They're Back! Charlie's "Prove Me Wrong" Table Returns

Speaker 1 Hey everybody, it is me on campus. You'll enjoy these conversations.
I know it at the University of South Florida. I talk to a teacher that is educating our kids, someone who ran for Senate.

Speaker 1 We talk about Doge and more. As always, you can email us, freedom at charliekirk.com and become a member today, members.charliekirk.com.
That is members.charliekirk.com.

Speaker 1 Email me as always, freedom at charliekirk.com. Buckle up, everybody.

Speaker 2 Here we go.

Speaker 3 Charlie, what you've done is incredible here.

Speaker 1 Maybe Charlie Kirk is on the college campus. I want you to know we are lucky to have Charlie Kirk.

Speaker 2 Charlie Kirk's running the White House, folks.

Speaker 4 I want to thank Charlie. He's an incredible guy.
His spirit, his love of this country, he's done an amazing job building one of the most powerful youth organizations ever created, Turning Point USA.

Speaker 3 We will not embrace the ideas that have destroyed countries, destroyed lives, and we are going to fight for freedom on campuses across the country. That's why we are here.

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Speaker 2 Hello.

Speaker 1 Be respectful, guys. He can do what he wants.

Speaker 2 Oh, can I start now?

Speaker 2 nice to meet you charlie i'm a big fan i think you're a very beautiful man i admire you physically but uh no no homo no homo no homo

Speaker 2 i did have a question something i don't find very interesting about you something i find kind of repulsive is that i believe you said that the civil rights act was bad and that we shouldn't have that

Speaker 2 okay well thank you i appreciate that

Speaker 2 i don't like you as much as charlie though first of all what's your name oh oh uh sorry i don't want to be like filmed and stuff.

Speaker 2 I'm anonymous, number one. Anonymous guy.

Speaker 1 Okay.

Speaker 1 Well, hello. Nice to meet you, Anonymous.

Speaker 2 Thank you. Thank you.
Nice to meet you, too.

Speaker 1 Yeah, I believe in part of the essence of the Civil Rights Act went way too far, way too wide.

Speaker 2 Oh, how did it go too far?

Speaker 1 Well, for example, it created an entire civil rights leviathan that gave us affirmative action.

Speaker 2 Civil rights leviathan? What do you mean?

Speaker 1 Yeah, so if you can let me finish three words in,

Speaker 1 it allowed the Department of Justice to go after people that have different skin color, aka white people, and prevent them from getting jobs in college admissions. You have a job.

Speaker 2 I'm sorry? You have a job.

Speaker 1 No, you're right. I do.
Right. But just

Speaker 1 until Trump came around, until the Supreme Court decision, thanks to the Civil Rights Act,

Speaker 1 if you have white skin color, it's much harder to get into a college than if someone has black skin color. Much harder.
You have to have higher test scores.

Speaker 1 It's a much harder pool, largely thanks to the precedent set by the Civil Rights Act, not to mention all the trans stuff that we're seeing.

Speaker 1 We're seeing men be able to win trophies and medals from women across the country, and they use the Civil Rights Act to justify it.

Speaker 2 Okay, I think I see where you're coming from. So you think that it's harder for white people, because black people, they could have lower tech scores and get them.
It's not what I think.

Speaker 2 It's the facts. That's what you're saying.
Okay. All right.
Well, I guess what I would say, too, I think perhaps you're familiar with the term equity, right? Where different people have different

Speaker 2 circumstances. It's Marxism.

Speaker 2 I rejected it. Okay, okay.
Whether you reject it or not, I think it's a

Speaker 1 prescient concept in this argument.

Speaker 2 Because what you have to understand is that when you, for example, you're born in like a black neighborhood, you're born in like Oblock or something, like a very, very like a

Speaker 2 if you're born there, if you're born in a very poor area like that, with like very low economic opportunity, very, very poor schools of very low ratings, where the average test score is much lower, when you're in that environment, you have the whole system up against you, right?

Speaker 2 So it, so when you say in that kind of circumstance, when you're facing the whole, I guess, leviathan of systemic racism, would you say that's, sorry, let me just finish up.

Speaker 2 When you say it's fair to, to, for example, lower the standard because knowing that their circumstances were like that, perhaps based on what they had was presented to them, they had the correct amount of merit to get into a school.

Speaker 1 Okay, so are you a student here? I'm guessing you are.

Speaker 2 Oh, yeah, yeah, yeah.

Speaker 1 I'm a student here. Are you a pretty good student?

Speaker 2 Oh, yeah, I would say I'm a good student. I have a pretty high GPA.
Okay.

Speaker 1 Can you give your GPA to her? Because she's a woman of color, please.

Speaker 2 Oh, well, you want me to give you a...

Speaker 2 I mean, I can.

Speaker 1 Would you be willing to do that?

Speaker 1 Sure, sure. You'd be good.
You cool with that?

Speaker 2 Yeah. I'm fine.
Wait, wait, you mean you're not going to be able to do that? I want you to tell her or like you're going to have to do it.

