amendment but teachers do maintain the rights when they are outside of school just like students. parents also having an important role to play in k-12 schools. families may have the right to get their child out of select teachings but no family has the right to control what all children are allowed to learn including content about racism, sexuality and gender expression. finally, i hope we can remember that when we are exposed to more speech and information, we can and need to change our mind. i submit that between throwing up our hands into saying there's nothing we can do to address controversial speech and excommunicating people because of what they said or thought are all the good ideas for how schools and communities can heal and grow together. i appreciate the opportunity to speak with you today. >> thank you very much. you are recognized. welcome to the committee. >> chairman, ranking member and

members of the subcommittee, thank you for asking me to participate in this conversation about anti-semitism in k-12 schools. i hope the ongoing work we are doing at berkeley unified will provide every student safe, welcoming and humanizing classrooms during these challenging times. i am the superintendent of berkeley unified school districts. i'm honored to be the steward of the powerful mission to enable and inspire the diverse student body to achieve academic excellence and make positive contributions to the world. i grew up in inglewood california and witnessed how naturally brilliant and curious black and brown children thirsty for engagement or trapped by narratives that left them misunderstood and often ignored. these experiences form the roots of my belief that schools must nurture their heart, soul, purpose and intellect of each child. berkeley unified we work to ensure that each and every child is seen, valued and educated.

we embrace this work every day and it is what called me to do this work and in this district. a small labors urban school district serving around 9100 students and our 11 elementary schools, three middle schools and two high schools. many know that i often describe our students as our babies. as young as four, they are all someone's babies, the most prized creation. it's a privilege and ultimate responsibility to serve them. public schools reflect the values and aspirations of local communities. berkeley is no different. our history of activism, social justice, diversity and inclusion is alive and well today. and we recognize the need to teach students to express themselves with respect and compassion. this is why we passed the policy against hate speech last year. a true equity and inclusion requires deep listening, ongoing reflection, engagement and continuous learning. as i have engaged members of the community, some have shared painful experiences of

anti-semitism. anti-semitic incidents in the schools are never acceptable, and they are not who we are. the conflict in the middle east has directly impacted our schools. students and staff have family and friends who've died over the october 7 attack. and many have deep concerns for what is happening in israel. berkeley born israeli american first goldberg poland was kidnapped on october 7. members of our community were shirts taped with a number they've been held captive most heartbreaking in israel and gaza the death and suffering includes children. as educators, too often we are called upon to address heart wrenching events that occur far beyond the walls of our classroom. young students tied to israel or gaza some deeply traumatized by but they hear sit side-by-side

in the classrooms. they are friends. we work hard to make sure they are all seen at a safe. our babies sometimes say hurtful things. we are mindful that all kids make mistakes. we know that our staff are not immune to the missteps either and we don't ignore them when they occur. when the days of october 7, we began providing resources to families and educators about how to support our children and each other. since october 7, the district has had complaints alleging anti-semitism from nine incidences within our jurisdiction. however, anti-semitism is not pervasive and berkeley unified school district. when investigations showed an event has occurred, we take action to teach, correct and redirect our students. we do not share actions because student information is private and legally protected under federal and state law. as a result, some believe we do nothing. this is not true. likewise, when an investigation shows one of our educators crossed the line, we take

appropriate action. in california personnel so nondisclosure is seen as inactive. for each individual that makes up the beautiful fabric this month for the third year we are celebrating jewish american heritage month. we are a community with the differing deeply held beliefs and challenging moments and it is and can be uncomfortable. as i speak to you right now our families are packing school lunches, students are heading to bus stop seemed educators are turning on classroom lights. as soon the bells will ring and our students will begin learning side-by-side. i look forward to this conversation this morning, but i also look forward to getting back to continue to do the work that needs to be done in berkeley. >> thank you very much. under the committee rule, we

will now question witnesses under the five minute rule. put the clock on me because i'm going to begin. does israel have the right to exist as a jewish state? >> yes. >> is the praise from the river to the sea palestine will be free, is that anti-semitic? i think most people experience that as anti-semitic and as such it is not allowed in our schools. i would put you down for the yes is that okay? >> yes. >> [inaudible] >> yes or no. >> for the elimination of the jewish people in israel, and i would also say that i recognize it does have different meanings to different members. >> i will put you down is yes. five minutes goes so fast.

were hamas actions on october 7th, was that a terrorist attack? >> absolutely. >> yes. is terrorism ever justified? no. >> you've done a remarkable job testifying. but like some college presidents before you that sat in the very same seats, they also in many instances said at the right thing, but then we watch the tv monitors and america watches the monitors of their campuses on fire with hatred really reversing everything they said that they are protecting students and when they were really not. this morning i attended a gathering press conference a chance for students and teachers and parents in your school districts that have said nothing

is being done. do some really horrible things. we've got reports in the school districts across america over 246 very vital anti-semitic acts that have happened. so, mr. banks, what are you doing with teachers that are teaching hate? have you fired any or gotten rid of any? what does your action say because you are a man that has his bases in school safety and you've said that. but have you fired teachers -- anyone that would suggest -- >> anyone who would suggest that we haven't done anything, that is certainly not correct. we've done quite a bit. you have to remember this is a very large system and when incidents arise, we investigate every single one of them. we take them very seriously. we have taken a wide range of disciplinary actions on all of these issues.

>> have students been fired, expelled? >> we don't fire students. [laughter] i stand corrected. >> but we have given appropriate discipline. i said in my opening testimony a wide range of students that have been suspended from school, we've taken action against employees and we've terminated d people as well. thank you so much. i met with one of your students this morning. it's one thing bullies exist, but this student has said but for being jewish i suffered physically, suffered physical harm. have you expelled students and teachers? >> in terms of speaking first about teachers, we have taken action in some cases. >> you said they don't belong in montgomery county schools. you are teaching hatred and we are going to get rid of you. >> we've taken disciplinary

action, yes. >> have you fired anybody? >> you allow them to continue to teach hate? one of the teachers, one of the people at this meeting i gathered was one of your teachers who is jewish who is scared for her life and has suffered greatly because she is reporting anti-semitism on your campus and one of your schools, yet she's the one suffering. are you aware of this? >> i don't have all the details of the case but retaliation is not acceptable in our school district. >> so you haven't fired anybody. do you think people need to be fired if they are teaching hatred and letting people -- >> as a part of our process, the teachers that have been disciplined know that if this happens ever again there will be deeper consequences up to and including termination. >> you're going to have to face these people and i'm telling you they are fired up and have stories that are heartbreaking.

