♪♪ >>> THEY CAN EXPECT TO TREAT MENTAL HEALTH CARE JUST THE SAME AS THEY TREAT PHYSICAL HEALTH CARE.

>> YEAH.

[ APPLAUSE ] >> AND IT'S WAY PAST TIME THEY DID.

>> THE HOUSE SPEAKER ANNOUNCES A BIPARTISAN EFFORT ON A LANDMARK BILL TO REFORM GEORGIA'S MENTAL HEALTH CARE.

GOOD EVENING AND WELCOME TO "LAWMAKERS" ON THIS DAY 7 OF THIS LEGISLATIVE SESSION.

LOTS MORE COMING UP ON THE 74-PAGE HEALTH BILL, THE MASSIVE MENTAL HEALTH BILL.

LEGISLATION THAT SOME SAY IS 20 YEARS IN THE MAKING.

EACH LEGISLATIVE SESSION ALSO EDUCATION ISSUES RECEIVE A LOT OF ATTENTION WITH RAISES FOR TEACHERS AND OTHERS THAT WORK IN SCHOOLS.

BUT THERE ARE SOCIAL ISSUES BUBBLING UP AROUND THE COUNTRY THAT ARE GAINING TRACTION.

AMONG THE ISSUES, CRITICAL RACE THEORY AND BANNING OF THEME BOOKS.

WE WILL HEAR FROM LAWMAKERS ON BOTH SIDES OF THE AISLE ABOUT A WIDE RANGE OF EDUCATION TOPICS.

FIRST LET'S HEAD TO THE GOLD DOME TO FIND OUT WHAT HAPPENED HERE TODAY FROM OUR CORRESPONDENT BRENDA WATERS.

>> Reporter: IF YOU RECALL, ON DAY ONE OF THE LEGISLATIVE SESSION, THE SPEAKER SAID ONE OF HIS PRIORITIES WAS MENTAL HEALTH.

WELL, TODAY HE HELD A PRESS CONFERENCE ANNOUNCING HB-1013 BEFORE AN ENTHUSIASTIC CROWD.

[ APPLAUSE ] >> JUST PRIOR TO ME LEAVING THE FLOOR OF THE HOUSE A FEW MOMENTS AGO, I FILED HOUSE BILL 1013.

>> HE SAID IT WAS HIS WIFE WHO ENCOURAGED HIM TO DO SOMETHING THAT WOULD HELP PEOPLE, SOMETHING PEOPLE WOULD REMEMBER PASSED THE NEXT ELECTION.

IT WAS THAT PUSH THAT HELPED INSPIRE THE MENTAL HEALTH BILL.

>> THERE IS NO ISSUE THIS SESSION MORE IMPORTANT TO ME THAN THIS ISSUE.

I AM TIRED OF TELLING DESPERATE AND HURTING FAMILIES THAT WE HAVE NO TREATMENT OPTIONS AVAILABLE IN GEORGIA.

I AM TIRED OF LOOKING IN THE FACES OF MOTHERS WHO HAVE LOST A CHILD BECAUSE THEY SAW NO HOPE.

AND I'M TIRED OF SEEING THE FACES OF THOSE WHOSE SPIRAL DOWNWARD HAS BEEN FED BY SUBSTANCE ABUSE.

>> THE SPEAKER CALLS THIS A LANDMARK COMPREHENSIVE BILL THAT WILL REFORM GEORGIA'S MENTAL HEALTH CARE DELIVERY SYSTEM AND IMPROVE CLIENT OUTCOME, ONE OF THE CO-SPONSORS OF HB-1013 IS REPRESENTATIVE TODD JONES WHO SAID THIS BILL IS NOT ONLY POLICY, IT'S PERSONAL.

>> MY WIFE AND I HAVE FOUR CHILDREN, AND OUR OLDEST CHILD IS 25 AND HE WAS DUAL DIAGNOSED WHEN HE WAS 19 WITH SEVERE MENTAL ILLNESS AND ALSO DRUG ADDICTION.

>> REPRESENTATIVE JONES SAYS HE DOESN'T WANT THE 10.7 MILLION GEORGIA RESIDENTS WHO SUFFER MENTAL ILLNESS TO GO THROUGH WHAT HE AND HIS FAMILY ENDURED.

>> RIGHT NOW THE FAMILY DOESN'T KNOW WHERE DUE NORTH IS.

THEY DON'T KNOW WHERE TO GO TO GET THE HELP TO INITIATIVE OR THE ONGOING ASSISTANCE.

THIS IS SOMETHING THAT WAS SO PERSONAL TO ME BUT ALSO REALLY PROFESSIONALLY IMPORTANT TO ME TO MAKE SURE THAT BILL KNOCKED DOWN THE KEY BLOCKING AND TACKLING ISSUES AROUND MENTAL HEALTH.

>> REPRESENTATIVE OLIVER IS THE OTHER CO-SPONSOR OF THIS BILL.

>> THIS IS GOING TO MAKE A DIFFERENCE.