Speaker 1 No, by force. Lower So we're swapping your hair.
Let me tell what I'm going to do. By force, white man.
Okay. I'm going to take your GPA.
I'm going to give it to a woman of color. Okay.

Speaker 2 You're cool with that.

Speaker 2 I mean, yeah, I can just work back up.

Speaker 1 No, there's no working back up.

Speaker 2 I can pull myself up by my boost champ. No, there's no working back up.
What do you mean you can't work back up? That's the whole point of conservatism, isn't it?

Speaker 1 I'm going to keep on taking it from you because that's equity. And you're cool with that.

Speaker 2 What? But that's not. That's just equity in practice.
Equity isn't taken. Equity is applying the equal standards.

Speaker 1 If you give, how do you get? You must take, and then you give.

Speaker 2 Wait, what do you mean?

Speaker 1 That which which is given must first be taken well what's being taken well in this case grades from you to grades to her that's no one's taking my grades though that's not what that's not what affirmative

Speaker 1 no one takes your grades hold on a second if you only have so many you only have so many positions at university south florida to come in right there's oh there's a there's a there's a set number let's say it's 20 000 people okay and we're going to say we're going to lower the test standards so that somebody that's a woman of color can come in and therefore it's harder for you so it's a higher bar for you lower bar bar for them.

Speaker 1 Definitionally, it's a redistribution of test scores to somebody else, just by the definition.

Speaker 2 And you're okay with that?

Speaker 2 Well, I guess I would ask that, if we were to do what you're doing, I guess that's what's happening under Trump, right? Well, no, it's actually been happening the last 40 years.

Speaker 2 Okay, actually, yeah, whatever. Okay, so when you say that if you do that, then well, black people aren't going to get into school and then they won't be able to uplift themselves.

Speaker 2 They won't be able to have prosperous families. They won't be able to, you know, equalize the economic status because you need to give them a little jump start.
You know what? You have a car, right?

Speaker 2 How is that? How is that? Oh, no. Now I know who you are.
No, no, no, no, no. It's good.

Speaker 1 But no, how has that worked the last 40 years? We've had robust affirmative action.

Speaker 2 Oh, yeah.

Speaker 1 We've had hiring practices. Has it made black America more successful?

Speaker 2 I can answer that easily. It's because it.
Oh, sorry. It's because.

Speaker 2 Sorry. What am I going for? I don't know.

Speaker 2 You're a funny guy.

Speaker 2 So what happened is, even after the Civil Rights Act, you know what I, I believe, I believe the term is massive resistance. It was a movement

Speaker 2 after the Brad v.

Speaker 2 Board of Education in Virginia, where essentially the legislature, which was still white supremacist, which is still extremely racist, they decided that no, we're going to do everything that feasibly possible within our means to stop black people from going to white schools.

Speaker 2 You even see this in,

Speaker 2 I believe it was the Little Rock 9, right? Even after it was legalized at the state level, white supremacist mobs still mobilized to prevent it. So even if it de facto, it's gone.

Speaker 2 Did your, it still exists.

Speaker 1 Let me ask you a very simple question.

Speaker 1 A term you keep on throwing around.

Speaker 2 Got you.

Speaker 1 What is racism?

Speaker 2 What is racism?

Speaker 2 That's a very complicated question.

Speaker 1 No, it's not.

Speaker 2 I mean, there's a simple answer, and then there's the highly theoretical answer. Give me the simple.

Speaker 2 The simple answer will essentially be because

Speaker 2 we have different skin colors that he's treated a different way than me. He has like a different...
I'm bringing to me.

Speaker 1 No, no, no. But what is racism? It's a different thing.

Speaker 2 Oh, it's discrimination.

Speaker 2 Based on the color of the color.

Speaker 1 Based on the color of the skin, you know. Got it.
Thank you. So isn't it racist then to then penalize white people to come into college or to get jobs based based on the color of their skin?

Speaker 1 Wouldn't that be racist?

Speaker 1 So you're arguing for a very racist policy, which is that we should actively discriminate against people based on the color of their skin, which is affirmative action and DEI in practice.

Speaker 2 I just don't, I just disagree with the premise that you can do like anti-white racism because uh because wait can you be racist against white people?

Speaker 2 No, bro, I'm a cracker, bro. What the f now you can't be racist,

Speaker 2 bro, there's so many crackers here, bruh.

Speaker 2 There's your clip, bro. There's your clip.

Speaker 2 What, what are you? You're going to do political violence to me, bro? Like, why are you saying that to me? You're making me scared.

Speaker 1 So let me tell you what we believe, because you told us what you believe. Your worldview is indistinguishable from the KKK.
That you want. That you want to organize the world based on skin color.

Speaker 1 We want to organize the world based on merit and character, based on how hard you work, what you bring to the table.

Speaker 1 I believe it's destructive and wrong to say that people are going to be organized or have their future set based on the color of their skin. I think it's tribalistic.
I think it is divisive.

Speaker 1 And I think it hurts the excellence of a country. You asked a question, well, how are we going to help other communities? You know how you help other communities?