it's hard enough to go to school as a kid without suffering. it's just a shame and i think we are better than this as a nation. it's time to all stand together. i will now yield to the ranking member for five minutes. >> thank you very much chairman and thank you to the witnesses. there is a need to balance the civil rights for students to be free under the civil rights act because the first amendment right to free speech and expression. i want to reiterate that we must stand together against anti-semitism and do more to combat the harassment of jewish students. first and foremost we must support the department of education's office of civil rights. the primary office for investigating and intervening and that is true in k-12 schools and on college campuses. but they continue to investigate a record number of instances of

discrimination and hate receiving more than 19,000 complaints and 2023. the 2020 for the office has already seen about a 26% increase in complaint. despite those challenges and increasing cases, they've only half the staff that he had when it was established 45 years ago. so, half the staff but in increase, significant increase in the number of cases. so there is no question more resources are needed to hire additional staff and increase the capacity of the office to fulfill its mission. the appropriations committee majority has a 20% cut to the program for fiscal year 2024. we can't cut a program and there's increased need and there's already already half the stuff that had 45 years ago. frankly this cat was not connected but if other members of the committee would agree maintaining funding at the current level is still not enough, given the volume of discriminatory instances in the

nation's school. so i'm going to start with a question for chancellor banks. what steps did your school system take to address anti-semitism proactively before it becomes a problem? can you tell us about your meeting the moment plan and the way that it addresses safety and engagement? >> first of all, we talk about safety because we really start with that and that is reinforced by the fact that we take action in every single one of these cases. whenever an issue comes to our attention i can't state that i can prevent every instant from happening that our role is to make sure that once it is brought to our attention that we respond in an appropriate fashion and that is what we have been doing. since this time, we have had a 281 instances since october 7. approximately 42% were anti-semitic and 30% were islam a phobic. so this is an issue that is raised on both sides. we take every single one of those very, very seriously.

we investigate and then we initiated the appropriate level. i've got it is a 40 plus page document that's been developed over many, many years. certainly would enter into evidence were put this on the record for the committee. >> that will be in the record. >> without objection. >> so there are a wide range of disciplinary actions that take place that we also have to follow the process of due process. teachers are represented by unions and have rights and we engage them in that process. >> i do want to get to the other witnesses. thank you so much. you've all expressed a desire for outside sources. how would this prevented the instances of anti-semitism? >> partnerships with our

community organizations bring expertise, cultural expertise some of the school leaders do not have so they enhance some of the work we do in this case the action plan. we have 12 different groups with various perspectives to help us get it right. we want to get it right into these groups will help us do that. >> thank you. i would agree. it is both lending expertise and but i think is really important the opportunity to listen and learn and understand different perspectives and experiences. something that we do that we really value and we do believe in the value of collectives coming in and sharing different ideas in different ways to address issues and so we believe not just the expertise but the collaboration and bringing together different minds and hearts. >> i'm almost out of time but in my remaining 35 seconds if you could summarize what is the interplay between title vi of the civil rights act and first amendment in schools?

.. nice a person's ability to benefit from an educational program. schools must act in the situation straight notwithstanding the test prescribed for remarks do you agree we need funding to do that? works absolutely provoke seo backbreaker thank you very much ranking members of the great state of utah your recognizer five minutes. >> thank you. first of all, thank you for the witnesses being or did it one thing to hear about the bigoted behavior on today's college campuses is utterly appalling to hear teachers are doing this in the classrooms. spreading the virtual hate toward children classroom solder nation. all too often these carriers of hate arts teachers and school

administrators these are our kids are just be patient children as young a second-grader taught to hate jews. how does this come about? in the press release shortly after the events of hillcrest high school or student storm to building demanding a teacher's resignation attempted to enter the teachers room where she hid you said this notion this place, these kids are radicalized and anti-semitic as the height of responsibility. do you think these kids were not radicalized company sent the statement question. >> hillcrest high school as a ia school i graduated from. >> this statement you still stand by the statement? >> my statement at that time was yes i stand by that statement the entire school was not rattle with guys. >> if this was a black teacher these are kids coming in because of her skin, because of her

background, hiding up for two hours in the classroom these are high school kids. >> i know that what would you still said this is not radicalized or something wrong with this? >> of those kids -- like the kids a response would lead that effort engage clearly an act of anti-semitism. i dealt with >> my question is, this a black teacher being threatened and pushed by white bigots would you still said the kids are not a problem of not being radicalized? >> if it was a black teacher being targeted, absolutely unacceptable this was unacceptable. we took action including removing the principal of the school. >> with any consequences? i'm hearing nice words and really nice words here. teaching, redirecting, directing what i'm missing is discipline and i missing the word of fired has anything happened to these kids as teachers hiding up for

two hours i don't if you heard clearly from what i said. bryce was very clear we suspended a number of students who were the leaders of hillcrest high school number one. number two, we remove the principal of that school for it lack of leadership and oversight i do not know how to make a much clearer. i condemn clearly what happened hillcrest was a complete act of anti-semitism but it will not stand on my watch. we respond that i don't how to make it a clear server. >> thank you so much i'm glad you're some misfired. with the principle of fired or transferred to the school? he is removed from the school. >> quickly taken to another school question. >> is not at another school is not in front of them are children for. >> the center as reported at most misguided administrators have attempted to resolve problems involving teachers by moving jewish students and israeli students into two classes as a result anti-semitism anti- somatic is

normalized. a quick question how does this work? you find it teachers better bigots and you transfer them to another school where they could still remain in bigots is at the way this works? >> i'm little confused by the question you started on students being moved and went to teachers being moved. how tight it's not something would normalize is not something we agree with that we take action every time. we invest in take action progress and just try to understand how this work if teachers are teaching hate to our kids and showing them students are feeling fearful for this are they fired or transferred to another school questioning appears they're just moving to another place. in this case here i guess that's a question i have. houses been resolved? collectively have a concern or complaint of anti-semitism or any form of hate we take it very seriously we investigate and we take action pending the outcome of that investigation for. >> the action is not firing it's moving them to someplace.

very subjective. there been several complaints filed with the department of education of civil rights. and again result in a one administrative leave and three others moving transferring wide assets in question houses working out? do have a process to get bad teachers how the classroom question of bad administrators are teaching our kids to hit like this? are we addressing that at all? >> and all of those cases teachers are put on leave so we could do a thorough investigation. disciplinary action was taken. [inaudible] >> a guess i'm just concerned that we want results, we want discipline was to tap into our kids were not taking out the cancers with teachers coming and administrators pushing down their hate everyday in these classrooms is a bad day for our kids. are weakening rid of and these people?

