tv Education Undersecretary Ted Mitchell Discusses the Federal Role in... CSPAN August 24, 2016 8:40pm-9:17pm EDT
website. senate calls for epipen maker to testify about price hike. members of the senate special committee are calling for the maker of the epipen to brief members of congress about the drafted price increase of the medication. collins sentsusan a letter to the ceo of the company asking her to ask when why the price of and at the penn hasspiked 400% -- epipen bite 400% since 2007. we are concerned that the drastic price increases could have a serious effect on the health and well-being of everyday americans. she is the daughter of democratic senator joe manchin of west virginia. the story of bloomberg politics points out that they have spent $4 million in 2012 and 2013 on
lobbying to access to epipen's and legislation including the 2013 school access to emergency epinephrine act. it was the top corporate sponsor of a group called food allergy research and education that was the key lobbyist pushing for the bill encouraging schools to injectorsephrine auto of which epipen is the leading product. endarticle by anna at the edny andse -- anna bill house. dr. arizona state university with the global silicon valley summit. education under secretary ted mitchell discussing the feder le in higher
education. >> good afternoon, everyone. good afternoon, everyone. what do you think i need to say -- we could try the old elementary school trick. clapping]ed my name is josh lewis and it is a privilege and honor to be here to interview my friend, ted mitchell. he is the under secretary of education and needs no introduction.
i'm pleased to tell you some about him anyway. father's your regulator. after graduating from stanford, he served as professor and chair of education at dartmouth. that buys prancer -- vice chancellor at ucla. for decades he was ceo of the new school venture funds which many think of as the most impactful k-12 philanthropy. where he led dozens of investments for profit and non-. . he was confirmed by the u.s. senate in may of 2014 and i'm not sure he has had an easy day since. has two nearly perfect children. [laughter] i want to start by thanking you for your public service and welcome you to the stage. i would like to start by asking
to take us into your office. what are the bedrock principles that matter most to the , by his background all of your work. >> thank you, josh. thank you for inviting me to do this. first of all, when you go to my office you will find it is messy. it is a testament to my housekeeping in my state of mind. [laughter] the office for the under secretary is responsible for higher education policy, student financial aid, adult career in college education. i will respond to that -- through that lense. values that core motivate our work across the withtment have to do creating and sustaining an educational system of to the highest aspirations for us as a
country. what that means on a day-to-day basis is making sure we are making decisions that are best for students, and we are focusing our attention on students who typically get shortchanged in the education system. we believe profoundly that unless we have a higher education system that is equitable and fair to those who have traditionally not had opportunities in higher education, and we are not doing our job. equityre value of permeates everything we do. the president give us a charge when we came in to be working through issues of access, affordability, and completion of high-quality financial -- credentials. our strategic proposition as well. on what been focused really is a completion crisis in
american higher education. as you all know, those who start a bachelor's degree, about 60% finished. that is over the course of six years. that is not acceptable. it gets even worse when he disaggregate that with african-american students, latina students, graduate at far lower rates than white americans and asian-americans. we need to repair those gaps. >> thank you. maybe that is a segue, what is a good role in the ed sector? what is a bad federal role? what score would give the advisor -- obama administration and advice for the next? >> our time is up. [laughter]
time to move to the next panelist. it is easy to caricature the bad role. some people but -- think we are separate regulators or a piggy bank, that is wrong. that is counterproductive. the obvious answer is that a good federal role is somewhere in between. in addition to doing some regulating where we believe it is necessary and in addition to providing core funding through title i programs and pell grants , we do provide resources. good federalto a
role in setting. aspirations. as we can aim toward as we go about our work. angles we can use to align the resources that we do have at our disposal and to check the regulation that we promulgate. in president when he came set a may. goal for the nation andecome first in the world the percentage of young people with post secondary degrees. changethere, we need to not just bit traditional sense of getting more students into traditional institutions, we are not going to get there by doing old things the same way. we have to innovate. to reach that goal, we have been working hard on an innovation agenda in higher education that has involved many of you in the room. we are grateful for that supported. we are not going to get to that aspirational goal without