Speaker 1 Stop pandering to them and start treating them like individuals made in the image of God, not tribes to be organized for political purposes.

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Speaker 2 Okay, so do you think like when Trump is a now now he's president, now that racism is gone now, because Trump is back, we're no longer pandering, right? Do you think that the conditions of

Speaker 2 black people have like do you think Obloc is gonna become like a much nicer place? Do you think that

Speaker 2 do you think that these uh very downturned sort of uh black neighborhoods that have been sort of left behind, do you think they're gonna become revitalized now? Is that what you think is gonna happen?

Speaker 2 Yeah, they'll do better for sure. Do you think they do better? Now that we've stopped helping them, they're gonna do better.

Speaker 1 Well, see, that's an interesting thing.

Speaker 2 Because that seems like contradictory to me, just basic logic.

Speaker 1 Well, actually, black Americans under Donald Trump in the first term saw the greatest economic renaissance that they saw since the 1950s.

Speaker 2 Do you think

Speaker 1 that they're going to have increases, lowest unemployment, revitalization, amazing investment in their communities, opportunity zones?

Speaker 2 But that's when we had affirmative action. Wouldn't that be bad?

Speaker 1 Well, again, we actually got rid of affirmative action now. It's not going to be bad.

Speaker 2 I'm talking about it before. Those are unrelated things, though.

Speaker 2 They don't seem unrelated to me. Well, affirmative action is addressing racism.
Affirmative action is, again,

Speaker 1 affirmative action is largely federal government hiring practices and the adjacent institutions.

Speaker 1 I think that all communities will do even better when we stop living under the soft bigotry of low expectations.

Speaker 1 Inherent in your argument is that we have to pander to certain communities based on the color of their skin because they can't do as well as white people. I reject the premise.

Speaker 1 I think that we should try to say, I don't care about the color of your skin. I care about what you bring to the table.

Speaker 1 And stop pandering to people based on special criteria, points, and acceptance to college, saying that we're going to make it easier for one group and harder for another group.

Speaker 2 I don't think it's panting, though. I think it's understanding.
Okay, but

Speaker 2 the circumstances are working based on that.

Speaker 1 Do you think that we should have black-only dormitories in America?

Speaker 2 No, why would I want that?

Speaker 1 Okay, well, there's hundreds of schools that have those, actually.

Speaker 2 And you say black-only.

Speaker 2 White people are not allowed in the world.

Speaker 1 No, white people are not allowed in that.

Speaker 1 Yeah, that's why I said white people are not allowed in. Correct.
We have black-only graduation ceremonies across the country.

Speaker 2 Well, those are from,

Speaker 2 well, I believe those are most likely like HBCUs, right?

Speaker 1 No. The University of Michigan has one, the AL has one, Harvard has one.
So we're agreeing that that is wrong. That is the furthest extension of hyper-race obsession.
So

Speaker 1 you could choose one or the other. You can be race-obsessed or merit-obsessed.
We, as conservatives, decide to be merit-obsessed.

Speaker 1 To build a country based on how hard you work and what you're able to deliver.

Speaker 2 Okay. Well,

Speaker 2 so wait, here. Just, I wasn't.
final point yeah final point sure okay uh

Speaker 2 this thing's a little close oh, I'm I'm sorry, I didn't mean to offend your wonderful setup here.

Speaker 2 Uh yeah, so I guess I'll just restate my point that uh I don't believe you you mentioned like all black dormitories, right? Uh, I mean, I don't really comment on that.

Speaker 2 I mean, I don't know if that's real to me that sounds fake, but I'll give you the benefit of the doubt here. It's very real.

Speaker 2 Okay, but I just think it's a very irrelevant kind of like aesthetic focus thing. It doesn't really affect the material conditions of like black people.

Speaker 1 If you heard there were white-only dormitories, there'd be marching in the streets, right?

Speaker 2 Oh, well, because, okay, I can't.

Speaker 2 The difference is, like, for example, if you want to go back to segregation, the all-white dormitory was nice as and the all-black one was.

Speaker 2 So, if that's the, if that's, if that was brought back, okay, if we were to do an all-white dormitory and all black. I'm not recommending it.

Speaker 1 I think actually segregation is wrong and evil, and we're heading until Donald Trump, we were heading in that direction.

Speaker 2 Until, but, like, okay, I'll go back to, because I did let it slip by, but you mentioned that, like,

Speaker 2 in the early years of the Donald Trump presidency, presidency, right? That the conditions with the employment and stuff were going up for black people. What I would say is the economy works slow.

Speaker 2 It works at a time dilation for the policies initially enacted. So,

Speaker 2 I would probably assume, based on what you said to me, is that it was the Obama-era policies that actually led to that, not the Trump policies.

Speaker 2 Because stuff like tax cuts for the rest doesn't really help.

Speaker 1 In a year from now, we're going to have the greatest economy ever, and they're going to say it's all Biden. It's all Biden.