WE RECOGNIZE THAT GEORGIA FAMILIES ARE REALLY HURTING ON THE ISSUES OF MENTAL HEALTH.

WE KNOW THAT, AND WE HAVE TO DO A BETTER JOB.

>> LEGISLATORS HAVEN'T COME UP WITH A FINAL PRICE TAG FOR THE 74-PAGE BILL, BUT THEY SAY THEY WILL FINALIZE THE COST BEFORE DAY 28 OF A LEGISLATIVE SESSION.

PTSD OR POST-TRAUMATIC STRESS DISORDER IS SOMETIMES COVERED BY WORKER'S COMPENSATION, BUT NOT ALWAYS.

REPRESENTATIVE KINNARD WANTS THAT TO CHANGE WITH HB-55.

>> AIMS TO BRING PEOPLE WITH PTSD TREATED THE SAME AS IF BREAKING A LIMB, THIRD DEGREE BURNS OR ANY OTHER ON THE JOB PHYSICAL INJURY, MEET THE SAME SCRUTINY AS ANY OTHER INJURY CLAIMED.

>> TWO PEOPLE SPOKE FOR THE PASSING OF THIS BILL, BRANDY COOK WHO LOST HER BROTHER.

>> HE WORKED AT THE FIRE DEPARTMENT FOR 21 YEARS.

THROUGH THOSE YEARS HE ROSE UP THE RANK TO BECOME A BAAAL ONCHIEF AT THE YOUNG AGE OF 39.

AT 39 YEARS OLD HE LOST HIS BATTLE WITH PTSD AND COMMITTED SUICIDE.

WE ARE CALLING FOR YOU TO HELP US GET HB-855 PASSED.

>> ANOTHER GEORGIAN HOPING TO GET THIS PASSED SPEAKS FROM FORMER EXPERIENCE.

>> I'M A FORMER OFFICER WHO WAS INJURED IN THE LINE OF DUTY AND WHO WAS DIAGNOSED WITH PTSD.

IT TOOK A WHILE FOR ME TO ACCEPT THAT I HAD PTSD.

AND THIS BILL WILL HELP US.

>> SO, DONNA, IT WAS ALL ABOUT MENTAL HEALTH TODAY AND COMPENSATION.

THAT'S MY CAPITOL REPORT.

BACK TO YOU.

>> THANK YOU SO MUCH, BRENDA.

>>> WE'RE GOING TO SPEND THE REST OF THE SHOW TALKING ABOUT A WIDE RANGE OF EDUCATION ISSUES.

JOINING ME IS REPUBLICAN REPRESENTATIVE AND DEMOCRATIC REPRESENTATIVE OF ATLANTA WHO IS ON THE HOUSE EDUCATION COMMITTEE.

SO I WANT TO THANK YOU BOTH FOR BEING ON "LAWMAKERS."

I WANT TO TALK FIRST ABOUT CRITICAL RACE THEORY.

HOUSE BILL 888 AND REPRESENTATIVE, YOU WROTE AN OPINION PIECE CALLED A THOUGHTFUL CRITIQUE OF HOUSE BILL 888.

SO LET'S GET STARTED WITH THAT.

REPRESENTATIVE THOMAS, WE KNOW THAT CRITICAL RACE THEORY IS NOT TAUGHT IN GEORGIA K THROUGH 12 SCHOOLS.

WHAT ARE YOUR REASONS FOR WANTING TO ELIMINATE A LAW ABOUT SOMETHING THAT DOESN'T REALLY EXIST.

>> FIRST OF ALL, I WOULD SAY THERE HAS BEEN SIGNIFICANT ACADEMIC ARTICLES ABOUT CRITICAL RACE THEORY.

AND I WOULD ALSO SAY THAT THERE IS CONCERNS THAT THIS IS PROPAGATED IN THE K THROUGH 12.

BUT WHAT'S REALLY IMPORTANT IS WHAT DO WE DEFINE CRITICAL RACE THEORY AS?

AND FOR ME, WHAT CRITICAL RACE THEORY MEANS, IT'S REALLY DIVISIVE IDEOLOGY.

AND YOU HEAR THE TERM DIVISIVE CONCEPTS.

AND THAT'S WHAT MY BILL GOES AFTER.

WE DON'T WANT TO SEE OUR SCHOOL CHILDREN BEING TAUGHT THAT WE'RE DIVIDED INTO TWO CLASSES.

>> IT'S NOT PART OF THE CURRICULUM AS CRITICAL RACE THEORY.

>> IT IS NOT A CURRICULUM.

IT'S A LENS PUT ON CURRICULUM.

THAT'S THE REASON WHY IT IS A LITTLE HARDER TO FIND.

IT IS NOT NECESSARILY WRITTEN IN CURRICULUM.

IT'S, LIKE I SAID, IT'S A LENS THAT'S PUT ON IT.

>> WHAT DOES YOUR BILL DO THEN?

>> SO THE BILL ACTUALLY LOOKS AT SEVEN KEY ISSUES THAT WE DON'T WANT TO HAVE TAUGHT IN OUR K THROUGH 12.