innovation and without doing things differently and service of beckel. in service to that goal. i would give the grade " incomplete." [laughter] a for effort. , this is all know long game. we have a few things started that will continue to bear fruit. the fruits of that effort probably won't be fully understood for another several years. experiment so sites we are promulgating -- experimental
promulgating, we will not know the results for quite a while. and the completion agenda, we have proposals in the budget that aim to put more money in the hands of low income students to help maintain their momentum. there's -- that comes to fruition. .ncomplete is the right grade advice for the next team, do everything exactly the way we have done. [laughter] inhink any team that comes will have the opportunity to ask josh the question you asked, how did they do on their major objectives? what can we learn? what can we do to build on that? i would hope that the next team would do a pretty serious strategic assessment of the
gains and losses of the obama team. thing you would point them to and say take that? >> i think that this completion crisis is real. it is devastating for individuals and quite problematic for us as a society. thedoes and the stating -- devastating part for individuals is a scratch by some analysis we have done in federal student aid that demonstrate clearly that the students who are most at risk of defaulting on their student loans are students who have made a commitment to go to college, they have started college, they have dropped out of college for a variety of reasons, including life itself is in the way, but they end up without the wage growth of a that they with debt struggle to pay. that is not a good scenario.
we need to do everything we can to focus on college completion whether through competency-based education and other waste to make -- ways to make pathways for students. or focusing on that we know to be the important student supports. many of them technology enabled to help students stay on track. as we have focused on the completion agenda, one of the things that has been driven home to us is the nature of the student body in colleges and universities has changed dramatic way. many of you have been at the forefront of experiencing that change. the difficult college student is no one the 18-year-old in dropped off in front of state u with a station wagon full of gizmos and gadgets. the typical college student is 24-year-old-- a
returning veteran or a 26 euros single mom, the displaced worker looking to rescale -- reskill in emerging industry. not only can we not reach our goal of first in the world by doing things the old way, we can't reach the students by doing things the old way. ofhave to think about ways making it possible for students to consumer education at a different pace and different shape integrate policies that support that. -- and create policies that support that. >> i want put this into the context of work you know well, labor economists have connected college completion and higher inequalityausally to , and weial mobility don't rank particularly well on either of those. that is an absolute fact.
compare us and our rates of completion to other oecd countries. topline because it is always more complicated. complicated and you get below. we were first in the world and we are 12 now. that is not because we have stopped producing college degrees. college degree attainment is up modestly. what has happened is other countries have taken to sleep this notion that they need to enroll and ensure that success and completion of a greater percentage of their population. the completion rates in other countries are higher and the involvement rate of students in higher education are higher than ours. lots of reasons for all of that. all part of why we need to work together.
>> back to innovation. conference, we have the lion share of the risk capital invested in education. draws models and innovation. and innovation. as investors think about our investing practice, what advice do you have for us? you should the framework for the government role, but what is our role? couple things. entrepreneurial energy in this room and the entrepreneurs here are the key to not just patrolling the frontier of what is possible but extending the frontier. developing businesses, organizations doing things in new ways and doing them at
scale. i think continuing network and thinking about what the landscape is out there -- that work and thinking about the landscape about what we need, where the holes, that is -- where are the holes, that is what we need. as we focus on this issue of completion, it is just one variable in what is a nested set of variables. that is outcomes. important as we develop new approaches, as we develop new businesses and policy, it's important to keep student outcome at the center of our focus. if we can move the needle on student outcome, then we have helped students, the nation, and improved the ability of the segment to deliver on its promise of opportunity.
