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tv   Democratic Agenda 2018 Elections Education  CSPAN  July 13, 2018 7:28am-8:36am EDT

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curriculum. is many people here said the curriculum is designed first day. we need to challenge those institutions and get behind real change and that is how you can do it. >> sorry we didn't have time to hear more. thank you for steering us, thank you for coming up from the hill, you got votes today, john delaney and the mayor from kansas city to be with us, we appreciate that. we are running behind and we will break quickly for lunch, go get some grub and make it fast because we have to be back at 12:50 to get started on tremendous discussion on 21st-century schools, k-12 enterprises, david osborne is going to lead. thank you for sticking with us, we will continue. thanks to all the great panelists.
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[inaudible conversations] >> okay. i am david osborne with the progress of policy institute. is the mic on? i went to welcome you to the luncheon panel and education reform. congressman jared policies is with us in 20 minutes, we ask him to go first.
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you all know him. he represents district in colorado and just won the nomination for democratic governor of colorado. congratulations, congressman. before he ran for office jared created several businesses, very successful businesses in several charter schools. we are delighted to have you with us. >> i have been involved in education for 20 years, ran for state board of education in colorado, a great opportunity to get rid of the policy side of education in our state, the state board of education, involved in adjudicating the charter school turned down, an
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opportunity to overturn that. and all these charter school operations, having read through a few dozen, started a junior school serving young people who needed a taylor model to deal with new immigrant population i chose to work with, focusing on 16 to 21-year-olds english-language learners. and for a day or night flexible schedule, educators and staff with english-language learners and daycare, it is inspecting
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and we meet people part way, great to say we value great education but sitting in, it has been the magic of so many schools. to keep students engaged and show them the value of completion and success. talk about education and the best way to improve our schools and education reform it is important to talk about the three things we are doing as a society from a political perspective and the first, democrats and perspectives, we care about special civil rights in this opportunity, that was
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the -- and income disparities. everybody has access, nobody is swept under the rug because it might include the district or school. certainly with that we have a great project. on visibility, achievement gaps and showing policies and practices at work to close the persistent achievement gap and break the cycle of poverty and replace it with the virtuous cycle of an lightened and success. we care about schools from the economic perspective. at the 20,000 foot level for our economy to continue to prosper we need to make sure
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future entrepreneurs and everybody is prepared to succeed in our country. the pipeline of talent can access the needs of the future economy. we talk about it a lot, community college and college contacts, when talking about making sure we can address gender and racial disparities and engineering and computer science we went to get in front of middle schoolers, elementary schools, diverse city of the workforce and make sure they get the skills they need to make sure they have jobs of the future and at the high school level, a high school diploma alone is not enough to succeed in a 21st-century economy and every student not going to college, how do we make sure students are going onto a four year institution, getting a school that is relevant that allows them to support themselves in a middle-class
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lifestyle, doesn't mean a welding certificate, doesn't mean they can be a veterinary technician, what skills can they get alongside your high school diploma that is the path forward to a middle-class future in our country often involving enrollment with community colleges when they are in high school and vocational education concept of workforce training, apprenticeships which we have a great pilot program careerwise that gets juniors and seniors into jobs part-time when in high school, getting learning and a job office for several partners, and there are a number across the country with partnerships in private-sector partners so there are a lot of different models to get there. then the lens that many people look at public education through is parents and kids and they want them to have the best
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opportunity whether it is the neighborhood public school or nearby charter school that they can afford, nothing is more important to anything, any parent, then the success of their children so it is important to bring back our discussions at that level, this is what it means for you and your family and your child and by extension your grandkids and not just literally your child but any young people you care about that you want to have every opportunity to succeed in this country. at the end of the day of the far more powerful lens and approach to talk about education than just of course when speaking to progressive civil rights and productivity.
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even people who care deeply about civil rights, conservatives care about the business community, many are parents or kids, that is the first concern, what education, my nephew, iran -- grandkids can get but in any framing education reform is providing better solutions that we focus on what is that value for you and your kids and nothing can be more important than that focus. what are the strengths and weaknesses of our education system in our country and i'm sure other panelists will speak to that, how centralized it is. there is no federal silver bullet, district silver bullet in terms of practices that should be uniform and
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replicated. that is a stretch in the sense that we encourage more than any other country, the framework for education we have, districts have that latitude, charter schools have that ability to innovate. even states have some ability particularly on the finance side to create innovative ways to public education. of course on the weakness side we all see that is frustrating, it is very hard to extend the success in our country, battling upstream when you should be battling downstream. we know it works, we have great models, great schools, not the one works for everybody but when we have a demonstrated success not only is replication not automatic but often very difficult to do but nevertheless the fact that we have demonstrable success for every demographic group in every scenario from rural to urban and suburban, and a
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matter of political will, to scale and expand and replicate what works in public education and the tennis city to change. and great educational opportunities at the district level, there are many examples of persistent failures, they continue to fail kids until we have the tennis city and courage to make necessary changes to make sure the next generation of kids succeed in that area. thank you, david. >> thank you very much. i was just told about the vote.