taking action or other actions? with disciplinary action has been taken all those cases. they understand any further action would lead up to termination. courts are presented thank you very much. great northern mariana islands records for five minutes for a quick thank you very much mr. chairman. good morning to our witnesses. welcome. this is a really difficult issue. and it's an issue difficult for me also because it has happened in my district in the past. but in my observation and night ivisit schools very frequently t almost every trip i take home i do not see that existing in our schools there is a diversity of different ethnicities different

people. i'm not sure why. there may be something in there. i have two teachers in my family. there is a bullying. i am not sure about anti-semitism or islam a phobia. there must be but it is not obvious. i need to ask a question of mr. sykes for starters. institutions acting on behalf of the government, this date capable schools must respect the constitution of free speech of individuals. that does not mean such a schools must allow their campuses to become institution for hate speech is pervasive. give the first amendment speech protections how can a public school work to make its campus a welcome space to all students in

this space of hate speech of any kind. on campus generally. >> thank you. the only non- educator on the panel i will do my best to answer. the work of creating an inclusive environment where students feel free to express themselves and to learn and grow happens long before any of these particular incidents. it is a part of establishing the school community that is accepting and welcoming. we at the aclu believed strongly in the importance of protecting free speech rights of students, teachers and a parents but those are not unlimited. and as i mention title vi said the schools must act with a hostile educational environment if i could just respond to the previous questions it does not say someone must be fired i think when you think a little bit more creatively about how we can respond to anti-semitism and root out this idea. >> i do not want anyone fired. >> quick safari may be

appropriate in certain circumstances. we need to think how we can address the anti-semitism change hearts and minds and make children safe with and only looking to the most punitive tool in your toolbox. quickly yield my remaining time to miss manning. thank you. i yield. >> thank you. first, i want to thank you all for your testimony and your condemnation of anti-semitism and the steps you are taking. as we all know, we are facing a particular difficult time for jewish students and their parents or talk with jewish students in my district who are experiencing anti-semitism in north carolina. this is traumatizing kids. it is distressing parents. it's putting pressure on teachers and principals and superintendents. i feel strongly this can be a powerful teaching moment. this is the time and schools should do what we expect them to do. they should teach.

they should teach the facts. they should teach understanding. they should teach empathy and they should teach critical thinking skills. yet many teachers are struggling to figure out how to handle the different kinds of anti-semitism that is going on. not only to teach the holocaust but also discussing what is going on in the middle east. sadly, some teachers are simply given the facts wrong. they're adding to the distress of students and parents. i'd like to start i will pick up in my time picks up later. if each of you could describe what resources are your teachers viewing to navigate difficult questions about anti-semitism or the israel/gaza conflict. >> is where we engage our partners i am joined today whose

son was killed only the most heinous acts of anti-semitism almost 30 years ago. she created the jewish children's museum to teach the history. i have sent thousands of students of this museum we're going to continue to send even more to invite michael cohen from are in our schools. they're going to hillcrest and are engaged in this process. we try to avoid we are trying to lean in to how you teach. that's how you solve anti-semitism. >> think it makes him a six part i will be back later. thank you so much. let's go to the great state of michigan. >> think it mr. chair have to make one comment mr. sykes. therein lies the problem. your ability to tolerate this behavior is completely unacceptable. sometimes you do need to use it.

because disincentive to work with that i was appalled by that answer. but it any rate, mr. banks i appreciate your passion. i love it. it is so refreshing to see. i'm going to ask a couple questions i think they are really simple. but then i want to move to outcomes we can do to actually make change. you said something very insightful but we need to fix the root of the problem and change the curriculum and change how we teach. i am assuming you are going to agree with think death to israel as a anti-semitic cluster. >> of course. kill the jews? anti-semitic throwing should wash to because is that insight somatic? >> hate crime in new york for. >> of course. all these activities anti-semitic vandalism of school property. we agree on that.

we talked about taking action. action is a vague term. let's move from action to outcomes. because sometimes let's ago actions you have taken what is been the result of reducing the anti-semitism your schools? my alma mater jewish teachers targeted in a frightening episode. we did not accept that. we push back on that tremendously. >> give me an example of pushback. because to me pushback those people dealt with swiftly. what is your definition of

pushback? >> in terms of outcomes what a mentally suspended students. we remove the principle of the school partly engaged the center for a deeper dive and education of those kids. the teacher who is targeted made a decision. i think one of the most heroic things i have ever heard to actually come back she could've gone to another school. she made a decision. >> yes we remove people absently the outcome is that what is happening at that school now has is transformed in significant ways with not fully arrived to work in progress for. >> i got it right be done to change your curriculum? >> we have engaged in a wide range of resource guides teaching about anti-semitism. >> where the resource guides? >> what are the resource guides? clicks were working to get the museum of jewish history. i new york city is helping us to create an education guide for.

>> out offer one solution as well because a lot of times we come up here and talk about problems. one solution is more is life doesn't good job of teaching anti-semitism and really, really cap hate from the holocaust and whatnot. i think where everyone gets frustrated as we use these words like pushback. i think we have to real clear definition of is if x happens if you vandalize school property, if you perform and tight somatic acts that here is a clear policy that will be dealt with swiftly and justly. it might hearing you say today those policies are in place question. >> those policies are in place here's the challenge. these things do not always come down so clear yes i know but i'll give you an example we had a school teacher hung up a map

of the middle east that a eliminate israel from the map. so the question is, is a anti-semitic placement to me that is anti-semitic and we had it removed. others have said did you fire her? she said essentially i made a mistake i did not intend it to be anti-semitic she had a reason for it. >> how do your administrators respond to students that ignore authority? i think the three perpetrators here we have the students. we have the teachers and we had the administrators. i think all three of those people need to be dealt with and need to be dealt with swiftly and justly. but that i apologize them out of time. since it ministers and teachers with that thank you, thank you r mayo back to thank the witnesses

i'm sorry were having a conversation a collegial conversation let's everyone in this room i believe in you have stated anti-semitism is unacceptable but all students deserve to be free from hate and be safe to learn and thrive. we need to support all students are being threatened on school campuses and stand against all forms of hate. any student who feels unsafe or discriminated against deserves to have their case investigated and the department of education office of civil rights should take all credible claims seriously and investigate. superintendent i am a neighbor i represent the student to the east of barkley. i love the atmosphere in barkley. the openness but it does create certain frictions i think you would agree. is that happening right now?

