overcharging people, the most oil and gas in the world. we are the number one producer. so why are we paying $3.50, four dollars for gas? w >> that's a good question. i think we just did a study on f this. if we just stuck with trump's pro drilling policies, we'd be producing 3 billion more barrels of oil a day. every day we'd be producing 3 million more barrels a day. the price of oil today, john, is $85 a barrel. that means because of biden's war on american energy, the united states economy is losing $250 million a day, and that's a huge loss to the american economy. think about how we can pay down our debt and pay for our essential services if we were getting that money here in the united states. how does it make any sense that

we are buying oil now from an saudi arabia and from russia, rather than getting it from north dakota and west virginia, and alaska, and texas? it doesn't make any sense. is a put america last policy, not a put america first odyssey. >> that thing you referred to, freedom works or heritage foundation? >> this is something we did through heritage and it will be available in the days to come. >> steve moore is with the heritage foundation, also a senior economist with freedom works, advising the trump 2024 campaign, and we do always appreciate your time. >> this is number 141. >> you can see all of it and many more in years to come. >> at the start of a new school year we welcome back randi weingarten, president of the 1.7 million-member american federation of teachers. as you look at the year ahead, what do you see as the biggest challenges facing teachers this school year? >> i think the biggest challenge is first off, it's great to head back to school. my home local, new york city,

today's the first day of school for all those kids. so i'm just wishing all of them the best year, even though it's like 95 degrees heat, which is always a problem everywhere when you don't have air conditioning. but i think what's happened is the same problems that afflict the nation afflict schools because schools are really a melting pot of everything that's going on in the nation. the salad bowl, the melting pot, whatever you want to say. it is basically -- we deal with everything that's going on, so the division, the hate, the disinformation is all really hard to overcome when what we should be doing in school is creating a welcome and safe environment and ensuring that every school, i would say every public school is a place parents want to send their kids, educators want to work and kids drive. there's a lot of effects of covid as well as effects of division and inequity and

climate issues, that we really have to deal with. loneliness, learning loss, the disconnection that kids still feel. so it makes it much harder when teachers are underpaid and overworked and have to deal with the noise of all the culture wars. >> you create a welcoming environment but the students have to show up for that. i'm sure you saw the ap story recently about absenteeism is up among students. one paragraph from that story. across the country students have been absent at record rates since schools reopened during the pandemic. more than a quarter of students missed at least 10% of the 2021- 2022 school year, making ucthem chronically absent. before the pandemic, only 15% of students missed that much school work all told, an estimated 6.8 million additional students became chronically absent according to the data that the e ap found. so what's causing that? >> there's several things that's causing that. what's interesting is that in

2021-2022, we did $5 million worth of grants for back to school and a lot of our members went doorknocking to get kids back to school, and we heard from people who said, and kids who said we all have to work, high school kids, and others who said, i really don't want to take tests anymore, and others who were just really disconnect it. and so one of the things that "the washington post", after that story, said, is maybe we should actually do community schools. we have services around schools. make the school the center of community. what we are proposing is this real solution for kids in communities campaign which is not just wrap services around schools, that's really important in terms of social and emotional needs and creating the school as a real community for kids and families.

that's something else i'm proposing. it's something that i learned back in teaching at a career tech ed school when people were trying to kill career tech ed schools, which is experiential learning, hands-on learning, making school fun and relevant for kids. so if we created all sorts of different pathways for kids, in music, in art, in afterschool activities. i taught ap history. in debate. career tech ed work in not just the traditional ones like welding or carpentry, but culinary, healthcare, all the new work, the made in america work. i heard steve's presentation here. we had a manufacturing renaissance in the country because of joe biden, because of the work on the inflation reduction act and the infrastructure work. why don't we create these hi career paths starting in high school so when kids feel like

there's something there for them, they see something, they feel it, and what's my data point? 94% of kids who go to qualified programs graduate from high school on time. a 70% go to college. so let's make school fun and interesting, and engaging, and lure kids back because those numbers, that's the same in terms of charters, the same in terms of privates. doug harris just did a big study that shows the school enrollment issues have not really -- they are fairly small, they decrease the school enrollment. but this issue of ensuring kids feel agency and connection, that's the big issue. >> i want to invite callers to join our conversation. randi weingarten is president of the american federation of teachers, ft.org is where you can find them online. phone lines as usual, democrats 202-748-8000, republicans 202-