AND I HAVE SEEN SOME OTHERS AND SOME BILLS IN SECONDARY, BUT WE FOCUSSED ON K THROUGH 12.

SPECIFICALLY, WE WANT ALL OF OUR CHILDREN TO BE TAUGHT THAT THEY HAVE ACCESS TO THE AMERICAN DREAM.

THAT NO CHILD IS INHERENTLY SUPERIOR OR INFERIOR TO ANOTHER CHILD.

AND THERE IS, LIKE I SAID, SEVERAL OTHER ISSUES WE BRING UP, BUT THAT'S THE KEY ONE AND THAT'S WHY WE PUT IT FIRST.

>> SEVERAL DIFFERENT ISSUES.

I WANT TO TALK TO YOU, REPRESENTATIVE.

YOU THOUGHT THIS OPINION PIECE.

TALK ABOUT ONE OF THE THINGS THAT YOU TALKED ABOUT IN IT WAS THAT WE KNOW THAT THERE ARE STATES LIKE TEXAS THAT HAVE ALREADY PASSED LEGISLATION BANNING CRITICAL RACE THEORY TAUGHT IN SCHOOLS.

BUT YOU SAID GEORGIA DOESN'T HAVE TO FOLLOW EVERYBODY ELSE.

>> THEY ABSOLUTELY DO NOT HAVE TO FOLLOW EVERYBODY ELSE.

GEORGIA, WE LIVE IN A GREAT STATE, AND WE SHOULD BE LEADERS IN OUR THOUGHT PROCESS.

SO REPRESENTATIVE THOMAS IS A DEAR FRIEND OF MINE.

WE JUST DO NOT AGREE ON THIS TOPIC.

HE SAYS THAT, YOU KNOW, THERE ARE SOME INNATE THINGS OR SOME INHERENT THINGS THAT ARE NOT THERE, BUT THERE ARE -- THEY ARE THERE.

SO I THINK THAT'S WHAT THE DIFFERENCE IS, BECAUSE THERE ARE SOME DIFFERENCES.

>> YOU WROTE ABOUT SOME PERSONAL THINGS, SOME THINGS THAT YOUR DAUGHTERS HAVE EXPERIENCED.

TALK ABOUT THAT A LITTLE BIT.

>> SO AT THE TIME MY LITTLE GIRL WAS FIVE YEARS OLD, AND WE WERE IN SANDY SPRINGS AT AN ELEMENTARY SCHOOL.

AND AT BIRTHDAY PARTIES, IT HAPPENED ON MORE THAN ONE OCCASION.

SHE WOULD COME OUT OF THE BOUNCY HOUSES SAD AND CRYING, AND SHE SAID THAT THE OTHER LITTLE GIRLS WERE TELLING HER THAT HER SKIN WAS DIRTY, THAT HE WAS UGLY BECAUSE SHE WAS BROWN.

AND IF THAT HAPPENED, UNFORTUNATELY, TO MY OLDER DAUGHTER, SHE WOULD HAVE BEEN ABLE TO HANDLE THAT.

BUT MY YOUNGEST ONE IS NOT ABLE TO HANDLE THAT.

SO I MADE A DECISION AT THAT POINT, YOU KNOW WHAT, I NEED TO BE IN A MORE DIVERSE COMMUNITY BECAUSE BEING IN A PREDOMINANTLY CAUCASIAN COMMUNITY IS NOT WORKING OUT FOR HER.

>> SO THE THEORY IS THAT HAVING A LAW THAT CRITICAL RACE THEORY SHOULD NOT BE TAUGHT IN SCHOOLS, THAT YOUR DAUGHTER WOULD NOT BE ABLE TO LEARN OR OTHER STUDENTS WOULD NOT BE ABLE TO LEARN ABOUT CERTAIN THINGS YOU FEEL ARE IMPORTANT?

>> YES.

SO THE TRUTH IS, THERE WAS SLAVERY IN AMERICA, AND THAT IS SUE PRESSIVE.

>> I AGREE.

>> AND SO SINCE IT WAS HERE AND IF WE DON'T SAY THAT IT WAS HERE AND THAT IT WAS SUPPRESSIVE, THEN I JUST DON'T EVEN KNOW WHERE TO GO FROM THERE.

>> NO.

I AGREE WITH YOU.

WE ALL DO AGROW.

AS A MATTER OF FACT, MY BILL IN THE PREAMBLE IT TALKS ABOUT CIVIL WAR IS FOUGHT OVER SLAVERY BECAUSE THAT IS JUST A MATTER OF FACT.

LISTEN, I'M SORRY TO HEAR ABOUT YOUR DAUGHTER.

THAT IS A TERRIBLE STORY.

THAT BREAKS MY HEART.

BUT I WANT TO ALSO POINT OUT THERE IS A DIFFERENCE BETWEEN RACISM AND SYSTEMIC RACISM WHERE WE'RE TALKING ABOUT WHOLE STRUCTURES ARE BUILT TO PREVENT PEOPLE OF COLOR OR ANYONE FROM BEING SUCCESSFUL.