the department of education investigating civil rights complaints? >> yes there's an open investigation from the office of civil rights for. >> and you are cooperating with that folate, correct? was it fully intending to cooperate. we do see it as an opportunity to reflect and grow and move towards our mission and value for. >> you and your board is and everything to a reasonably stop the complaint from coming. you believe the process will show that. >> we believe the process will show that for. >> thank you for. >> as their chairman like to insert into the record letter some barkley parents and community members to address a war in gaza. the superintendent and board to build and maintain a safe and learning environment. it also letters some jewish parents about barkley unified school district support for jewish students. i like to submit that for the

record progress at objections ordered pair without objection for. >> the balance between free speech and protecting students thestudents is what we are challenged by. read about this extensive extensively justas holmes talksg fire in a crowded room. first jewish member of the supreme court talked about two challenges of irrational fear is more speech not less speech. the threat of violence alone and i'm quoting from him now from memory, should not stop free speech and in that quote he talked about men burnt women as which is we cannot condone that either paid this brandeis holmes struggled with all those years ago is your forte. how are we balancing that right now? >> the rules that apply

according to the constitution and statutes differ. whether you are in a crowded movie theater in a public square or k-12 school. in the context we are talking about today on the one hand we have a robust protections for the free-speech rights the supreme court has said you do not lose your constitutional right at the schoolhouse gate. you're the right to hold your opinions, to share your opinions so long as they are in the bounds of the school context. but the school must ask it. as i said when is a hostile educational environment and so a lot of what we are dealing with today how have schools respond in the situations? is the husband of a public school teacher of the parent of public school students i understand that when they make mistakes we don't send them to the room we try to help them understand what they have done wrong. the infective had on others try to figure how to make the people

who have been harmed feel a whole. change behaviors in the future. i no good teachers and administrators across the country during their best to do that now. this is the everyday work of schools trying to nurture students help them grow while also making them safe if it clicks you believe listening to testimony of your fellow panelists today that they're doing that? >> i can only assume they're doing their best. >> i find it interesting that some of the members of the committee are prejudging as for instance a case in barkley the same family of a court case in new york people complain about being prejudging that one. i think really what i hope comes out of this conversation today and continues in the spirit of bipartisan relationship is that we all again say hatred in any form. it is simply unacceptable for the nine states congress. alluded here to the laws as they are. there's something wrong with them we would work together to correct that.

thank you mr. chair yelled back with us and give it much representative the great state of california. representative kylie is recognized for five minutes. >> thank you mr. chair. i'm sorry i'm having trouble reading your lesson, ford? >> yes i don't know we answer to you as to whether there's been any professors terminated at your school. for anti-semitic words or conduct because the answer was i'm not able to speak about personal matters what i can say to you is we investigate every complaint and concern thoroughly and thoughtfully for. >> i'm not asking that. he tells in general is they sett term in a quite a pleasant journal i cannot speak about personal matters like it's hard to follow up and take action aggressive pressure your collie gave us an answer for. >> because i respect and appreciate that but i'm not going to be able to do that back let you know again any issue comes up we investigated and pending the outcome of that investigation we do take action.

this action's range of a. >> thank you. you give us a statement here testimony is that any suggestion or assertion anti-semitism is pervasive in the ust that is your district is false. however the brandeis center on the defamation leg filed a complaint the brevity of read from that release summarizing within incidents include students repeatedly hearing anti-semitic comments in classrooms such as kill the jews nunc jewish is asking jewish dudes with their number is referring to numbers tattooed on jews during the holocaust. jewish students being for their physical appearance and demonized as evil. they do and endure anti-semitic class grants teacher promoter walkouts that praise hamas and second rate teacher classroom activity or children writing stop bombing babies on sticky notes to display in the building. jewish students report about violence including being jumped at school many said they remove their stars of david no longer

jewish t-shirts they wanting to keep their heads down to hide their judeo is him and with hisschooldays in fear but some students less to pervasive bullying. parents repeatedly reported incidents to the administration hostile environment. anti-semitism is nothing i've ever seen before said kenneth marcus chairman of the brandeis center former u.s. assistant secretary of education. any assertion the question is if you're not willing to acknowledge the problem likely because it is being adequately addressed? you can be confident they are in my schools every day in the schools, in the classrooms with the babies. i am very clear anti-semitism has been incidents of insight cynicism in barkley unified school district but every single time we are aware of such an instance we take action follow-up we take appropriate action. >> can i ask about

israel/palestine correct and that's been introduced in some classes in the wake of october 7. do you approve this curriculum cluster. >> we do have controversial policies student interest we did have a group of teachers who try to create lessons to respond to the moment. and engage our students for. >> but you approved it? you approve the curriculum? >> that the tedious grady, yes for. >> with the slides that break them said for some palestinians for the river to the sea is a call for freedom and peace. an cited support a quote from congresswoman who is censured by this body in a bipartisan. do you think that's an appropriate thing to have on the side for students? expose on the side again question except for some pal since the verb to the sea is a call or fragment p student that's appropriate? >> we deafly believe it's it important to expose our students to diversity of ideas and perspectives it. as a perspective it is appropriate for. >> you do? i mean you said earlier that

this is anti-semitic. you put this on a slide in the class and the students go around the hall saying it. i don't have the same thing surprising about that. i wanted to also ask about the ethics study curriculum you have. you contract with the group called the liberate ethnic studies consortium is that right? >> yes. >> this consortium as i understand it grew out of the initial working group to form california's active career in the original version was universally condemned anti-semitic. fourteen members of legislature all democrats that it's difficult to fathom why the state of california would want to actively promote a narrative about jews that echoes the propaganda of the nazi regime. even gavin newsom said the curriculum was offensive and so many ways it would never see the light of day. so it was revised. this liberate ethnic study consortium they split off and the groups are going to stick with the version that the version you went out and decided

to have in your classroom, is that right question. >> is incorrect congressman i thank you for the opportunity to clarify. barkley unified school is not just curriculum liberate ethnic studies consortium. in fact ethnic study curriculum is created in house if you will but we pride ourselves with a us iam start maybe i misunderstd you contract with liberate pickwick slip liberated as a thought partner. our teacher center staff and her committee members actually create a curriculum. were not purchasing or buying any curriculum from the ethnic studies but i do not understand between a soft partner work with them? i can explain liberate ethnic studies is one of two experts in the field of ethnic studies barkley unified school district evaluated to partner with. our curriculum units being created in partnership with community members. >> thank you very much my time is expired i will say mr. chair you specifically chose to work with a group whose work product was rejected by political leaders thought california.

it's become rampant perfect gentlemen's time has expired pickwick signature yelled back with her thank you very much for the great state of new york. representative your records for five minutes or. >> thank you very much for your chance of iq drops roll out of bed to become chancellor brady background is not only in school safety you are also a classroom teacher and you are also the founder of two highly regarded high schools for the school of law government and justice in the bronx and the first all mail school in the bronx as well, the eagle academy for young men. i want you to speak to us briefly about the curriculum to address the issue of anti-semitism in all hates. please be as concise as possible because i have at least two more questions asked. >> shortly thank you so much for the question. number one comment teaching but the holocaust first of all as required by new york state law to support. we cover the holocaust in grades eight, 10, 11 are social studies

curriculum as well as a range of her ela classes including literature like the diary of anne frank. and many other literary pieces. we are also not work on the holocaust resource guide. which is going to be available this fall in collaboration with the museum of jewish heritage. the thing that we are super excited about is we are developing a very robust, comprehensive curriculum for a new curriculum to be about a year before it's ready to go. that is going to cover the entire range of jewish history. children need to understand deeply about the history of the jewish people and anti-semitism could separate ship that that was going to my suggestion jewish history did not start the holocaust. the entire history of persecution our kids need to learn about there is also part of history where the jewish people and muslims and christians live together in harmony in the middle east into her parts of the world but i want to suggest you teach that is part of the curriculum as

well. mr. sykes can you talk about the distinction of anti-semitic speech and speech that expresses solidarity with palestinians or criticisms of israel? why is it dangerous to conflate the two? has spoken out against the anti- semitism awareness act not because of any problem and that semitism awareness office a bit because it incorporated definition of anti-semitism that includes criticism of israel. just as it is totally legitimate to criticize the u.s. government are u.s. government officials without necessarily casting on any particular individual the governments of israel certainly subject to criticism just like all others. where that goes into ethnic -based hatred or targeting of particular individuals obviously schools and committees can and should respond. the right to dissent against our government and others is core to free speech for.