748-8001, independents -- the special line for teachers and students to call in to ask your question. 202-748-8003. >> before you take a question, d can i just sssay to all of thos students and errands, we are going to do as great a year as we possibly can because your number one and two are numbers and teachers and parents and school bus drivers. thank you, thank you, thank you. >> as folks are calling in, a second ago you mentioned taking tests. survey after survey has shown test scores have suffered for students across grades since the pandemic. how do you fix that? how do you catch kids up and what do you tell teachers when

it comes to these test scores we keep hearing about? >> what we've seen is this year there's been a take up, like in washington, d.c. and other places you are starting to see it pick up again. i don't think that's the issue.a i think the issue is what you raised earlier on about kids really having agency and at wanting to be in school, and application, and particularly given what these tests are, the math and the english test, they're about memorization. they're not about application. and in this age of ai and chat d gpt, we have to be focused on application. we have to be focused on critical thinking. we have to be focused on g discerning facts from fiction. so i think what's going to happen is the test scores will go up when kids get a sense of i want to be in school. t when you get kids feeling i want to be back in school, i want to be connected, this is my community, then you are going to see test scores go up because we have to accelerate learning. >> do teachers want to be back in the classroom?

a question, a headline from nbc news, from crisis to catastrophe. schools scramble once again this year to find teachers, talking about a teacher shortage. >> there's a new website that's really track and the teacher shortage, but i'm starting to use. it's from -- i think -- i'm now forgetting the name but we'll get it. you'll put it up. but there is a real teacher shortage. if people are leaving who don't want to leave because they feel overworked, overburdened, and targeted, a guy like pompeo says the former secretary of state calls what teachers do filth. it's targeting people. that's henot good. but at the same time, what's happened is a load of teachers say they want to be teachers, they want to make a difference in kids lives, they want to be listened to, they want to have decent pay, they want to have some agency over their work. they want to be able to meet the needs of the kids. so what you're saying is the communities now understand that teachers are underpaid. i loved the last state of the union, the president said we should give teachers a raise and there was a standing

ovation. but teachers feel both really pressed and holding the weight of the world, and some are leaving because of that, but the worst problem is that we are not getting enough new people to come in, because people, kids see, young people see the teachers not treated well. so when parents say, i love my kid's teacher but i don't want my kid to become a teacher, that's a real problem, because teachers really make a difference. >> is it teacher shortages that come? is that the website you were referring to? >> i can't believe you said it. what they've been doing, unlike others, because we don't have a national databank. we have a national databank that lags but what that's been doing is looking state after state after state and what they actually see is that we have actually a higher shortage this year than last year and it gets

covered up, a lot. like take houston. completely covered up because they say that there's a warm body in the classroom, as opposed to somebody that has certification in the areas in which they are teaching. n >> you can see state-by-state, the shortages that have been reported, the map, sort of a deep map of where these shortages are, teacher shortages. >> when you look at that map, which you have on your handy ipad, you also see a lot of it, not all of it, but a lot of it also tracks where teachers are most underpaid and where there is the most kind of culture war. >> you're talking about -- >> florida, texas. >> that map again, teacher shortages.com. plenty of calls to you already. on the line for teachers and students, leslie, new haven, connecticut. good morning, you're on with randi weingarten. >> morning, hello randy. this is the president of new haven federation of teachers in new haven, connecticut.

i just want to say we are really excited about the real solutions campaign in new haven. we are committed to creating joyful and confident readers and bringing hands-on learning experiences for our students, doing the community connections that we know matter, and of course we know it's good for our students. can you say more about why these real solutions are always going to help with the teacher shortage, how it actually impacts our working conditions when we commit to these improvements? >> i'm going to be in new haven in a couple of weeks to see, because they have done a really good job wrapping services around schools. because we have to integrate social, emotional, and academic work. that's how kids come to us in the world, and we have to integrate them, and that means we have to have an infrastructure of those kind of services. but what this does, and new haven has done this, and you, leslie, have done this over the