THAT IS WHAT I -- THAT'S THE TENACE OF MY BILL.

THAT'S WHAT I'M TRYING TO GO OVER.

TO GIVE YOU AN ANECDOTAL STORY OF MINE, I'M A FIRST GENERATION COLLEGE STUDENT.

I SERVED IN THE NAVY TO PAY FOR MY COLLEGE.

AND, YOU KNOW, I CLEANED OUT THE BOTTOM OF BOATS.

THAT'S WHAT I HAD TO DO TO BE ABLE TO GET TO WHERE I AM.

AND I KNOW THAT THAT EXISTS FOR EVERYBODY.

AND I WANT TO MAKE SURE THAT OUR CHILDREN KNOW THAT THE AMERICAN DREAM IS AVAILABLE TO THEM, AND THAT'S -- THAT'S THE FUNDAMENTALS AND WHAT I'M TRYING TO INSTILL IN 888.

IN 888, IT'S THE FIRST BILL THAT CAME OUT OF THE GATE.

I HAVE WORKED ON IT FOR SIX MONTHS.

BUT YOU KNOW AS WELL I DO, THE LEGISLATIVE PROCESS, IT'S EARLY IN THE LEGISLATIVE PROCESS.

IT'S DO FEEDBACK.

I HAVE GOTTEN A LOT OF FEEDBACK, QUITE A LOT OF FEEDBACK, ON BOTH SIDES.

THAT'S GOOD.

I THINK THE KEY IS YOU HAVE GOT TO BE A GOOD LISTENER, RIGHT?

SO I LISTEN TO UNDERSTAND.

AND I HAVE LISTENED TO EVERYBODY THAT'S GIVEN ME COMMENTS.

AND I HAVE TAKEN NOTES.

I HAVE INCORPORATED WHILE WE'RE WORKING ON A SUBSTITUTE.

I THINK THAT ADDRESSES SOME OF THE KEY PROBLEMS AND BOLSTERS MORE OF THE LANGUAGE I'M TRYING TO PUSH WHICH IS THAT EVERY CHILD HAS THE OPPORTUNITY TO BE SUCCESSFUL IN AMERICA.

>> I DON'T UNDERSTAND HOW YOU CAN TEACH ABOUT SLAVERY WITHOUT TALKING ABOUT THE, YOU KNOW, SLAVE OWNERS AND THE SLAVES.

AND YOU'RE TALKING ABOUT, YOU KNOW, OPPRESSORS AND PEOPLE WHO ARE BEING OPPRESSED.

>> SO I THINK THAT'S KIND OF PART OF THE PROBLEM THAT WE GET INTO.

IT'S -- WE TALK ABOUT A LOT OF DIFFERENT THINGS.

BUT MY BILL SPECIFICALLY HAS LINE ITEMS, AND I WOULD SAY IT'S PAGE 10, THAT TALKS SPECIFICALLY ABOUT THE IMPORTANCE OF THE INSTRUCTION HISTORY.

WE BELIEVE THAT -- I ABSOLUTELY BELIEVE WE NEED TO NOT ONLY TEACH HISTORY.

WE NEED TO TEACH HISTORY AND LOOK AT IT IN THE PERSPECTIVE OF THOSE RACES AND WHAT IT WAS LIKE FOR THEM BECAUSE WE HAVE TO EMPATHIZE WITH ONE OTHER TO BE SUCCESSFUL.

THAT'S WHY I PUT A WHOLE SECTION IN THAT BILL TO PROVIDE PROTECTIONS TO MAKE SURE WE COULD TEACH THESE THINGS.

I ABSOLUTELY AGREE WITH YOU THAT ARE IMPORTANT.

>> YOU HAVE LOOKED AT THE BILL.

WHAT ARE YOUR CONCERNS?

>> I WOULD SAY THAT IF THERE IS NOT SYSTEMIC RACISM, I'M GOING TO GIVE YOU AN EXAMPLE, SO MARTIN LUTHER KING WENT TO NEW YORK TO LIVE IN THE HOUSING PROJECTS, RIGHT, TO MAKE THE POINT THAT AFRICAN-AMERICANS DID NOT HAVE FAIR HOUSING.

AND IF THEY DIDN'T HAVE FAIR HOUSING, IT WAS THE SYSTEM THAT MADE THEM NOT HAVE FAIR HOUSING.

IT WASN'T THEIR NEIGHBOR THAT SAID YOU CAN'T HAVE FAIR HOUSING.

IT WAS THE SYSTEM.

>> HOW DO YOU RESPOND TO THAT?

>> WELL, I WOULD SAY IT'S -- I AGREE WITH YOU, AND I THINK THAT THAT IS AN UNBIASSED, NON-POLITICAL, NON-PARTISAN REPRESENTATION OF HISTORY.

MY BILL SUPPORTS THAT TYPE OF CONCEPTS BEING TAUGHT.

MY BILL TALKS MORE ABOUT WHERE WE ARE TODAY AND WHERE WE ARE GOING FORWARD IN THE FUTURE AND THAT WE DON'T WANT CHILDREN TO BE TAUGHT THAT THEY'RE INFERIOR OR SUPERIOR TO ONE ANOTHER.