Speaker 2 Well, I mean, if we, I don't think that's going to happen. Personally, I think the economy is going to sh ⁇ with what Elon Musk is doing.
But if that that was to happen, I mean

Speaker 2 I guess my whole worldview, but I'm pretty sure.

Speaker 1 What about Elon? What Elon's doing bothers you? Do you not want to see the government?

Speaker 2 Are the government efficient? The government is efficient. He's just firing everybody.
It looks like he did to Twitter, but y'all see what happened? The Twitter Brats braces us now.

Speaker 2 He's at the Nazi haven. It went from like a

Speaker 2 pretty accepting place to like what like

Speaker 2 where like the average blue check mark is saying hail Hitler. Like Elon Musk himself has replied to like, well, he did the Nazi salute.
Like, we're not going to forget about that, are we?

Speaker 1 No, he didn't. What do you mean?

Speaker 2 Yeah, y'all see that clip, bro? Y'all see when he did that?

Speaker 2 All right.

Speaker 1 Oh, okay. Thank you.
And by the way, I just want to thank you for something.

Speaker 2 You're welcome. I want to thank you.

Speaker 2 Do I get a portion of the TikTok revenue you're going to get from this?

Speaker 1 I want to thank you for something.

Speaker 2 Oh, yeah.

Speaker 1 You are a perfect reminder

Speaker 1 why we won in November. So thank you for that.
I really appreciate it. Thank you.

Speaker 2 Yes.

Speaker 2 Hi.

Speaker 2 Yeah.

Speaker 2 Can you sign up my hat?

Speaker 2 Charlie's taking it if I keep thinking about that guy. Charlie, that's my hat.

Speaker 1 We got 15 minutes. Let's stick with disagreements, guys.

Speaker 1 I lost that. No, it was their logo, because that's what I had.

Speaker 1 Yes, ma'am.

Speaker 5 Hi, I'm starting my senior thesis this semester on political polarization and the effects social media and echo chambers has on political.

Speaker 1 Talk right in the mic, and guys, please give her a chance to speak, okay? Bring your mic down a little bit.

Speaker 5 Hi, so I'm starting my senior thesis this year on political polarization and the effects social media and echo chambers has on it.

Speaker 5 So my question is, how would you describe the relationship between social media and political polarization, especially now that Elon Musk owns X and has advocated for freedom of speech?

Speaker 1 Yeah, I mean, I think that more speech is always better.

Speaker 1 Again, this is going to sound, you know, somewhat polarizing, but I don't think it's the right that's polarized in the country, and I'll prove it to you.

Speaker 1 Donald Trump has two people in his cabinet that ran for president as Democrats. Tulsi Gabbard and Bobby Kennedy.
It's the Republican Party that is the unity party welcoming more people in.

Speaker 1 We're the ones that go to these campuses and have an uninterrupted mic for two hours. I mean, do liberals come to campus and have an open mic for two hours, we can say.
Really? That's interesting.

Speaker 1 They say no.

Speaker 1 Well, thank you. And so we are the party of free speech.
They're the party that's not. And look, we welcome all ideas, and we agree to disagree.
And yeah, look, we are becoming more polar.

Speaker 1 I think we're becoming less polarized because we won in November, thankfully. There's all this clamoring minority of people that are angry because USAID doesn't exist.

Speaker 1 But the majority of people support President Trump, what he's doing.

Speaker 1 He won the popular vote. There's this huge mandate.

Speaker 1 We're going to restore what it means to be an American citizen. And I just love what Doge is doing.

Speaker 1 It's going in and it's questioning every little element of waste of taxpayer money that you guys worked so hard to send money to DC. So that's my answer.

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Speaker 1 Yes, my vaccine friend, how are you?

Speaker 2 He remembers you. Yeah.
He was shouting at you.

Speaker 2 Sorry,

Speaker 2 all right, Charlie. So

Speaker 2 I ran for state senate because our government doesn't work well. There's a lot of waste.
There's a lot of bloat. And yet, the things that you're advocating about going against are what help people.

Speaker 2 Everybody here is everybody's here because they support freedom. Because, as you say, we want a freer market, we want a freer place.

Speaker 2 And yet, these policies like destroying the Department of Education, which I'm a teacher for, hurts our ability to take power in the marketplace. It just adds to the few rich people owning all of us.

Speaker 2 Right now, in America, the top 0.01% have an average $600 million of wealth. The bottom half have an average $7,000.

Speaker 2 And by destroying the Department of Education, the Center for Budget, the Consumer Protection Bureau, that is actively helping those rich people take all of our money.

Speaker 2 Prove me wrong.

Speaker 1 Okay, so Trump's been president for six weeks. Sure.

Speaker 2 Right.

Speaker 1 So we had an oligarchy as Donald Trump was becoming president. Yes.
We had all these agencies. How did they prevent the oligarchy?

Speaker 2 They didn't. No, we have a bad oligarchy, but Trump is increasing our oligarchy.
He had Jeff Bezos. He had Tim Cook.

Speaker 2 He had the richest people on the earth who have more money than the bottom half of the country combined sitting right behind him.