course of the last two years, there's a wellness project that we did with educators rising, and what we saw is that we stop burnout, or limited burnout when teachers had more autonomy over their work, when they weren't treated like automatons, when they weren't just told what to do, when they said i need x or y and their principal said oh yeah, let's try to make sure that happens. when there was real -- when they could get the services that kids needed, they felt better about this. but i do think that this real solutions campaign, what tends to happen is that teachers and parents and kids -- if you stop looking at the politics in washington, d.c., and actually look at what happens in a school, anywhere in the country, whether the school is in a republican area or the school is in a democratic area,

the alchemy that happens between teachers, and kids, and families is such that they're really trying to make sure we help kids. and when teachers can't -- when they don't have the resources. when they don't have small enough class sizes, when the building is so hot in the summer or in the fall that you can't teach and people aren't thinking. when you can't open windows in a respiratory illness, you see that teachers feel really beaten-down. >> fleetwood, new jersey. steve, line 4 republicans. good morning, you're on with l randi weingarten. >> yes, thanks for taking my call. i'm a teacher that actually feel like i've been forced to be unemployed, even though i am a teacher, an experienced teacher with a masters degree, state certified in more than one -- new york, new jersey, and florida. was unable to even obtain a

substitute position, even though i'm actually a cpa also, and a very experienced teacher who gets feedback from prior students all the time, when i passed the cpa exam, about what a great experience they had in my classroom, being instructed. was trained as a teacher, not only as a cpa. >> why do you think you can find employment, steve? >> i tried even with the local schools. >> steve, why don't you do this -- >> i get a song and dance that oh well, we'll see if we need anybody. >> why don't you write -- because i'm all about solutions. i'm all about trying to solve things. so with that kind of credentials, and the fact that you want to teach, why don't you just write me at our website. there's prendes at aft.org. write me at the website, we'll get to you. steve from wynwood and let's see if we can help you because if you want to teach and you

have that cpa credential, let's see what we can do. because i agree with you. there's far too much bureaucracy. there's far too much paperwork. the number one issue that teachers talk to me about all the time is get rid of the paperwork. like stop it already, let's just focus on teaching. let's see if we can help. go to aft.org or dm me on twitter. i can't, because of all the threats i've gotten in life, i cannot give you my emails anymore and get doxxed for it, so you can understand that. just get to me on either twitter, on dms or get to me on aft.org. let's see if we can help you. >> atwater, ohio. this is pam on the line for teachers. good morning. >> good morning. hey randy, just a question. >> sure. >> i just retired at the end of last year. i have to admit i really miss it already, but i wanted to ask you, because i totally agree with everything you say, and chronic absenteeism among

students and teachers went rampant after covid. one of the things that i have seen in my years of teaching, not as long as a career as some because i had to stay home and raise kids, but when we introduced common core in the state testing, i feel like teachers world of a sudden, their pace increased dramatically. my students on an iep were struggling to keep up, but it took away the economy, the independence. we did some amazing things prior to that, collaborating with teachers, doing my co- teaching. that seemed to change and it was this throw it at the wall, hope they get it, and move on, and it took the fun out of teaching. enjoying s not education like they did. so did you see that as being part of the problem or is it just me? >> no. first off, thank you for teaching, pam, and thank you t for all the years that you

talk. i was the president of the teachers union in new york city for a long time, and we ended up, one of the last things i was able to do was to help all of those moms. at that point it was mom's more than dads but all of those moms who left for a few years to raise their kids, and then came back but didn't get the same pension and things like that. there was an inequity, and we actually fixed that. so i thank you that you came back to teach after you raised kids. but common core was an attempt to actually really get to deeper curriculum knowledge across the country, like european countries do. but it became common core testing, not common core teaching. teachers felt like they were on an assembly line to actually just produce test scores as opposed to meeting the needs of kids. that's why it was so much. that's why it was thrown out

and that's why there was so much agita about it. it did limit the agency that teachers like you had to actually address how to teach kids, how to meet their needs, and not always figure, looking at it from the patient calendar that somebody gave you. >> staying on curriculum for a second, how much input -- who should design curriculum? how much input should parents have and when and how should that input be given? >> this is going to shock a lot of people who are calling it, neither parents or teachers have enough input on curriculum. neither of them do. but there are places that