WE DON'T WANT THAT TYPE OF EDUCATION BECAUSE IT'S DIVISIVE.

AND, SO, I FEEL LIKE I'VE REALLY TRIED HARD IN THE BILL TO ADDRESS THOSE CONCERNS.

AND LIKE YOU SAID, I PUT SPECIFICS IN IT TO ADDRESS THAT.

>> YEAH.

WELL, I KNOW THIS HAS BEEN A DIFFICULT CONVERSATION AND YOU TOLD ME EARLY ON THAT YOU GUYS WERE FRIENDS.

>> WE ARE.

>> AND THAT THIS WILL BE TOUGH.

BUT I'M SURE WE WILL TALK ABOUT IT A LITTLE BIT MORE.

>> I JUST WANT TO SAY ONE LAST THING.

I THINK THE KEY TO SUCCESS IN FUNCTIONAL GOVERNMENT IS TO HAVE PEOPLE THAT DISAGREE BUT CAN SIT DOWN AND RESPECT EACH OTHER ENOUGH.

I WILL BE MORE THAN HAPPY TO SAY ON CAMERA NATIONALLY THAT I RESPECT YOU VERY MUCH AND I DO LISTEN TO YOU, AND WE HAVE TAKEN COMMENTS AND FEEDBACK AND WE'RE LOOKING TO SUBSTITUTE THINGS AND BOLSTER SOME LANGUAGE THAT WE FELT NEEDED TO BE, I GUESS, MORE WELL-DEFINED.

>> I WANTED TO TALK ABOUT SOME OTHER ISSUES, BUT WE HAVE TAKEN UP A LOT OF TIME ON THIS, BUT I THINK IT'S BEEN A GOOD DISCUSSION.

I DID WANT TO GET IN SOMETHING.

EARLIER TODAY I SPOKE WITH THE DIRECTOR OF THE LEGISLATIVE SERVICES SECTION OF THE PROFESSIONAL ASSOCIATION OF GEORGIA EDUCATORS.

AND SHE TALKED ABOUT SOMETHING CALLED THE RETURN TO WORK BILL THAT YOU MAY BE FAMILIAR WITH.

GOVERNOR BRIAN KEMP ANNOUNCED IT LAST YEAR, AND IT WOULD ALLOW RETIRED TEACHERS TO RETURN TO THE CLASSROOM.

HERE'S WHAT SHE HAD TO SAY.

>> THAT WOULD ALLOW RETIRED EDUCATORS AFTER SITTING OUT A PERIOD OF 12 MONTHS TO COME BACK TO WORK FULL-TIME AS DETERMINED BY THEIR LOCAL REGIONAL EDUCATIONAL SERVICE AGENCY TO DRAW FULL RETIREMENT BENEFITS AND TEACH IN THOSE AREAS AFTER SITTING OUT FOR 12 MONTHS.

IT MOVED THROUGH THE HOUSE TO MANDATE THAT EDUCATORS WITH 30 OR MORE YEARS OF CREDIBLE EXPERIENCE ARE ABLE TO QUALIFY INTO THE PROGRAM.

BUT STILL IT IS AN IMPORTANT TOOL TO HELP SERVE STUDENTS IN AREAS OF HIGH NEED.

>> I WILL ADDRESS THIS TO YOU.

THE BIG PROBLEM WITH THIS IS THE DOUBLE DIPPING, RIGHT?

THE FEELING THAT YOU ARE GETTING YOUR RETIREMENT PAY AND YOU ARE ALSO GETTING ANOTHER PAYCHECK?

>> I THINK WE'RE AT A CRITICAL TIME RIGHT NOW, THOUGH.

YOU KNOW, THE SCHOOLS ARE UNDERSOURCED.

THERE ARE NOT ENOUGH TEACHERS OUT THERE.

AND SO THE ONLY WAY THAT YOU ARE GOING TO BE ABLE TO GET TEACHERS INTO THE CLASSROOM, ESPECIALLY EXPERIENCED ONES, WE NEED SOME EXPERIENCED TEACHERS IN THERE.

I DON'T THINK THAT THAT'S A PROBLEM.

I WOULD SUPPORT THAT.

>> OKAY.

I WANT TO GET INTO ONE MORE ISSUE IF WE CAN DO THAT REALLY QUICKLY AND TALK ABOUT KIDS WHO WANT TO LEARN GETTING RID OF SOME OF WHAT KIDS ARE LEARNING IN THE SCHOOLS.

AS SPEAKER IN THE HOUSE DAN JONES, SHE CALLS THEM OBSCENE MATERIALS.

AND I JUST WANTED TO GET YOUR OPINION ON WHAT YOU THINK ABOUT THAT PARTICULAR BILL.

AND WE KNOW THAT IT MAY BE MOVING TOMORROW, POSSIBLY.

>> SO I ASSUME YOU ARE TALKING ABOUT SB-226.

>> EXACTLY.