Speaker 2 And Elon Musk is helping those regulations get destroyed so they can

Speaker 1 as an attendee but let's go through one by one by donated to it so let's go one by one sure let's first go the department education so the department education which i'm guessing you're in in favor of like 47 million dollars going to improving learning outcomes in asia yeah

Speaker 2 because helping other whoa

Speaker 2 helping other people

Speaker 2 excuse me helping other people helps us i'm a teacher when when other people don't match our economy when they can't participate in it everybody's hurt by that so i i do have a question, though.

Speaker 1 We're not even helping ourselves. Why should we help other countries? Because you're right.

Speaker 2 We should help ourselves. You're right.
We should help ourselves more. The question is,

Speaker 2 the question is, how do we care?

Speaker 1 Let me finish.

Speaker 1 How does one help oneself?

Speaker 1 Have educational outcomes gotten better or worse since the creation of the Department of Education?

Speaker 2 The bloated Department of Education, you are right. We're spending way too much money on administration.
That money needs to be going to funding school meals. That needs to be reducing class sizes.

Speaker 1 You sound like a Doge advocate, man.

Speaker 2 No, because Doge is not doing that. By destroying the Department of Education, they're not funding Title I classrooms.
If we funded Title I classrooms with the money that we promised,

Speaker 2 every single classroom would get a paraprofessional, which would help my students immensely. So they are failing.
And as you're saying before, that Florida is the most equitable state. It's not.

Speaker 2 The richest students get $2,000 more dollars to their schools every year than the fourth quartile students.

Speaker 1 So I am curious, though, that the Department of Education, we've seen standards go down. They want to send it back to the states.

Speaker 1 By definition, we have the Department of Education. 11 million people

Speaker 1 are in education like yourself, 11 million of them. 6.7 million are administrators.
6.7 million are administrators. Can we agree we should fire most of those administrators?

Speaker 2 Look, I can't say that because I don't know what those administrators do. I think we have way too much time to do that.
Come on, you're a teacher. Time out.

Speaker 1 I got to interrupt you. Are you a teacher? Yeah.
What do the administrators in your school do?

Speaker 2 They help us out a lot. I mean, do you think I could manage my classroom if I had to do it? Absolutely.
You are wrong.

Speaker 2 No, I could not manage my classroom unless I had an administration helping me out.

Speaker 1 You need five administrators or one teacher. That's the ratio.

Speaker 2 That's bad. You're right.
That's bad.

Speaker 1 Okay, but that's the current ratio. So, five to one.
But secondly, let me ask you: this is very important.

Speaker 2 You hurt the American economy by not allowing people to build up their human beings.

Speaker 1 Time out, time up. We already have the evidence.

Speaker 1 From the advent of the Department of Education, we are now 26 in education. We were top five when it started.
We're the lowest in reading, math, arithmetic in the Western world.

Speaker 1 Department of Education has made our standards sub-standard, and we spend $250 billion a year on the Department of Education and get our kids.

Speaker 1 We can't find a single kid that can read at grade level in a Baltimore public school or that can do math in a Chicago public school. And yet we keep on spending billions of dollars on it.

Speaker 1 So maybe the solution is to crush the current system, send the money back to the states, empower families and parents, moms and dads to spend the money as they see fit, more choice, more competition, and make it localized, not federalized.

Speaker 2 So here's the problem. The state of Florida introduced a bill.
My opponent introduced a bill to provide $7,000 for school choice in Florida. That's government waste.

Speaker 2 Most of that, a lot of that money is going going to Disney, to cruises. That's increased waste.

Speaker 2 It's also every dollar that's taken out of the Florida public education system, given to private families, 75% of that is going to families that are already fed up. You're against school choice? 75%.

Speaker 2 I'm not against school choice as long as we fund education properly, but 75% of the money is going to families that can already afford education, which means my students are getting $3 billion

Speaker 2 taken out of their education to go directly to the richest Floridians.

Speaker 1 I just want to try to understand. So you're against the money going to homeschooling? Like, what do you mean by this Disney thing? You're talking way too fast.

Speaker 2 So we need money going to where it's needed to school me. What is your critique, Teacher?

Speaker 1 You're saying $3 billion going to what? I'm not.

Speaker 2 So $3 billion is being taken out of the public education system and going to be a payment. And given directly to the people who can already afford a private education system.

Speaker 1 For what reason?

Speaker 2 To help people get their private education. The problem is there also weren't restrictions on that to limit what the private school degrees or tuition be.

Speaker 1 You're totally wrong. I got what you're saying.

Speaker 2 What you're saying, though,

Speaker 1 it's their taxpayer dollars that are coming back as a refund, right?

Speaker 2 It's also the public taxpayer dollars that are putting in public money and they were giving back to private individuals that have to go to the public system. It's their own money.

Speaker 2 When you're advocating for the rich people stealing our taxes, hold on, it's easy to say like the rich people. Yeah.

Speaker 2 The 75% of the money going to private education.

Speaker 1 You can define rich, by the way.