actually have good, programmatic ways of getting too good curriculum. so on a state level, curriculum is basically done on a state level, not on a district level. districts have some latitude but that's state-level. so there are curriculum t committees. there are people who are put on the curriculum committees. they then report to the state commissioner, this is what should happen. we often say that parents and teachers should be on those curriculum committees, give input so that there's real input there. that there should be real input for both parents and teachers, in terms of curriculum. but that then gets to the question of what do you do, like what happened in terms of all of these culture wars and what happens there, and banning books? there's also a processing most places about when a book gets red, when a book gets put in a library. there are these processes. there's school board meetings. there's real input that happens and so when something turns out to be inappropriate, there's a

process to actually deal with that. what's happened now, take florida. 60% of the book bans in florida are done by 11 people, most of whom don't have kids in school. the person who actually pushed to ban amanda gorman's the hill we climb. >> that's the book you brought with you. >> the book i brought with me. the poet who did the poem during the inauguration, so a lot of people heard it. nobody -- 24 hours after she did that beautiful poem, i didn't hear anybody say, oh my god, that poem was problematic. it was beautiful. it was great for elementary school kids. who pushed to ban that? someone who hasn't even read it. someone who is a holocaust denier. so we have to have and use the processes that create input for both parents and teachers. o

they both have to have agency in the curriculum. >> on parent input i want to get your thoughts on the group, moms for liberty. i'm sure you've heard of them. one of the founders of that group was on this program, tina jessica her name. this is about a minute of what she had to say about the founding of moms for liberty. >> we haven't invested any money in promoting or trying to recruit in that fashion. it's all been we have the lowest math scores in the history of the united states. two thirds of american

sportswriters are not reading at their grade level. who has been in charge of public education? who is making the decisions? where my children not working and not reading? >> there are a lot of fantastic parents. starting with the pta in america, where people have been volunteering for years. and then there is parents groups . parents, thank god, are looking for ways to be engaged in their kids schools. that is fantastic. the other parent groups don't do divide and conquer. frankly, the curriculum that we are talking about, they don't do what she just said. they are curriculum stunned by the state. and you saw this here. the hullabaloo that the state

just did by changing the curriculum on history. and frankly, that has been promoted by people like desantis and people like, you know, let me just say people like desantis. and ultimately, what we need to do is to try to solve these problems, which, by the way, the new research says according to doug harrison and thinks like that, that these problems were actually caused by the disconnection and by the issues around covid. but when we talk about solving this problem, i'll talk to anybody, even a group that the southern poverty law center called an extremist group. a group that used the hitler quote. i will talk to anybody about trying to solve the problems our kids half of loneliness, of illiteracy. but you have to

work with the teachers, not try to create division. >> you mentioned desantis. let's go to florida. this is robert. fight for independence. good morning. >> good morning. good morning to randi. just picking up on what you said, the absolute importance of parent engagement in the child's experience in school. with that said, can you tell the viewers if you oppose or support parental notification by the school when their student or child is requesting to use different names or perhaps transition? do you think it is a good thing when schools keep that from parents? what's your your opinion. >> let me just say this to you in a very personal way. i figured out that i was when i was in high school.

i confided in one of my teachers about it. i love my parents. i would hate it if that teacher told my parents. i wasn't ready to tell my prince of that point. i wasn't. i didn't know what i was. i didn't know what i wanted to do. and so this is the question. these are tough issues that teachers have all the time. if somebody confides -- if something is done that is harming or hurting the kid, absolutely we have to talk to parents. absolutely. but what if somebody confides in you? i don't know what i am. i don't know who i am. what do you do? so what i did as a teacher when that happened is i would go to the guidance counselor. i would go to others and try to figure out what is going on. we tried to make a decision that is in the best interest of the kid. >> and you are on the other

side. >> i was on the other side of that when i was a teacher. so these are really hard. most of the time, i lead with we should tell the parent. but what if you have a situation like this, particularly with trans kids. and they don't know what to do. we have to try to work this through in a way that is in the best interest of kids. i'm not saying we get it right all the time. we don't. but there is not bright line here. i say this very personally as a kid who experienced it. i didn't tell my parents. i didn't tell them until i was a lawyer, until i was ready to actually deal with their, you know, their reaction to it. so, you know, it is just a matter of what we do, how do we lay it in? i don't think there is a bright line here. i don't think there is a bright line in terms of what we do. and i want to say one more thing. kids -- we have to meet the

needs of kids. we have to make sure the families are involved. we have to create trusting, collaborative setting, and that requires us to work with parents regardless of ideology. that is why it is important to have parental involvement. >> this is nina in new york. good morning. >> good morning. hi, randi. thank you for addressing the curriculum. i'm a retiree. going back to everything i've been listening to -- thank you for touching on the moms groups that are trying to keep parents and teachers together so that we can. and what you just explained.