>> WHICH IS A SENATE BILL THAT WAS OFFERED BY THE SENATOR.

SO MY UNDERSTANDING IS THAT BILL, WHAT IT REALLY DOES, IS IT'S A TRANSPARENCY BILL.

IT'S A BILL THAT ALLOWS -- SETS UP A MECHANISM TO -- IF A PARENT FINDS SOMETHING THAT'S OBJECTIONABLE, IT SETS UP A MECHANISM FOR THEM TO WORK THROUGH THE SCHOOL SYSTEM TO -- TO MAKE SURE THAT IT'S ADDRESSED.

IT'S OBJECTIONABLE.

AND THAT'S REALLY WHAT THIS BILL DOES.

IT'S A TRANSPARENCY PARENTAL BILL OF RIGHTS.

>> AND IT'S GETTING SOME MORE WORK APPARENTLY ABOUT THOSE.

WE MAY SEE IT COME BACK THROUGH COMMITTEE.

IT IS NOT IN YOUR COMMITTEE.

IT IS NOT IN EDUCATION.

IT IS IN HOUSE JUDICIARY NON-CIVIL COMMITTEE.

YOUR FEELINGS ON IT?

AND WE DON'T HAVE A LOT OF TIME.

>> YOU KNOW, SOMEONE ACTUALLY CAME UP TO ME AT A CONFERENCE ABOUT THAT PARTICULAR SUBJECT.

AND WHEN SHE TOLD ME, I SAID WHAT?

SO IF THERE ARE ITEMS LIKE THAT IN THE LIBRARIES, I DON'T THINK THAT THEY SHOULD BE.

>> YEAH.

I WOULD AGREE WITH YOU ON THAT.

YEAH.

THEY SHOULDN'T BE THERE.

>> OKAY.

WELL, IT'S A DISCUSSION WE'RE GOING TO CONTINUE TO HAVE BECAUSE BOTH OF THOSE -- EVERYTHING WE HAVE TALKED ABOUT WE'RE GOING TO HEAR ABOUT IN THE COMING WEEKS.

THANK YOU BOTH FOR BEING HERE.

I REALLY APPRECIATE IT.

>>> COMING UP, MORE ON "LAWMAKERS," INCLUDING A BILL THAT WOULD PROVIDE A PATHWAY FOR ADULTS TO GET A DIPLOMA.

YOU ARE WATCHING "LAWMAKERS" ON GPB.

>>> WELCOME BACK TO "LAWMAKERS."

WE'RE GOING TO CONTINUE OUR DISCUSSION ON EDUCATION.

I SPOKE EARLIER TODAY TO THE CHAIR OF THE SENATE COMMITTEE ON EDUCATION AND YOUTH, REPUBLICAN SENATOR CHUCK CAIN.

WELL, SEVERAL CLASSROOM ISSUES.

I BEGAN BY ASKING HIM ABOUT A BILL THAT DREW LOTS OF ATTENTION LAST YEAR.

THE RAISING THE AGE WOULD CHANGE 16 YEARS OLD TO 17 YEARS OLD.

>> THERE IS STILL A LOT OF QUESTIONS OF JUST RAISING THE AGE WAS THE ANSWER OR NOT.

I THINK THAT WAS A GOOD DEBATE ON OUR COMMITTEE.

SO I DID A RESOLUTION LATER ON TO CREATE A STUDY COMMITTEE THROUGHOUT THE SUMMER ON RAISING THE AGE, AND WE HAD FIVE MEETINGS FROM SAVANNAH TO NORTHWEST GEORGIA WITH DIFFERENT SUPERINTENDENTS AND DIFFERENT -- YOU KNOW, JUST RURAL AND URBAN, TRYING TO GET BOTH RURAL AND URBAN AND THE NEEDS.

BUT IT'S JUST AT THE END OF THE DAY IT CAME DOWN TO THE FACT THAT WE ALL KNEW THAT, YOU KNOW, WE'RE ONE OF ONLY FIFTEEN STATES THAT'S STILL AT 16.

AND AS A JUVENILE PROBATION OFFICER, I TELL PEOPLE ALL THE TIME I SAID, YOU KNOW WHAT, I WAS VERY AWARE OF THE FACT THAT 50% OF THOSE IN OUR PENITENTIARIES HAVE NO HIGH SCHOOL EDUCATION OR EQUIVALENT.

SO WE CAN EITHER PAY MORE ON THE FRONT END OR PAY MORE ON THE BACK END.

IT WAS JUST TO LOOK AT THAT.

AND REALLY I THINK WHAT CAME OUT OF THAT COURSE OF STUDY THROUGHOUT THE SUMMER WAS WE ALREADY HAVE GEORGIA MILESTONE DATA AND COMING UP AND DEVELOPING SOME STANDARD OF MEASURE AT THE FIFTH AND SIXTH GRADE LEVEL TO GO AHEAD AND IDENTIFY THOSE KIDS THAT WE KNOW ARE ALREADY HEADING DOWN THAT PATH THAT WOULD POSSIBLY QUIT SCHOOL WHEN THEY TURN 16 OR 17 OR IF WE RAISE THE AGE BUT JUST PUT WRAP-AROUND SERVICES IN PLACE.