Speaker 2 How much money do you have to afford a private education, which is anywhere from $15,000 to $40,000 a year, you are rich. And 75% of the money going to the private edge.

Speaker 2 And wait, and 75% of the money go...

Speaker 2 Half of all Americans are living paycheck to paycheck. If you can afford $40,000, you're richer than most people.
Now,

Speaker 2 75% of the money that is going from the public education system into the private system is going to those who can already afford private education.

Speaker 1 What is the number one predictor of student success?

Speaker 2 How many years a teacher has been an educator?

Speaker 1 Yeah, actually, the quality of this teacher. So, do you, can we agree at least, because we'll not agree on everything, that we should be able to fire teachers at will?

Speaker 2 At will is, what do you mean at will? For what cause?

Speaker 1 If you're a bad teacher.

Speaker 2 What do you mean by by a bad teacher? Well, I mean, you're on. No, what do you mean by a bad teacher? Yeah.

Speaker 1 Someone who doesn't listen to their students, doesn't have, is not good at what they do.

Speaker 2 Graded by other teachers. For cause, not at will.
Yes, we should fire teachers for cause.

Speaker 1 Okay, but I think that do we have too many teachers or not enough teachers?

Speaker 2 In Hillsborough County alone, we're missing 1,200 across the state. See, I reject the premise.
Across state and Florida. What we need is better

Speaker 2 50,000 students without an educator. You ask me a question.
Let me finish.

Speaker 1 We need better higher-paid teachers.

Speaker 2 Yes, absolutely. And Florida has the 48th lowest average teacher.

Speaker 1 Why do you think that is?

Speaker 2 Because we have a Republican-controlled state for the past 30 years that are increasingly taking away money for teachers.

Speaker 1 But hold on. If I'm not mistaken, Florida is in the top five, if not the number one, on educational outcomes for students, right?

Speaker 2 On them passing, not actual outcomes. On them passing.

Speaker 1 So that's number one in the country, I think, though, right? And it was like number 30 or 40 back before school choice was. So I'm just curious at your complaint here.
But it's fine.

Speaker 1 Let's just kind of go back to the thing and we'll go to the next question. The Department of Education, why should the federal government have any role in education?

Speaker 2 Because spending that money on helping people helps the entire economy.

Speaker 1 That's not where the money is going to be.

Speaker 2 It's not going to finish.

Speaker 1 Helping people helps the entire economy.

Speaker 2 How has that worked? When you let people fall through the cracks, it destroys our economy. It's more expensive.

Speaker 2 When you take away the Consumer Protections Bureau that helps $16 billion of scams go back to the American people, that helps our economy because then they can take place in the marketplace.

Speaker 2 What you're advocating for is to reduce the things that push people into the marketplace, to increase the barriers, and to destroy the freedom of our marketplace.

Speaker 1 Again, you have not answered the question. Let's just reiterate it.
Department of Education. That answered because it helps people.
Got started in 1979.

Speaker 1 The same sort of nice-sounding stuff we started to do over the last 35, 40 years. And we have the lowest standards ever had.
We have childhood poverty all over the place.

Speaker 1 We have broken public schools because spending money from D.C. does not solve the problem.
Empowering parents does.

Speaker 1 Parental agency is the solution,

Speaker 1 not bureaucratic empowerment.

Speaker 2 Spending money on spending the federal government. Gotta get to the next one.
One second.

Speaker 2 The federal government spending money based solely on tests hurts people because then we don't get the money to go into critical thinking, which your misinformation machine succeeds on.

Speaker 1 Hey, everybody, Charlie Kirk here. There's a lot of excitement in Washington, D.C.
as we start the year, but I wanted to talk to you about something just as exciting happening outside the D.C.

Speaker 1 Beltway, a revolution in the states. It's the education freedom movement.
It's real.

Speaker 1 It's growing and growing because some states, as they should, are putting parents in charge of the education of their kids.

Speaker 1 Everyone knows education has the power to change a kid's life, and anyone who raised a child knows each has different needs, learning styles, and God-given talents.

Speaker 1 The fact is, parents know their own children best, knows what's best for their development. and future.

Speaker 1 Education freedom legislation puts parents, not zip codes and politicians in charge of these important family decisions.

Speaker 1 It's why I strongly support making universal education freedom a reality for every parent in every state.

Speaker 1 To find out where your state legislature stands and to make sure your voice is heard, go to educationfreedomusa.com. Now, educationfreedomusa.com.

Speaker 1 So you would say I'm a misinformation machine. That's fine.
Yeah, fine. You're a teacher.

Speaker 2 Yes.

Speaker 1 What is a woman?

Speaker 2 What is a woman?

Speaker 2 Oh, buddy. Alright.

Speaker 2 So, we define gender as a set of preferences that you have. Excuse.

Speaker 2 Gender.

Speaker 2 Gender is a set of preferences we have. Woman.

Speaker 2 Woman is a social construct that we've agreed upon. Typically, we imagine womanhood as makeup or whatever.
It is...