>> if i'm an investor, i might look at you and say, we measure more in k-12 can higher education. -- than in higher education. scars i tried to measure higher education. it is a hard problem. those of us trying to deploy capital and your advices care about outcomes, it was a little more guidance -- give us a little more guidance. how do we practice that? >> it is tough. critics of all kinds of measurement point out that the outcomes of all education and higher education are difficult to quantify. absence of clear, agreed-upon metrics for
quantification of outcomes, you end up making a lot up. i do think there is a baseline from which we can build. certain access targets that are important. i would argue that those are social outcomes. there are objective outcome measures about program completion. similarly rather objective measures about what happens to people after they complete. who goes on to graduate school? who goes on to productive employment? if that related to their field of study --is that related to their field of study? and their outcome measures defined by institutions themselves. measuresare outcome defined by institutions themselves. ourselves to be more rigorous and identifying the outcomes we value and beginning to build a body of
outcomes weures of can talk about overtime. i think the holy grail is to be able to develop longitudinal systems of data about outcomes and tracking changes in individuals lives overtimes -- 'lives overtimes. there's opportunity for not only institutions but companies to develop tracking systems that would help institutions measure the progress of the folks who participate. >> you have some of your own scars in outcomes measurement. as i read, we did not talk about this at the time, i read when you took your job, president obama had in mind the college
rating system to clearly that he wanted you to do. you showed up and he said, i need you to do this for me. and he said, i accept. -- you said, i took. how many trips to the white house did it take for you to talk them off of that? things, this was definitely a team sport and it was an evolution and learning for a lot of people across government as we look to build a rating system. in the end, i think we all made the right decision to do a better thing. we chose to enhance our college scorecard, put new data and information on the scorecard that had been previously unavailable. including a data match between our ticket and inside federal student aid and inside the government enrollment.
combine that with irs information to give the first reliable portrait of income-outcome for graduates but that there three years out and 10 years out. which we hope to give users a sense of trajectory. on that byimprove moving to the institutional level. we will keep at it. decided was that rather than tell people what the government thought about which wasn x, y, z -- we would idea create a flexible tool where students, parents, family could ask the questions they wanted so
students can search by average income, diversity of the student body, size and shape of the rate,ution, completion net tuition with family income. another important aspect to ask the question not just is this expensive,ense of -- but what would this cost for a family and my circumstance? that has turned out to be revelatory for many families as they compare the sticker price of those dwelling up private institutions against struggling public institutions. trying to make a little shorter, we believe the tools we have put up is a tool that is flexible, responsive more to be expressed needs of students and their families, is a helping tool to counselors and working on increasing
college going among first-generation and low income students. the other thing we did is that we made the determination in the spirit of the president's directive that we be a very transparent administration. we have made this data available. havee created open -- areted open apis and there investors and entrepreneurs making use of the data we have provided. we think that is the long-term test benefit -- best benefit. had -- what other data would you get that you did not include? to make the most perfect data
, what other data sets would you like to see overtime? >> we would like to see in addition to social security administration data, we have begun to make crosswalks between data in the department of a with thed the thv federal student database. the aim is to make it possible for us would be legislative student loan discount rate for active duty service members. rather than apply for that, we are able to draw across the service records and make the adjustment automatically. we also want to make the data experiencece members , using department of defense, g.i. bill money, make that available as well.