>> I HAVE TO ASK YOU ABOUT A COUPLE ISSUES.

PARENTS ARE MORE INTERESTED IN WHAT'S GOING ON IN THE CLASSROOM.

THAT'S WHY WE'RE HAVING SOME ISSUES.

AND ONE OF THEM IS CRITICAL RACE THEORY.

WHAT ARE YOU FEELINGS?

>> IF YOU WANT TO TEACH A THEORY IN A COLLEGE SETTING, BUT K THROUGH 12 IS SUPPOSED TO BE ABOUT LEARNING.

AT THE END OF THE DAY, THE LAST WORD IS THEORY.

IF IT'S A THEORY, THEN GO TO THE HIGHER INSTITUTIONS.

BUT IN K THROUGH 12 EDUCATION, LET'S STAY TO THE READING, THE WRITING AND ARITHMETIC.

>> THE BILL THAT HAS COME UP THAT DEALS WITH PARENTS WANTING TO HAVE MORE SAY IN THE CLASSROOM DEALS WITH OBSCENE MATERIALS.

WHAT ARE YOUR FEELINGS ON THAT?

>> PARENTS AT THE END OF THE DAY ARE THE NUMBER ONE PERSON RESPONSIBLE FOR THAT CHILD IN THE CLASSROOM.

SO I THINK PARENTS SHOULD BE INVOLVED.

I ENCOURAGE PEOPLE FOREVER AS A JUNIOR PROBATION OFFICER.

IT IS AMAZING TO ME HOW MANY PARENTS YOU ASK, HOW IS HE DOING IN SCHOOL?

AND YOU COULD SEE THOSE WHO HAD NO IDEA HOW THEIR OWN CHILD WAS DOING IN SCHOOL.

SO PARENTS HAVE TO HAVE ACCESSIBILITY TO KNOW WHAT'S GOING ON IN THE SCHOOL BECAUSE, NUMBER ONE, AT THE END OF THE DAY, EDUCATION IS THE BURDEN AND RESPONSIBILITY OF THAT PARENT AS MUCH AS IT IS THAT TEACHER IN THE CLASSROOM.

>> ANYTHING ELSE COMING TO YOUR COMMITTEE THAT YOU FIND INTERESTING?

>> I REALLY HAVEN'T LOOKED THAT FAR AHEAD, TO BE HONEST WITH YOU.

I'M STILL TRYING TO SAVE A BILL THAT HAD PASSED OUT OF MY COMMITTEE LAST YEAR AND ALSO A BILL THAT PASSED THROUGH THE HOUSE EDUCATION COMMITTEE.

WE HAD A BILL SENT 220 THAT CREATED THE COMMISSION ON EDUCATION.

AND I TAKE THE WORDS FROM MY FATHER'S CIVICS LESSONS AND AS I WOULD TEACH TO KIDS AS A PROBATION OFFICER, AND THAT LESSON IS, SON, YOU CAN NEVER NAVIGATE YOUR TOMORROW UNTIL YOU HAVE TAKEN ACCOUNT FOR YOUR YESTERDAY.

THAT'S TRUE FOR NOT ONLY INDIVIDUALS, BUT NATIONS TOO.

AND THAT CIVICS LESSON IS PEOPLE HAVE TO UNDERSTAND HOW OUR GOVERNMENT OPERATES.

>> NOW, AFTER HE SPOKE TO ME, HE WENT ON TO CHAIR A MEETING THIS AFTERNOON OF THE SENATE EDUCATION AND YOUTH COMMITTEE.

AMONG THOSE THERE, DEMOCRAT SENATOR LESTER JACKSON OF SAVANNAH.

WELCOME TO "LAWMAKERS".

>> THANK YOU VERY MUCH.

>> LET'S START WITH THE RAISE THE AGE BILL.

YOU FAVOR IT.

AND IT LOOKS LIKE HE DOES IT IN THE SENSE THAT HE'D LIKE TO SEE MORE WRAP-AROUND SERVICES.

WHY DO YOU THINK THAT'S SUCH A GOOD IDEA?

>> I NOT ONLY FAVORED THE BILL.

I INTRODUCED THE BILL.

>> OKAY.

>> BECAUSE RAISING THE HIGH SCHOOL AGE FROM 16 TO 17, FIRST OF ALL, HAVING A HIGH SCHOOL DROP-OUT AGE AT 16 IS AN ANTIQUATED LAW.

IT WAS PASSED IN THE 1940s, AND IT DOES NOT ADDRESS WHERE WE ARE IN GEORGIA AT THIS POINT.

WE ARE A HIGH SKILLED BASED ON VOCATION AND TECHNOLOGY.

AND ALLOWING OUR YOUNG PEOPLE TO DROP OUT OF SCHOOL AT 16 DOES NOT ONLY THAT INDIVIDUAL HARM BUT IT HARMS OUR GREAT STATE.