>> thank you so much. i'll just have a close and, to make thank you all for being here and thank you for your testimony. thank you for your clarity around when you identify anti-semitism you respond swiftly and decisively because it needs to be condemned and need to be handled accordingly but i appreciate you all for being here and sharing that with us. what i am going to ask of you because i have been very disturbed by some of the language that is come from the other side of the aisle. language around teaching hate. our teachers in our schools are not teaching hate. the majority of them but what i say majority i mean nine and 9.9% teachers make mistakes. teachers need to be educated and disciplined when necessary when they do make those mistakes. yes or no question just going down the line starting with mr. banks. can wheat fighting in anti-semitism and other forms of

hate simultaneously? yes or no for. >> not only can we, we must do. >> yes. >> yes. >> of course. >> yes. so it is really important because it is also been reports and the rise of islam a phobia in new york city schools and across the country. you all agree with that? yes or no. >> yes. >> yes. >> yes. >> yes make the same sexism still exist in our society quester. >> absolutely for. >> yes. because of course. >> yes request is antiblack racism still exists in our society question. >> absolutely request a guess. yes. yes. must fight hate in all its forms at the same time. i have members of congress talking about teachers teaching hate. none of them have an education background by the way. which of my teachers teaching hate too. i work in congress. when you go in the rotunda and look at american history you see: is coming in and taking over america from the native americans. there is no reference to the

black people who built this country and our rotunda. talk to you about teaching hate to tie black statues are in the capitol? three. you have any confederate statues there are in capitol 12. i work in institution that teaches hate and our policy. educators who lament doing yet or scolding you as educators are doing exemplary job spreading its hate in the school so thank you for your work please continue to educate us. >> will stand the state of new york representative williams or recognize her five minutes for. >> think thinking mr. chairman. thank you for holding this critically important timely hearing. i believe it is the moral issue of our time. when i was elected to congress less than two years ago i was alarmed the violence against synagogues, jews, and jewish institutions is on the rise.

in march of last year what are my first legislative acts, right here in this very room i introduced at a memo to house bill number five requiring and i quote it is my sense of congress all school and secondary school students should have the opportunities to learn the history of holocaust and anti-semitism." all that is needed for evil to prevail is for good people to do nothing. seven months before the horrific events this committee had the opportunity to speak up and take steps to prevent the growth of anti-semitism by educating our children. every single one of my democratic colleagues voted against that amendment. every single one. we submit to the voting results for the record. and now come out of the other sides of their mouths they pretend to be outraged at they

do nothing. october 7 hamas announces open season on jews in israel. mr. banks, kids in your school district out that he is okay to have open season on jews in new york city public schools. instead of a reduction anti-semitic events in your schools, and that wake of this profound immorality of the holocaust like a massacre of jews we have seen an explosion of shocking anti-semitic events. mr. banks, now you say you are leaning in on combating anti-semitism. have the episodes of a rape and murder of october 7 been presented to your students of examples of jew hatred? >> absolutely hated segments on october 7, anti-semitic they've been taught now and our schools and continued to be taught across many of our schools. >> of the former principal at

hillcrest still drawing a salary from nerves city public schools today? >> yes he is. >> and so i can say that again? ocs he is very. [inaudible] but how can jewish students feel safe at new york city public schools when you cannot manage to terminate the principal of open season on jews high school. or even endorse suspension of student harassments? how can jewish students go to school knowing he is still on your payroll but your payroll sorg excited was payroll it is this not open season on jute schools called hillcrest high school that's the name of the school. about school we considered his leadership not stronger be the leader in that school. he could no longer. >> he still strong to participate in your school district is still strong and have been your payroll? it is unlike the leader of the scope or. >> is a strong enough of a leaders greater payroll? you are endorsing him to

continue on your payroll. because he has the moral authority to lead to students? is that what you're saying? >> i just said pick which you are saying he still is the moral authority to be on. >> us out i said that's what you say park that's what i said your justifying continued employment. i'm trying to challenge how could that be? >> every employee works in our school has due process rights the comments. [laughter] due process request we do not the authority books there are egregious crimes. [inaudible] to pay. >> repair. >> of ultimate works on a school system for. >> there are egregious crimes that can been committed under your watch. we have one minute remaining to speak directly to the parents of jewish students in new york city. think of this, as jewish students walk their children to school tomorrow morning, what can we say question what should they say to their children to allay their children's fears?

how should they reassure their children anti-semitic nightmare has come to an end to the quick site speak to jewish parents for. >> speak to them now cameras are rolling right here speak to them now. >> i speak to jewish teachers and parents and families every day. cooks what you say? >> when i say to them as we do everything we can to ensure your child or you even as a teacher, are going to be safe. we don't always get it right. part of the risen help at hillcrest high school i consider a lack of proper supervision and that school that's why the principal was removed from the school. teachers and at school or unsafe we remove the leader perfects my time has expired i doubt very much they are comforted. that this nightmare is over progress i'm sorry you feel that way pickwick floods go to the great state of connecticut representative hayes is recognized for five minutes. >> think you think it's our witnesses for being here today

to testify. i would just like to say i agree with my colleagues those who have committed a egregious crimes should not have the moral authority to lead a school or a nation. also, as an educator i do not know what people think it is that teachers do. i do not know what people think it is that teachers inside of a classroom or people who choose this as a profession, do. an unprecedented rise in anti-semitism and our k-12 schools. we have had multiple hearings on this committee on the full committee on anti-semitism. but, as an adjective educator i remind you we have to teach children all forms of hate are unacceptable. i listen to my colleague it on the list of everything we deal with that teachers deal with in the schools. and i remember the only parallel i have is i'm not in the

classroom right now. but i remember after september 11 we need some professional development on the muslim experience i need to build a support our students picture other students understand their perspective. we had parents come in describing this sort this holiday means is that ad students coming in and say this is why i wear it. doing a deep dive in helping students to understand the background and perspective of their peers. we are doing a disservice to students if we are not teaching them about the background and perspectives of all people. teachers have an impossible job social economic background into one classroom and creating a space where all students feel safe. i really hope that on this committee that we spend some time really looking at