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one whispered in my ear. thank you for taking the time to join us. [applause] >> the progressive policy institute for reinventing american schools and democrats of long believed an obligation to modernize the public sector in the information age. if you believe the documents distributed today, several of the planks deal with the challenge. 's part of that is decentralizing, competition into public sector monopolies, accountability to performance and so on. working on that for 30 years,
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and the most successful and dramatic example of applying principles we have written about for reinventing government has been charter schools and if you look at the data, the cities that embraced charter schools for education, new orleans, 98% of the kids in charter schools for the fastest improving city in the country, and sen. mary landrieu was instrumental in helping to make that happen. and the second one was washington dc where 47% of kids went there.
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almost half and what local democratic leaders figured out is if we want to succeed with low income inner-city kids, if we want to give them real opportunity we have to change the paradigm. we inherited a model of public education. and embrace the cutting-edge corporate model of that time which was bureaucracy. the top-down centralized monopolies, no choice for families and no accountability for performance. given the technologies of the day, education levels of the day and it worked during the industrial era and where the bar is so much higher, you want a middle-class lifestyle the bar is no longer i school degree and that model is
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struggling. in some of our big cities, it is being replaced by a different model. kind of a network model rather than a bureaucratic model and has several key principles, and real decentralization, meaning let the people who run the school actually run the school. most people don't realize a typical principle in an urban school district doesn't get to choose who to hire or fire, can't change anybody's way, can't reward anyone and controls less than 1% of the budget and decentralization, letting the people run the school hire, fire, control the budget, figure out how to meet the kids needs who are in front of them in the classroom.
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and holding schools accountable for their performance and if the performance is dreadful, year after year they have a 50% dropout rate for example, closing that school. not eliminating the school but letting the team go that was failing in bringing in another operator who has proven successful elsewhere in the building to educate those kids. it is so important because it not only creates urgency, everyone knows their jobs are no longer guaranteed unless theylearning, choices for families because kids learn differently, they come from different backgrounds, they are interested in different things,
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they learn different things, speak different languages, and putting them all in cookie-cutter schools of the kind most of us went to is profoundly unfair. diversity of learning models and choice for families and forth, the really tough one. many schools operate by nonprofit organizations rather than all the schools operated by district employees and that is important for two reasons, first we have learned the hard way that it is hard to do this through economy or part of the district, all district employees. secondly, when you have an elected school board, it is hard to hold schools accountable, if you replace a failing school and put people out of work, you get a back
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lash from the entire system. you run the great risk of losing reelection. elective school boards are very hesitant to slow schools for performance, sometimes they are forced to for fiscal issues but performance very hard. in a place like new orleans operating in schools, when you tell one teen, the operators in the system thinking and empty building, politics are entirely different. there are 5 to 10 big cities embracing these principles.
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they don't always call them charter schools. the word charter is not magic, they are using these principles with traditional schools so in indianapolis they call them innovation network schools and in philadelphia, in atlanta they call it partnership schools. these principles, embracing them because this is what works in the 21st century particularly for the urban low income kids. you are all thinking yes but the teacher is here. we are democrats, teachers unions are powerful forces democratic party and they hate this because most charter schools are not unionized and as the unions shrink. from bill clinton forward many national democratic leaders said we have got to put the
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kids first and had supported charter schools from our gore to barack obama. we have to keep fighting to preserve that support and build that support no matter how hard it is because we cannot win elections in many states if we are seen as campaigning to preserve the status quo and the status quo is, they want more money but don't change a thing. that is not a winning size of e
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federal bureaucracy by 300,000 people. in 1996, when he ran for reelection, every campaign speech he made two points, one was created in thousand jobs, the federal workforce is the smallest since jack kennedy was president. it worked. it inoculated him from the charges that he was just another big spending liberal. barack obama didn't understand that unfortunately. he never got himself inoculated, never did what it would take to be inoculated from those charges and he and the democratic party paid a big price in my opinion. democrats who run nationally and in political states desperately need that inoculation so these reforms were not only important because of a matter to the kids and therefore the future in this country but want to get control of congress and the white house back. having said that we are going
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to move on to our next speaker, mayor james from kansas city, already heard from him once. mayor james has been mayor since 2011, look forward to what you have got to say. >> thank you, great to be part of anything discussing education. i want to give you a little context. as a mayor i have no control over any of the 15 school districts in kansas city, 318 mi. and 475,000 people. nonetheless we are interested in education and that happens when i went to the us conference of mayors, summer meeting in baltimore 5 very first year in 2011 and ran into the anti-casey foundation, who spent a lot of time educating
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the about the importance of third-grade reading proficiency because up to third grade, learning to read, by the end of third-grade your reading to learn so if you haven't learned to read you are not going to learn much and 75% chance of the child not catching up with behind in third grade which leads to all sorts of problems, hire juvenile crime, problems we deal with on the local level. also when you look at it on the state level, issues of incarceration the huge numbers of people in prison, if you don't often see phds and masters to read candidates and folders around corners, usually those are occupied by people who graduated from high school. haven't been educated by ralph and recognizing this was a huge issue, not just for our city
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but the country if we are going to produce a workforce to do the things that are necessary to be done in the next 20 or 30 years and recognizing we have an obligation to build a city not today but the next 25, 30, 50 years. we undertook a data dump of public schools and found out we had 33.8% third-grade reading proficiency, 30% drove me nuts. i was driven further nuts by the fact nobody seemed to give a damn. i couldn't believe when i talked to parents and people, seats down on the table, got mad, it did not happen. and doing 3 major things, to be prepared for kindergarten.