i wanted to flip the script. i know you have been around the country. what innovative programs have you seen while visiting schools? what is on the rise out there so that our kids can engage or perhaps you have seen experimental learning? i know we have career and technical education programs and career pathways to help kids. let's get that out there. what are we doing? >> so, you know, this new strategy that we have, a lot of it is from places where we have seen things wrapping service around like community schools, like making sure that we are helping teachers help kids with literacy. so not only are we giving out lots and lots of books when

others are trying to ban them, and i think we have given out 9 million books thus far in book fairs and things like that, bringing families together. but we have something called renee young universe. reading universe. we had this magazine this year that is chock full of how to help kids learn point's but that is something that you brought before. >> and you can really be joyful and competent leaders. what we are also doing, you know, for teachers, is that we -- like most of us -- we either did our lesson plan late into the night or early in the morning dose or all weekend long. so what happens? i was a high school teacher. what happens if one of your kids -- you see is having a

problem decoding words. you see it. you are not a literacy teacher. you are not a literacy coach. we invested with wtae in something called reading universe. we can help just in time, parents and teachers, if we see kids having problems with literacy and get some tools to help just in time. that's the kind of stuff we are doing. last thing i'll say is that you just hit on what is my school interest these days, which is career tech ed and experiential learning. the more hands-on learning we do, the more kids feel agency,

work in teams, get the practical skills they need, when they graduate from high school, 60% of our kids don't go to college. let's make sure they are prepared for life. these kinds of programs, we have 2200 certifications that are available according to skills usa. if we start in high school, not starting community college, not starting technical schools, but starting in high school, do things like culinary. do things like healthcare. do things like cybersecurity. do things like i.t. help train up kids to take these jobs and advanced manufacturing. could you imagine what it would mean in terms of changing the country and kids feeling better about themselves and families feeling like schools are really good for them. >> we have about 10 minutes left with randi weingarten. we will go to kathy in delaware. good morning. >> good morning. i'm concerned about the fact that ms. randi weingarten is

blaming parents for children not going into the teaching profession. i think that is just an excuse. >> i wasn't blaming parents. >> wait. i was giving you a poll result that we have from last year. it was a poll from last year. it was from last year, that said, when parents were asked, they said, they love their kids teachers, but they didn't want their kids to go into teaching. >> now that you have filibustered, i would like to finish what i was saying. >> i'm sir. >> millions of dollars of union dues are going to the democratic party so that that agenda for ddi, pushing parents out of decision-making for their children, low test scores from our nation, compared to other nations. demonizing the whites in the school curriculum, and you are double dipping into hundreds of thousands of dollars of the taxpayers money because you don't even step foot in a classroom to teach. i'm wondering why you have the

audacity to blame parents and say that your agenda has done keeping the parents out of the important decisions in their children's lives. >> so i have clearly failed in my teaching on c-span today because i didn't say any of that stuff. i'm sorry that you feel that way about me, that i love parents. you know, i'm a grandparent myself. i think that we really need to work with parents all the time. and i think that it doesn't matter in terms of ideology. we have to unite the country. we have to create connection and community, regardless of ideology. i'm sorry that there was nothing that i said today that, you know, immediately say, oh, maybe she really does care about this stuff. i'm sorry that i wasn't

effective. >> asking at schools remains divisive. should there be asking in school again? >> the most important thing we can do when we have respiratory illnesses is have really good fresh air that moves the air when you have this kind of respiratory virus. whether it is rsv or asthma or covid, and i think because of all of the -- i am not a public health person. i am a teacher. i am a lawyer. i have watched and looked at all of the work in terms of public health.