intersections what's happening in our classroom. it's a lot harder to hate someone that you know. it's a lot harder to diminish or devalue summons experience when you know what it means. or why a person practices a certain religion. according to research conducted by the adl center anti-semitism research there is a direct relationship between deficiencies in holocaust education heightened prejudicial anti- somatic beliefs. in your testimony you mention mentionedyour district is taking affirmative steps to address anti-semitism and other forms of hate for curriculum for k-12 students to expand on topics road to the jewish experience. can you tell us a little bit about what your district has done to enhance the curriculum and additionally why think the

teaching of this education is important? and before you answer members this committee not voting -- but congress is not set curriculum, you dear. can you let us know what you have done to make sure students understand the jewish experience? >> yes, it curriculum teaching and learning is the bread-and-butter of what we know how to do well. we have been looking to have social studies curriculum better reflect our student population. we have enhance the jewish experience education going younger. going into the elementary grades. trading teacher so they can implement holocaust teaching in sixth grade. training, as i mentioned in my statement for the first time we are having hate biased training starting for all staff 25000 employees in a school system. >> and think of important for students to understand why a statement like from the river to

the sea palace site will be free could be harmful to some of their peers. or why displaying a map and a classroom that does not have the state that israel could be hurtful and anti-semitic to their friends. because that's what kids are they are friends around them. >> absolute congresswoman for that is our role is to educate them on the histories that they can understand why our jewish students might find that anti- anti-semitic. >> thank you. miss ford, it was not your testimony was actually mr. banks testimony where he talked about we cannot suspend or expel our way out of this problem. can you talk to us about some of the direct actions you have taken when these things do occur? it is meant my expense as an educator often times young people repeat what they heard from other people and really do not understand the consequences or the history behind what they are saying or doing.

>> yes, think for the opportunity to respond i appreciate you say that first and foremost we do believe our role is to educate. we engage our students and conversation me what to make sure everyone can evaluate and reflect on their actions and their words to think about their intent and also to think about the impacts of conversation essential that we assist educators a lot. we believe in restorative conversation so that students it with their peers who they have hurt or cause harm to to hear from them and their perspective about what happened or why it was hurtful. all these are efforts to again change and redirect incorrect behavior. and of course education we talk to students about history. how and why for example the term you just use might be hurtful to other students were they might hear. again that is what we believe is the way to change behavior for that long but not a short-term solution but one that could actually keep up with them as they get older >> think of them is a gentle it is time has expired will go to the great state of new york again representatives to phonic is recognized for five minutes request thank you very much

mr. chair. mr. banks, the sort many questions on hillcrest i just want to make sure it is very clear for the record, the principal of hillcrest high school is still employed by the department of education, correct? >> corrected. >> what is his role? >> he is serving in a role working on one of the teams under one of the deputy chancellors. >> i'm told he's director of teacher development and evaluation, is that accurate? >> i do not know his official title i would have to double check that for. >> that is concerning to me you have him in a senior position. what is very concerning about these hearings is we are getting a lip service but a lack of enforcement a lack of accountability these rules and policies and matter whether it's teachers, administrators or students filing the rules. i want to switch to origin high school in october 40 -- 50 students march through origin high school chanting death to israel and kill the jews in

addition independent investigation found that a teacher who teaches a global history was told by a student quote i wish you were killed. another student called her quote a dirty jew. the student said he was hitler could have hit more juice including her. what disciplinary action were taken against the students who chanted death to israel at origins high school? and against the student who harassed with anti-semitic slurs that teacher? ask two things. and our investigation we have found no evidence there is any movement through the halls sang death to the jews and i treat that very, very seriously. that was reported in the papers we have found no evidence that actually happens. what we have found art deeply troubling anti-semitic things that happened at origins high school this is the one that has troubled me the most i will tell you that. >> or the enforcement actions question mayorkas of trying to tell you we have in fact

suspended a number of students at that school but currently this a case now is under litigation i am being advised not to speak to the specific things that have happened there. i visited that school after these allegations have come up i met with parents, family, staff, students i'm deeply troubled what happened there were going to the bottom of it i cannot say more because it is now under litigation pickwick to understand our concern as policymakers when we have witnesses testify with columbia university, penn, harvard, our new york city chancellor when there is a lack of enforcement and accountability that there is a set of rules for individuals who violate those rules are not held accountable. >> we've held a lot of people accountable you want to hear ind again my opening statement. but she said he fired a principal it turns out the former principal progressive never sapphire the principal projects you can protect the testimony. she used fire to hurt you set yet the principle of who question what's hillcrest i never sapphire the prince what you check the record i never said that i will check the

record. >> we've moved for bugs mr. banks for i never sapphire the part you say has he been fired you said yes. >> i did not. we now know he is still employed by the department of education. cookies no longer at the school he has been removed from his position of the school. >> now is employed at department of education you testified to that. and he also said we have been told he's director of teacher development evaluation. you not sure if that's the case our expectations will get an answer by the end of today whether that's a case or not but she will absolutely. quick smite next question multiple teacher led anti- israel walkouts during school time. what are the consequences for the teacher walkouts? to those of violate policy? signature teacher walk as i have a havenumber of walkouts of stus out of school several of her high schools which also is very troubling for me. >> what action is taken in that case? >> a child's we have in that

case is we do not have any rules within our code of conduct that would prevent a child from actually walking out of the school when they walk out of the school they are marked absent they are essentially cutting from school. there are consequences for cutting school >> your testimony today there's no teacher involvement in those walkouts? because independent media report say there is teacher involvement in those walkouts. >> i do not have any evidence of that we have evidence of a one where the principal cited teacher to go with a student to a protest completely inappropriate. that principle was discipline the teacher was disciplined in that particular case. >> was a form of the discipline? excitement not liberty to tell you it's very specific they were not fired we have a wide range of discipline that takes place in those cases we did take action. >> my last question is you had a teacher at gotham tech high school in queens. you've spoken out publicly against this he posted images of a hamas paraglider to a social

media repeatedly refers to sows called israel again highlighting a hamas glider who slaughtered jews we've all seen the horrific footage who cooked babies what disciplinary was taken against this teacher? mexican action was taken but first i just want to say i think with that employee did aptly disgusts me. absolute. >> what action question. >> we took activex was the action questioner because the connectivity specifics on the action project issue are you are in congress what is the action? >> i cannot give you on this specific employee of a. >> you can give us pathogens like time is expiring or you choose not to is unacceptable. >> your time is expiring this go to the great commonwealth of virginia represented scott very good let's go to the great state of north carolina representative manning are recognized. >> for. >> thank you mr. chair. i would like to set the record straight mr. williams amendment that he mentioned followed the