on the social security side, we announced last week we had done a similar match with social security to identify americans who are disabled who have student loans. we found there are about 385,000 americans totally and permanently disabled with student loans. they are able to have those loans relieved. even if we are not putting the data out, we are working with our college agencies to create -- to make government work that appeared on more, the department of labor. government work better. one more, the department of labor. i think if we were to have open access to all of that information we would be able to have a much clearer sense of the takeays that students
through their careers and where higher education has the proportionate positive impact on people's trajectories. >> not that we are done walking out on the technocratic aspect, let's go to the political third rail aspect. this is a me and you thing. a living. capital for are we in an adversarial relationship? how is our relationship? >> i think we are ok. is,aybe what i'm asking during the obama administration, there was a catastrophe if you were a proprietary higher
education investor. i imagine some doing hard done by education -- feeling hard done by the education. arne duncan said, if we could have done, i wish we could have done more. that -- if you want to pick the hardest topic and see it. -- grab it. folks whou say to you say you tried to do it? and for me. and folks like me. i have said that we really are agnostic about organizational form. >> capital structure. >> don't care. what we care about our outcomes. show me institutions that are
and i will students stand up and clap. some institutions that are screwing students over and i will do everything in my power to change that. i think that is the situation we have found ourselves in. have sent powerful market signals to our colleagues tooss the higher education hold each other accountable. at a deeper level, it is not antagonistic because education is a long-term play from a policy point of view and from the investment point of view. in the end, there such a thing as gravity. that gravity is all around student outcome. working on improving student outcome is a good investment
strategy. working on a good student outcome is a great regulatory strategy. what joins us along the journey andhe focus on data transparency and information. how are you doing on the outcome side? it is quite important for us to have that information. it is important for investors to have good information about how institutions are doing. my hope is that our joint interest in approving -- improving outcomes for low income students will be improved by making more data available so that we can make the right decisions to support the institutions that are doing the right thing. grabbed third
rail, let me move to another. -- grabbed that rail, let's go to another. can we talk about accreditation? >is it broken? i will put my cards on the table. i'm a former creditor. -- a creditor. acreditor. i have seen accreditation from the point of view as an a creditor as well as from the view of someone from the college. i will sound like a broken record. for the lastthis several months, we need to focus on student outcome. for too long the process of
accreditation has been measuring proxies for outcomes. whether it is the measured of tenured faculty or counting library books. what youn make us do want. >> i have learned a lot in my time in washington. the department of education recognizes creditors. even small beauty schools, cosmetology programs, etc.. we recognize the organizations that do that. we do that in collaboration with a committee that stands between us and the acreditors made up of nominees from the executive branch. ultimately, we can make determinations, we need to work
through that process. it meets twice a year. we have a docket coming up in june that will be interesting. we literally sent a message to the accrediting community about getting much more closely focused on student outcomes, on identifying further portfolio of institutions -- for their portfolio of institutions on outcome of standards and holding institutions accountable to the standards. that will be one of the pieces of incomplete businesses we believe. we certainly hope to have worked to be moretors stairs. >> another -- serious. >> another topic. student debt, costs, big,
complicated challenges. free college. give us some bullets. then where we are now. the conversation about free college. clear, free is good only if the quality is good. we need to always talk about quality when we talk about cost and debt. costs are going up. up most inre going public institutions. by radical state disinvestment that began with the great recession. the states needed to make a policy choices. at the economy has come back, state investment continues to lag. cap attire pressure on tuition costs. pressure on higher
tuition costs. it is fortunate higher tuition payments on families who can least afford it. -- forcing higher tuition payments on families who can least afford it. the good news is that for the majority of students who finish a degree, they leave with manageable debt. they are able to repay that. there are students who have problems that we need to work hard with to address their student debt challenges. mostly, we need to go back to this issue of completion. get them in a position where they can pay off the debt. what is next for ted? the administers will come to an end. -- administration will come to an end. 275 days left. we have a lot to accomplish.
we both married women who are for smarter than we are. i'm waiting for my instructions. [laughter] >> i want to thank you again for your public service. thank you. >> thank you. [applause] >> we are here today to talk about lifelong learning. most of this conference is talking about k-12 higher education. there is a whole piece of the industry that really lives more in the consumer world websites or media and the news media that is actually providing a very critical role in learning. it is often not included in the conversation. we are very thrilled to be here hosting the conversation about the summit.
i would encourage you to join us for the conversation. the growth mindset is pervading everything happening these days. i have heard it mentioned 50 times. it is the reason we started this. today, we are going to talk with lisa and mike about the news media and the role that the news media plays in education and learning throughout life. and out on the patio, we are out on the patio reporting recordedions and being with people talking about learning and their own curious journeys. we encourage you to join us for those things. discussingill be news to knowledge and the role the news media play. we have lisa miller, the ceo of public radio international. i am a huge public radio junkie.