good masks actually protect people. they protect you and they protect the people around you, particularly if you are sick. that is what they do. but i don't think we are going to get to a place anymore in this moment in time that requires masks because there is no public health -- the fight for safety for ourselves and others -- unfortunately -- it has been overcome by the disinformation about masks. and i say this as someone who is an asthmatic who really labored very intensively every time i had to wear a mask. but i just think we have lost the battle, and so, making sure that masks are available, that people who are sick have to wear them, even though we don't have any kind of rules that require that morally -- they should because if they don't, they are going to get other people sick. but it is going to be voluntary and no stigmatizing for either

people who wear masks or people who don't wear masks. but if we do something about ventilation, it would be dealing with much of the airborne issues with covid. >> this is felicia. good morning. >> good morning. first, randi, let me think you for the leadership. my great concern is for democracy itself. teachers, as you know, and first responders on the front line of democracy, defending it every day, and as a florida resident, there is real reason to be alarmed by the attacks on books, teachers, diversity, all the things that make america great. and that keep america's democracy functioning. how can we fight back on these book bans and these assaults on our profession and on democracy

itself? >> i would say that at this point, you know, if you believe any of these polls, there's been a spate of them that have come out in the last few days and weeks. most of america is with you. most people believe that the book bans are not good. what they also do is they actually limit the freedom of parents who want their kids to read these books. so it is people wanting to censor what is taught in schools. people want to make sure that appropriate books are available. age-appropriate books are available to our kids, that libraries have books. but i think the question that you are asking is a bigger one than that, which is, how do you have a democracy -- or how do you have a country that is

government -- governed in a way where every voice is respected and where even when we disagree with each other, we can actually get to solutions instead of smears and instead of just completely undermining the human dignity of each other. that is the work we had to do in schools. that is the work we have to do in communities. and that is the work of democracy, and that is what we are trying to do, and thank you for wanting to do it. >> we have one or two more phone calls with randi weingarten. a lot of folks from florida. linda is apparent in florida. the morning. linda, are you with us? you have to stick by your phone , linda. this is judy in brighton, colorado. good morning. >> hi, randi. thank you for your leadership. i appreciate it. i'm a retired teacher. i ran for the state legislature and served on the education committee. i am now the chair of an organization called advocates

for public education policy here in colorado. our organization is fighting against the privatization of our public schools. we believe that the high-stakes testing that is required by the federal government needs to change because we are taking away the authenticity of teaching and the professionalism of teachers. could you speak to what is happening in houston and could you also speak to the corporate and the private money that is coming in and we believe it is destroying our public education. >> i think john will have to invite me back to do all of those topics, but let me just say this about it. still, today, over the course of decades, between 85 and 90% of parents send their kids to

public schools. that is where lots of different charters and private schools and things like that -- this new voucher movement right now about universal vouchers that you see in florida that has been paying for disney trips and kayaks and things like that, which most people would think was inappropriate -- this movement to defund public schools is very worrisome. what is going to end up happening is that the public schools don't get the money that they need to serve all the kids -- who are the kids who are going to fall behind? who are the kids at risk? and i think that it is not just corporatization or privatization. it is the sense of taking money away from kids who really needed. and making sure that we have that for all kids. that is the fight we have to have.

the second piece that you said -- and i think that is true -- i think you heard earlier -- even in one of the tapes that the mom's for liberty person said -- the weaponization of test scores. what happened in europe is really different than what happened in america. in europe, schools were priorities, not bars or restaurants. there was a consistency in terms of what to do in terms of covid. when covid rates went up, schools closed. but schools were a priority. if you look at the place where they have the best test scores, finland, they do the things that i'm talking about in this solutions campaign, meeting the needs of kids, and giving teachers more agency. so we need to learn from other places. we need to actually have ways of assessing where kids are. but having too high-stakes as opposed to really meeting the kid's needs, that is wrong.

we should change that account ability. >> 60 seconds. you're going to be back here at capitol hill in a few weeks. there is a high-profile group of people including mark zuckerberg and bill gates. what will you be talking about? >> artificial intelligence and chatgpt. lots of people look at things for what is wrong -- where are the problems? we look at things for how to use social media and how to use technology? this is a game changer. we have to make sure that we protect people's security and we deal with disinformation and the deep fakes. but this can really be helpful, just like with calculators. this chatgpt can really be helpful. it can be helpful in teaching

and in other ways. but we have to make sure that the progress and responsibility on the progress lines up together instead of the responsibility lagging behind. >> i'm glad he is taking leadership, trying to bring the public, civic society, and the tech folk together with the senate to say, what do we do? >> we will invite you back down the road. but today, policy advocates talk about ways to protect children from online sexual abuse. you can watch the subcommittee hearing live at 2:00 p.m. eastern on c-span 3. c-span now, free mobile video app, or

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