Speaker 2 There is a difference between the word woman and being a biological female. Woman is a social construct that we use.
Listen for a second. I'm telling you what it means.

Speaker 2 Woman is a social construct. We agree on these set of preferences.
If I tell you that I'm a man, it's because I want you to know that I like these set of preferences.

Speaker 2 If I tell you I'm a woman, it's because I want you to know that I agree with these set of preferences.

Speaker 1 Can men give birth?

Speaker 2 Can men or can males? Because males can't.

Speaker 2 be

Speaker 2 listen for a second.

Speaker 2 If you listened to your bio professors, you'd understand there's a difference between biology and what we think about.

Speaker 1 So, I want to thank you for proving a great point.

Speaker 1 You are why we should eliminate the Department of Education. Thank you very much.

Speaker 1 So, you want my kids to not have a cheat sheet? We'll go to the next question. Thank you.

Speaker 1 How are you?

Speaker 2 Good. I just want to drill in a bit about Doge and some of the what?

Speaker 1 Quick, we've done it like five or six times.

Speaker 2 And about some of these

Speaker 2 hirings and some of the unconstitutional moves they've been making. I don't like, to be more useful here,

Speaker 2 when your claim is that you're trying to make the government more efficient and then you arbitrarily fire a bunch of people. For example,

Speaker 2 for the nuclear people,

Speaker 2 a bunch of them were fired and then they have to get them back. You're wasting time and effort by randomly

Speaker 2 arbitrarily picking how to handle these cases. If your claim is that you want to be efficient, you should just govern immediately start firing people.

Speaker 2 You have to go over this with a lot more methodical effort, and that's not what's happening. And on top of that, the Doge administration will not save enough money.

Speaker 2 Even if you were to fire every single government employee, they would not even be able to get to a fraction of how much revenue we need to get for taxes. That's not enough, and it's not helpful.

Speaker 2 I mean, I have

Speaker 2 to

Speaker 2 go over those placards, you can just flash them and say that, like, it's $115 million

Speaker 1 for equity assessment programs. That's a lot of money.

Speaker 2 No, it does not. And relative with regards, compared to

Speaker 2 how much we need to run the country,

Speaker 2 hold on. This is a very important point.

Speaker 2 We're talking about scale here.

Speaker 2 About $2.6 trillion of revenue comes from our income taxes. If you're

Speaker 2 If you're going to make these cuts, you need to meaningfully hold on account for that.

Speaker 1 This is a false argument. I'm glad you're making it.
Which is that, so then we shouldn't cut it because it's not that big of a deal.

Speaker 2 No, that's not what I mean.

Speaker 1 So, should we cut this? $115 million for equity assessment of existing program policies.

Speaker 2 One day, one point. The point is that for both of them.

Speaker 1 I'm going to make the point, but do you think this should be cut?

Speaker 2 It depends. You need to make the argument that it's actually good.

Speaker 2 You can't just flash the dollar.

Speaker 1 No, I'm going to flash it. I didn't say.
Equity assessments of existing program policies, $115 million. You have to justify that this program is helpful.

Speaker 2 You have to justify the existence of the program.

Speaker 1 Yes,

Speaker 1 it should not exist.

Speaker 2 Why? Why does it not exist?

Speaker 1 Well, first of all, the president signed an executive order saying no more DEI. Equity assessment should have no place in the U.S.
government because equity is not constitutional. It's not in the U.S.

Speaker 1 Constitution. It's not an American value.
It's about

Speaker 1 redistribution. And $115 million is a grotesque amount of money to spend on it.
So you should get rid of it to save taxpayer money.

Speaker 2 Now, to your point, it's safe taxpayer money.

Speaker 1 It's $115 million to get rid of this. Now, it's also

Speaker 1 $144 million here of empty buildings. How about empty buildings?

Speaker 2 Again,

Speaker 2 you can't just say empty buildings. You have to go over a detailed thing.

Speaker 1 No, we did. That's why there's 97 of them.
They reviewed the leases. They're vacated because of COVID.
That's $144 million. So right here, I have $330 million.

Speaker 1 We're going to keep going, right?

Speaker 2 You can keep doing that. No, no, no.
You have to actually just justify why the policies are not helpful or not. This is what's interesting.

Speaker 2 You can see how much they cost. Hold on a minute.
If they do something useful for the government, then their prices make sense.

Speaker 1 They're empty buildings.

Speaker 1 What use is happening for them other than landlords getting rich for nothing? The point is this. You think the government is innocent until proven guilty.

Speaker 1 I think the government, after what we've learned, is guilty until proven innocent. They have to justify why this money is being spent in the first place.

Speaker 2 Wait a minute.

Speaker 1 That's how the law works.

Speaker 2 Innocent until proven guilty. You have to prove that this is not.

Speaker 1 That's not how taxpayer money works, though. It's that if we find waste, you're going to have to over-justify why this exists in the first place.
Secondly.

Speaker 2 But you just fire them, you just get rid of the program automatically before you've done the work delayed.

Speaker 1 But let me go back to a more thing.