failure of every republican on this committee to vote for my amendment to prohibit the banning of books on the holocaust. which i offered because schools in many states are banning books like that diary of anne frank which is an incredible tool for teaching students about the perils of discrimination soap mr. banks i was pleased to hear that your schools are still teaching the diary of anne frank's. i am pleased to hear your description of the training to teachers are getting to infuse your k-12 schools with teaching about what anti-semitism is and why it is so dangerous not just to jews but to our whole society. can you talk about the resources you used to train your teachers about anti-semitism? seven number of resources what use at barkley part one first and foremost as unitas against eight and of every site unite against the hate month and have a number of resources that equip

our educators with facilitating conversations with our students about what hate is. what it looks like and the impact hate and the fact barkley unified we stand firmly against heche. wes of number of curricula on social emotional learning curriculum for students to talk about harassment and bullying. how to be an ally just have to be in community partner upper grades particularly tenth grade educators do have curriculum on the holocaust to the point of a previous congressman that is not the beginning or the end of the story of jewish peoples we also integrate curriculum throughout her grade levels with tech and reading about the richness of the jewish heritage and jewish culture in our schools. generally make sure is their approach to teaching is about centering diverse ideas and the needs of the students in bringing those ideas to the center so that they can engage in the critical conversations and come to choose an understanding on their own for. >> thank you parliament suggests the u.s. holocaust memorial museum has many readily available resources to teach about the holocaust and history of anti-semitism bread they are

made specifically for k-12 classrooms. they are available online they have courses for teachers can attend during the summer. it is a wonderful resource. i highly recommend using u.s. holocaust memorial museum in fact i've introduced a bipartisan bill countering anti-semitism act which includes internet opportunities and frankly obligations for schools across the country to work with the u.s. holocaust museum teaching anti-semitism. teaching what hate does to all of us. i hope that all of my colleagues on this committee will cosponsor my countering anti-semitism acted as a bipartisan bill. it is important my colleagues on this committee to more than talk before the cameras about anti-semitism and actually sign onto a bill like the countering anti-semitism act so we can do something and build the structures to combat that. an important pillar of the u.s.

national strategy to combat anti-semitism which was issued for the first time by president biden an important issue of that was immediate literacy. we know many students are exposed to harmful misinformation online every day. bite social media. which in many cases has inflamed tensions and led to anti-semitic incident. in fact i recently viewed a video on tiktok that was probably the most horrifying thing i have heard. a young person talking about why it is appropriate to hate jews. i would like to ask each of you how are your schools teaching young people to check their sources. to beat sabic critical consumers of online contents. because that is one way hate is being spread and mr. banks, star theo? >> yes please it is a very, very complicated issue.

we have a social media policy every one of our schools is their level of training and literacy so that they understand how they critically do these issues that's easier said than done. what we are seeing in our schools and in many of the cases of anti-semitism are a result of young people not fully developing the ability to process what they're saying on social media. an emotionally responding to that in a way. particularly students of muslim and arabic background are seeing it happening themselves. and are responding to that. it's a difficult ongoing process. >> any thoughts in 13 seconds? >> it is my understanding social media literacy is taught her health curriculum. and also as a critical thinking strategy throughout all of our classes for. >> think i'd encourage all of you to do it you can defer how to teach art students to be critical thinkers maybe they

will teach their parents to be critical thinkers think it's not your testament i yield back. >> think it was great state of michigan representable wahlberg your records for five minutes. >> think the channel chairman think the pampering are sorry had to leave us speaking a quick lunch and from a number of higher education institutions. it's important time to speak to them as well. i was not here for the question i believe my colleague asked about the principal at hillcrest. we checked our selves after hearing your response mr. banks seeing some of the room shaking their head strongly this person was not as a principal removed and did not go on in the new york education system. we came to find information this person went to the new york department of education and my correct on that? so the question that.

>> the principal from hillcrest that you said was removed. >> did was not just transferred to another school in the system. >> right to progress want to check on that i saw indications in this that was of the right answer. he went to the new york department of education as i understand it. >> oliver's entire department of education with other administrators for. >> that concerns me this guy is still in education new york. when he had an egregious response at hillcrest. i want to make that clear to make sure i understood as well. >> suit he was removed from the school to be still in education in new york. looks that worries me. >> i understand. following the attack on israel october 7 the nation's institution of higher education been rocked by anti-semitic protests. in direct harassment of jewish

students. while the critical eye must be placed on teachings and policies at these institutions, we cannot overlook k-12 system. so thanks for holding this hearing today. in fact we know teachers that have been trained in our higher education institutions to be change agents in the world our inner k-12 system they have beet for years and been trained to be anti- somatic themselves. critical theories that have been trained in presser and oppression and important as well anti- american. so it is a challenge that we have to look in the k-12 system but during this developmental phase the students are to grasp the different surveyed right and wrong. and critically begin to realize that other people have their own feelings that might not match theirs. if we fail students at the scholastic phase it is no wonder raising the levels of intolerance and violence are rhetoric later in their studies

and even our k-12 system. i recently met with educators to the holocaust learning experience to help educate their students about the realities of the holocaust and anti-semitism history. and i encourage our institutions to look into that training. i would like to oppose for our educators in the room this one question and answer as briefly as possible. what have you done specifically to teach critical thinking and classrooms and promote reason and the underpinnings of moral and civil behaviors that mitigate hate?

being respectful, brave, open and aware to different perspectives, being flexible and sensitive. so what the unified school district and we teach them to be critical consumers and to evaluate and analyze the information coming to them from a number of perspectives so they can make decisions on their own. >> we hope to see the impact of that in an exemplary way. i am not a teacher or principal or superintendent myself. it's my understanding that we follow this curriculum we have a comprehensive curriculum that integrates critical thinking throughout offering multiple perspectives so that students can see history and facts

through different perspectives. that's my understanding. >> critical thinking starts with a very significant way beyond that to the project-based learning. i would stand to defend we have some and we deal with it. >> i would stand with you on that. >> the gentleman's time has expired and now we go to the great commonwealth of virginia you are recognized. >> mr. chairman, earlier in the hearing a gentleman raised

questions about the commitment to fight anti-semitism. i just remind him after it was pointed out the context after the old rights rally we asked and couldn't get it on other forms. can you talk about other forms of hate? >> hate rears its head every single day. the history of racism in america as well this is something that is ever present as the chancellor of the schools, the

work that we see, the assertions that are cast aspersions that are cast against asian americans, homosexuals, it is no end to the scourge of hate so that's why i say anti-semitism doesn't simply affect jews. anti-semitism affects all of us particularly all people of goodwill. so i stand up not only against anti-semitism, i stand up against islamic phobia and all other forms of hate. you can't put them in silos. that's not the way that we can be responsible about how we are going to approach this. i have a responsibility to be the champion and the chancellor for everybody. >> just as an aside is it your practice to determine facts and sanctions based on media reports