AND GEORGIA CURRENTLY AT 16, YOU CAN'T SMOKE.

YOU CAN'T DRINK ALCOHOL.

YOU CAN'T DRIVE IN A CAR UNACCOMPANIED BUT WE WILL ALLOW YOU TO DROP OUT OF HIGH SCHOOL.

WE'RE GIVING OUR YOUNG PEOPLE A DISSERVICE AS PUBLIC SERVANTS.

ALLOWING THEM TO WALK AWAY FROM GETTING A QUALITY EDUCATION, WE'RE HURTING NOT ONLY THE STUDENTS AND THE FAMILIES, WE'RE HURTING THIS GREAT STATE.

>> YOU HAVE SOME NUMBERS, TOO, ON HOW MANY STUDENTS ARE OUT BETWEEN THE AGES OF 21 AND 35, WE HAVE OVER 60,000 GEORGIANS WALKING AROUND WITHOUT A HIGH SCHOOL DIPLOMA.

THERE ARE 11,000 WITHOUT A HIGH SCHOOLDY DIPLOMA.

ASK YOURSELF: WHAT HAPPENED TO THESE GEORGIANS?

>> WE FIND OUT PEOPLE WITH A HIGH SCHOOL DIPLOMA GET A LIVABLE WAGE JOB.

LIVE BELOW THE POVERTY RATE, MOST OF THEM.

SO WE SHOULD BE ABOUT THE BUSINESS OF HELPING OUR NEIGHBORS.

AND THAT'S WHAT THIS BILL DOES, RAISING THE HIGH SCHOOL AGE REQUIRES YOU TO STAY IN SCHOOL NOT JUST ONE YEARLONGER, BUT WE -- IT GIVES THEM THE SKILLS TO DO MORE TO MAKE A LIVABLE WAGE JOB.

>> OKAY.

SO THEN ANOTHER BILL THAT WOULD HELP SOME OF THOSE STUDENTS MOVE TODAY, AND THAT DEALS WITH A PATHWAY FOR PEOPLE WITHOUT A DIPLOMA TO GET A DIPLOMA.

TALK ABOUT THAT A LITTLE BIT.

>> THAT ADDRESSES THOSE YOUNG PEOPLE FROM THE AGES OF 21 TO 35 TO GIVE THEM A PATHWAY TO RECEIVE A HIGH SCHOOL DIPLOMA.

BUT NOT JUST A HIGH SCHOOL DIPLOMA.

THIS BILL IS A COMPREHENSIVE BILL THAT TALKS ABOUT WRAP-AROUND SERVICES.

TALK ABOUT DAY CARES INSIDE THE NEW SCHOOL BUILDINGS.

IT TALKS ABOUT SOCIAL WORKERS AND JOB OPPORTUNITIES AND HOW TO FILL OUT APPLICATIONS.

IT'S ALL INCLUSIVE ADDRESSING THE IDEAS OF HIGH SCHOOL DROP-OUTS AND HAVING THEM BEING VIABLE IN OUR GREAT STATE.

BUT MORE THAN THAT, IT'S A BILL THAT TALKS ABOUT A PUBLIC/PRIVATE PARTNERSHIP WHERE PRIVATE INVESTORS ARE COMING IN AND BUILDING SCHOOLS AND BUILDING INSTRUCTIONS SO THE STATE ISN'T TAKING UP THE WHOLE COST.

SO IT IS TRULY A PUBLIC/PRIVATE VENTURE.

>> SO THERE WILL BE SCHOOLS BUILT JUST FOR THIS AGE GROUP, 20 TO.

>> 35.

>> DIFFERENT FROM A G.E.D.?

>> DIFFERENT FROM A G.E.D.

WE THINK THERE ARE INHERENT DIFFERENCES BETWEEN A G.E.D.

AND A HIGH SCHOOL DIPLOMA.

>> EXPLAIN THAT REAL QUICK.

>> RIGHT NOW THIS PROGRAM IS A PILOT PROGRAM.

WE'RE GOING TO HAVE ONE BASED IN SAVANNAH, GEORGIA AND ANOTHER PIE LOL PROGRAM BASED IN MACON, AND WE WILL SEE HOW IT WORKS, HOW WE CAN ADDRESS THE HIGH SCHOOL DROP-OUT AGE, BUT HOW WE CAN TAKE THESE INDIVIDUALS THAT MANY OF THEM ARE MAKING MINIMUM WAGE JOBS OR MOST OF THEM ARE MAKING LIVABLE WAGE JOBS AND TRYING TO GET THEM BACK INTO SOCIETY TO HELP BE A GOOD ROLE MODEL FOR THE FAMILIES BUT ALSO MAKE THEM BE A GREAT PUBLIC SERVICE TO THEMSELVES AND MANY OF THEM WANT TO DO BETTER.

>> OKAY.

WELL, THANK YOU SO MUCH FOR COMING ON THE SHOW TODAY.

THANK YOU FOR JOINING US TODAY -- TONIGHT ON "LAWMAKERS."

WE'LL BE BACK TOMORROW.