Speaker 1 This is an argument they're making. Oh, it's not that much money.
Even if you only save $100 in taxpayer money, that is a moral fight worth having. That attitude is why we're $35 trillion in debt.

Speaker 1 Secondly, which is very important, if you annualize Dogea's savings, you know how much they're on pace to save this year? A trillion dollars.

Speaker 1 $1 trillion,

Speaker 1 which would then get us on path for a balanced budget. They're on pace because you say, oh, it's only a billionaire.
They've been in for six weeks. They've already saved $100 billion.

Speaker 1 By December, they'll be at a trillion. Our deficit is 1.6 trillion.

Speaker 1 We're going to lower our deficit in such an increasingly important way, and you're going to learn that you actually don't need these government agencies to run a country, that these people are unnecessary, it's bloated, these bureaucrats don't do anything all day long, and we need to right-size it because we're a nation in debt.

Speaker 1 We know we're 35 trillion dollars in debt, yes, in debt, yes.

Speaker 1 And the only way we're going to get out of it is if we're honest, be like, How about no more empty buildings, no more $115 for equity assessments?

Speaker 1 What we're going to do is biodiversity in Nepal, $19 million.

Speaker 2 Again, those can be important. You guys are like, those could be helpful.

Speaker 1 Okay, so how could biodiversity in Nepal for $19 million?

Speaker 1 We spent $20 million for a new Sesame Street in Iraq.

Speaker 1 It's true. You guys can look it up.
$20 million for a new Sesame Street in Iraq. And because no one has ever had the courage to look through the books and look and examine the expenditures.

Speaker 2 That's not what's happening.

Speaker 1 No, it has happened. No, Biden, Obama, they never looked through any of the federal expenditures.

Speaker 1 And we got to $35 trillion in debt.

Speaker 1 This is the first time in my lifetime we have an administration going after the waste going after the size of government to balance the budget so that you guys don't live as indentured servants and russian serfs for the rest of your life

Speaker 2 what i just want to say like

Speaker 2 what never mind go ahead you don't need to interrupt me thank you

Speaker 2 the point is when you when you want to deal with this problem you can either increase taxes or cut spending massively like

Speaker 2 the point is that like

Speaker 2 these programs aren't aren't efficient and helpful for getting to that goal.

Speaker 1 Yes, I just proved to you that they're on pay for $3 trillion a month.

Speaker 1 But even if it's only a billion or two billion, that's admirable and noble. That's money.

Speaker 2 Just to clear fold.

Speaker 2 You have to both justify that these programs are bad. I think, no, you can flash it and say, this is a program.
It costs this much money. We should admit it.
That's not an argument.

Speaker 1 $1.5 million for voter confidence in Liberia. Again,

Speaker 1 you can say that.

Speaker 1 Do you know anything about Liberia?

Speaker 1 I happen to know a lot about Liberia. That's a separate issue.

Speaker 2 It's not about what I know. It's about the people in the government making these decisions.

Speaker 1 Yes, and they have proven themselves to be robber barons over the last 20 years.

Speaker 1 That they are spending your money with reckless abandon and total indiscretion. And it's time that this is what's important.
It's we the people, not we the government workers.

Speaker 1 And we've taken back the government.

Speaker 2 The government workers are also American people.

Speaker 1 Yes, but who works for who? Do we work for them or do they work for us?

Speaker 1 Which one?

Speaker 2 Yes.

Speaker 2 They work for us.

Speaker 1 They work for us, yes. So we voted in November by popular vote and electoral vote landslide that this crap is over.

Speaker 1 And that's what we're doing. We overwhelmingly spoke.
And so we're going to go piece by piece, department by department. And this is why it's important.

Speaker 1 You guys deserve a future where you don't have $35 trillion in debt. Where you don't have a trillion dollars debt.

Speaker 2 I'm not solving that problem by doing this.

Speaker 1 Again, I am for again a trillion dollars. You have to address this.
They're on pace to cut a trillion by December. That's big.

Speaker 2 Big.

Speaker 1 That's 75% of our deficit.

Speaker 2 Okay. But my point is that you have to meaningfully increase taxes.

Speaker 2 No, you don't.

Speaker 1 Yes, you do. Well, that's what he's doing.
They are meaningfully cutting spending.

Speaker 2 Do you have to cut taxes? You have to either raise taxes

Speaker 2 or massively cut spending.

Speaker 1 You got it.

Speaker 1 Let me just ask one final question.

Speaker 1 If Trump and Elon get this done and balance the budget and cut all this, will you give them credit?

Speaker 2 It depends on how successful.

Speaker 2 Wait!

Speaker 1 I'm not finished speaking.

Speaker 2 Oh my God. It depends on how successful the country is is afterwards.
It depends if you make a lot of cuts and the country becomes worse, but you didn't do your job.

Speaker 1 Okay, we'll see what happens. Thank you.
Thanks so much for listening, everybody. Email us as always, freedom at charliekirk.com.
Thanks so much for listening, and God bless.

Speaker 1 For more on many of these stories and news you can trust, go to charliekirk.com.