were due process? >> is that for me? >> that's for you. >> we are responsible just because something was written on the front page of a tabloid doesn't make it true so we have to investigate. we do it responsibly and move to deal with of those situations on a case-by-case basis. >> and you indicated what do you mean can you say more about that? >> if we care about solving for anti-semitism, and i believe this deeply it's not about having gotcha moment this. it's about teaching. you have to raise the consciousness and the challenge we have is a system is that we do have some adults that bring their own bias into the classroom and we've got to figure out how we unpack all of

it at the same time. but the ultimate answer is to teach, to expose people to the jewish community so that they understand our common humanity. and i would ask my colleagues across the nation and call on congress quite frankly to put the call out to action to bring us together to talk about how we solve for this. this convening for too many people across america and education it feels like the ultimate gotcha moment. it doesn't seem people were trying to solve for something i think we should be doing everything we can to solve four. >> we haven't heard anything about the context of any of these events, the seriousness of the problem, whether there's anti-semitism or comments on the position of the war in gaza. can you say another word about

how it is so hard to determine whether or not expressions are protected under the first amendment or a violation of the code or violation of title vi or campus policy? >> these are all situations evaluated based on the totality of the circumstances. they are worried that we might agree here, but we also understand certain words depend on how they are used, when they are used, to whom and how often they are used. all of those are relevant to determining whether speech is protected or creating a hostile work education environment. and i would add onto the question about how to promote critical thinking and exposure to a variety of ideas one of the things we are doing at the aclu is fighting against bands on increasing education. this is started by an executive order by the former president and has now been copied and pasted in multiple states.

now living under an education gag order where certain ideas are being prohibited from classrooms so this is the epitome of trying to crack down on critical thinking so we think this legitimate threat needs to be addressed urgently as well. >> thank you very much and representative scott. let's go to north carolina where the chair of the education workforce committee is doctor virginia foxx recognized for five minutes. >> thank you, mr. chairman and i want to thank the witnesses for being here today. i would ask you to pull the microphone a little closer to your mouth. i had trouble hearing you before. you said in your opening statement, quote, our policy is to initiate the investigation when we witness particular anti-semitic hate filled racist language or actions on average how long does each anti-semitism

investigation take? >> i don't have an exact number of weeks. our victims always notified of the results? will you pledge to notify people when you have done the investigation? >> we are working on improving the communications and let the victims know to have more information about what the outcome has been. >> working on it, okay. superintendent, you said in your submitted testimony that you are, quote, excited about the new studies law the curriculum

with a slanted perspective of the israel palestine conflict. for example it teaches the consequences for palestine are, quote whereas the consequences for israel are ceremonies put on hold, travel advisories in place in the city's shutdown. do you think that is the representation of the conflict? >> i do not think that is a fair representation. >> have you consulted with jewish groups considering how you would teach ethnic studies? >> i want to distinguish the lessons i believe you are speaking about in the curriculum the lessons were created in response to a lot of curiosity and questions and confusion from many of the students wanting to

know what was going on so we had a group of history teachers and social studies teachers creating lessons in response to that. that is distinguished from the ethnic studies curriculum. >> we've talked about the map, the cultural arts program at the school where the map has been funded by the foundation a nonprofit owned by the family. the free press found they donated over $1 million to the new york department of education from 2019 to 2022 from materials such as the snap, you know the map i'm talking about. israel does not exist. does your office vetted the materials purchased by the funds for anti-semitism and if not, will you commit to establish

tools so that foreign entities unfriendly to israel are not stalking your classrooms with anti-semitic content? >> yes, and we do that to the materials. that map was not a result of the foundation. that is what she told us so it wasn't part of the resources but we do read all of the other resources that come to the schools and that foundation has had no impact so they are allowed to bring in materials that may be very anti-semitic. are you going to vet those materials? >> in new york city we had a 77,000 teachers and so this is not made very. it's new york city.

a very large system and a chance to say any individual map any particular classroom i'm already aware of it, but we made sure the principles of those schools are super supposed to provide the level of supervision. two other countries have the sums to the public schools? >> i would have to get back to you on that. i wouldn't have any evidence in front of me now that we have any government supporting other programs in the schools. but i don't want to misrepresent here. we can certainly get to the answer to that. >> we would be happy if you could follow up with an answer. thank you and i yield back. >> we would all like to see that answer we are nearing the end of the committee. ladies and gentlemen, thank you for your, for being great audience members and we just

have to have a closing statement. without objection. >> i was hoping this could be a constructive conversation during which we would work together to find the most effective way to address and prevent anti-semitism in schools. sadly, tasks like this are made more difficult because we are in an era of deep division. the time about the tough issues as confrontational as it happens at all and of the time when it pains me to say this but it's relevant, the top republican

running for president of the united states has engaged not only in anti-semitic tropes, but also devices degrading and disparaging language including mocking a reporter with a disability, calling american troops cowards if they were captured, ignoring the rule of law, threatening to have people shot by police with shoplifting or minor crimes, bragging about and making so many countless and demeaning comments about women that it's impossible to count them. i could go on but the point is there has been a tone said at the top. they will set aside differences and work in good faith on how we can best interest and prevent anti-semitism in the schools and country as well as other hate

speech i would say it's been an excellent meeting. we are raising in congress and our mission was to have an open and honest conversation. i think we delivered that even if we are going to solve the problems that we've identified today, it starts with recognizing that it's happening and we need to do more. i think we were reminded of the most precious asset that is under each of your purview and that is the next generation these young kids some have described them with minus full of mush you help form into shapes and critical thinking. any seeds of hatred were anti-semitism that's planted there without reading it in shaping it can well and we can

look at the video screens of what it could become if not left unchecked. i'm very aware of your presence here today with of the aclu as a reminder that we are a country built on free speech. but free speech doesn't include death to jews or some of the other vile slogans that we've heard. i'm aware of that. but it's so hard to be a kid in today's society. there's pressures. i make it of the 70s and 80s and it's hard to imagine growing up now with social media and other pressures of being a kid today. we are better than this. when we met in the hallway they

said we've got work to do and it's not only a wake-up call for your school district but to everybody that's watching across america. america is the last great hope that we can hopefully get along and we are not approving it very well. so, i think that the lesson is no matter how small, and you said something, no matter how small the incident, it needs to be investigated and people need to be held to standards. there needs to be consequences for crossing that line. we stand with you and we will not cease shining the light and holding everybody accountable

because as a nation, frankly we are better than this and we all have a role to play. the work begins today going forward to the witnesses, thank you for coming forward for your frank discussion and commitment going forward that we all can live in a safe society without hatred and the fear of violence against us. and with that, without objection, there being no further business, the subcommittee stands and the hearing is now adjourned.