Podcast Summary: Post Reports

Episode: Trump promised to end DEI. Then, rural teachers lost money.

Date: September 8, 2025
Host: Elahe Izadi (The Washington Post)
Guest: National Reporter Ben Brasch

Overview

This episode uncovers the real-world consequences of the Trump administration's sweeping defunding of DEI (Diversity, Equity, and Inclusion) initiatives, focusing on the impact in Montgomery County, North Carolina. Despite President Trump’s assurance to safeguard rural America, the loss of federal grants hit this small, predominantly Republican county hard, stripping vital resources from local teachers and threatening student outcomes.

Key Discussion Points & Insights

The Night Everything Changed

• [00:02 – 01:25]
  • Jessica Louder, a Montgomery County schools administrator, finds out in a late-night email about the loss of $21 million in federal grant funding—a devastating cut due to the U.S. Department of Education's move to eliminate grants deemed "wasteful," many of which were associated with DEI.
  • Wade Allman, district superintendent, confirms the funding was essential for the school district's functioning.
  • “At our current state? No.” – Wade Allman on whether the district could run without the grant. [01:27]

Portrait of Montgomery County

• [02:16 – 05:02]
  • A rural, economically struggling county with a population of 26,000, largely dependent on logging and historically hit hard by industrial job losses.
  • The county is politically Republican—Trump won 69% of the vote in the last election.
  • “We get excited if we see Montgomery county, you know, on the radar. It's like, oh my gosh, they do know that we exist.” – Kim Weasling, parent [04:23]

Teacher Recruitment and Retention Crisis

• [05:02 – 06:44]
  • Chronic teacher shortages due to low pay, fewer resources, and an eroding tax base.
  • The grant funding was a linchpin solution, making up for what tax revenue couldn't provide.
  • Starting teacher pay is $41,000, with neighboring counties offering $4,000 more—enough to make a significant difference.

The Lost Grant and Its Role

• [06:44 – 08:07]
  • The $21 million was part of the Teacher and School Leader Incentive (TSL) program—half of the tuition's operating budget—used for recruitment, retention, and merit-based bonuses.
  • "That $21 million is equivalent to about half of the county's annual operating budget." – Ben Brasch [07:06]
  • The grant funded bonuses tied to student and school performance—key in retaining teachers who could otherwise leave for better pay.

Rationale Behind the Cut

• [08:11 – 10:35]
  • The Trump administration framed the cuts as ending taxpayer spending on “divisive ideologies” such as DEI.
  • Despite this, reporting revealed Montgomery County had no active DEI programs; they likely flagged themselves by checking a box on the grant application (during the Biden administration) to “recruit a diverse workforce.”
  • “They feel like they're being punished for that.” – Ben Brasch [09:42]

Limited Legal Recourse

• [10:35 – 11:13]
  • Lawsuits challenged the cuts elsewhere, but North Carolina wasn’t covered by injunctions. Montgomery County’s appeal was denied.

Human Impact: What Teachers Lost

• [11:43 – 12:59]
  • The grant money wasn’t just for classroom needs—it was central to teachers’ livelihoods.
  • Teachers spoke on record about rethinking vacations, needing a second job, and the loss of job satisfaction.
  • “I may have to pick up a small gig doing washing dishes somewhere.” – Ravon Shepard, band director [12:25]
  • Bonuses (sometimes up to 10% of salary) formed the backbone of personal financial stability for teachers and principals.

Emotional Fallout and Sense of Betrayal

• [13:14 – 15:02]
  • Teachers described a profound sense of moral injury, not just economic loss.
  • “I resent being considered government waste. I resent it, you know, especially so, for the first time in 20 years, I get rewarded for being good at my job.” – Katie Kimry, teacher [14:19]
  • Even teachers who voted for Trump felt betrayed: they supported him on merit-based pay, only to see it eliminated.
  • “Yeah. So this has been a kick in the head.” – James Simpson, teacher and Trump voter [15:55]

Student and Community Consequences

• [16:35 – 18:31]
  • Loss of grant fuels larger class sizes, cuts to after-school programs, and deepens local “brain drain.”
  • “Our students look around and see that there's no hope to make money, there's no hope to, to make a living. And so it affects their overall outlook at their future and they feel like they have to leave us to make a living.” – Sarah Talbert, science teacher [17:40]
  • Teachers and parents sense a wider pattern—each grant cut chips away at community stability and hope for the future.

Why Not Just Leave?

• [19:11 – 20:32]
  • Many teachers say they stay out of loyalty and love for their community, even as outside observers suggest moving to wealthier districts.
  • “I have invested about 20 years of my life into, you know, Montgomery county … and I really, really wanted to stay in Montgomery County.” – Jessica Hamilton, special education teacher [20:14 – 20:37]

Uncertain Future

• [20:37 – 21:52]
  • The episode concludes with a sense of resilience but lingering uncertainty: Schools will try to make do, but the unseen losses—dedicated teachers who never arrive, students who aren’t inspired—may be immeasurable.
  • “They don't know the amazing teacher who they're not going to get ... And it's not just Montgomery County. There are school districts ... all over the country that have lost their grant money … and now have to figure out a way how to do so without those resources.” – Ben Brasch [21:31]

Notable Quotes and Moments

• Sense of Being Forgotten:
  "It's like, oh my gosh, they do know that we exist." – Kim Weasling, parent [04:23]
• On Punitive Grant Cuts:
  "They feel like they're being punished for [checking the diversity box]." – Ben Brasch [09:42]
• Moral Wound:
  "I resent being considered government waste...for the first time in 20 years, I get rewarded for being good at my job." – Katie Kimry [14:19]
• Feeling Betrayed:
  "We work hard, we do a good job. That was exciting...So this has been a kick in the head." – James Simpson [15:44–15:55]
• Community Hopelessness:
  "Our students look around and see that there's no hope...they feel like they have to leave us." – Sarah Talbert [17:40]
• Determination to Stay Despite Loss:
  "I really, really wanted to stay in Montgomery County." – Jessica Hamilton [20:37]

Important Timestamps

• [00:02–01:25]: Discovery of the funding cut and initial impact.
• [02:16–04:34]: Background on Montgomery County—economics, politics, and culture.
• [05:02–06:44]: Teacher shortages and importance of grant funding.
• [06:44–08:07]: Details on what the TSL grant funded.
• [08:11–10:35]: Political rationale and process behind the cuts.
• [11:43–12:59]: Teacher testimonies about the personal effect.
• [13:14–15:02]: Sense of moral injury and betrayal among teachers.
• [16:56–18:31]: Broader effect on students and the cycle of hopelessness.
• [19:11–20:37]: Why teachers stay despite incentives to leave.
• [20:59–21:52]: Closing reflections on a future with less certainty and loss of potential.

Tone and Takeaways

• The tone is deeply empathetic and pointed, bringing policy decisions sharply into focus through personal stories and emotional responses.
• The episode underscores the disconnect between political rhetoric and policy realities for rural communities—particularly those that were Trump supporters.
• There's a persistent theme of loss: of resources, morale, opportunity, and potentially the next generation’s connection to their home.

This summary captures the essence, narrative arc, and deepest insights of the episode, providing clarity and context for those who haven’t listened.