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school attendance and ending the summer slide with the goal being to increase the third-grade reading proficiency, 70% by 20. we have not made that goal yet, still striving for it but we are 55% by working together with a huge collaborative group who cares about childhood liver see the is literacy and we have learned the line. here is something we need to keep in mind as we figure out the needs of the people of this country. children born in poverty, 30 million fewer by the age of 3 than children born to middle income and higher income families. there are 30 million words fewer by the age of 3. your hearing staccato command,
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sit down, go away, give me something or another. that is not very helpful from an educational standpoint and if we know our children's brains developed at a rapid rate being developed by the age of 5 and don't do anything to address those brains in a systematic way until they get to kindergarten at the age of 5 we are missing opportunities so talk, read, play with your child every day to stimulate parents to talk more with their children and do things and to calculate that just like we all have on a water wristband tells us how many steps we take, parents and educators, how many words there child hears in the course of the day and filters out television. and only 15 steps, need to get in more.
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i got a little more than that. it is 30. when you look at that you want to get a few more, you might go to a refrigerator and do something to get in more steps. parents do the same thing and we see those vocabularies increasing. why is that important? if you are not hearing words you are not hanging out with adults or people talking to you. if you are not hanging out with adults or people talking to you you are not being socialized and if you are not being socialized you have problem-solving skills and poor conflict resolution skills. those skills will come to the 4 and you will be in contact with other kids and teachers and all of a sudden your academic career starts heading in the wrong direction so all these things are critical. the next step between caring the 30 million word gap and getting kids kindergarten ready is universal preschool.
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[applause] >> absolutely. i don't understand why we haven't made that investment when we know we can save a lot of money on the back end of prisons by committing money on the front end of education and preschool quality, not just put somebody in front of a tv with a popsicle and a block but quality preschool, pre-k education. we hit an opportunity that would benefit this entire country. we are working on a $0.03 sales tax in kansas city to provide $30 million a year, to provide universal pre-k on a sliding scale based on number of kids, number of amount of income and quality level of the pre-k you send your kid to, the higher the quality, the higher the subsidy because at the end of
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the day it is not a good idea to subsidize things that are not achieving the goal so mrs. jones who is a very nice lady and takes care of sally's two kids while sally goes to work because mrs. jones lives next door and doesn't have to pay a lot, can't afford the $12,000 a year quality pre-k. that is nice because if mrs. jones wants to be in this program and get subsidized she has to up her game and get more quality certifications, hire somebody who knows what they are doing, pay teachers the same as a kindergarten teacher gets paid so that when a teacher gets out they say made $35,000 as a kindergarten teacher or $20,000 as a pre-k teacher, they need to be paid the same amount. we work on building the quality in the first 2 or 3 years while we are pumping the enrollment. we have to take care of our
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children and start a lot earlier than we are doing. i agree with charter schools and the difference in those good performing cities like new orleans and dc is there laws allow whatever system regulates or control charters or give them a charter to get rid of them if they are not performing, getting the charter school in missouri is pretty hard. what we are doing is promulgating more bad schools under the guise that they are safer than public schools, last thing i will say. is a very safe car, volvo. if you put a kid in a volvo and send in the wrong direction they will be safe when they get nowhere. that is not what this is all about. [applause] >> thank you, mayor. i'm fully aware that missouri is one of those states that does a poor job authorizing charters particularly does not
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close the failures. the data is really clear. in states where failing charters are not usually closed charters are mediocre. in states where charters are routinely closed, charters thankfully outperform traditional schools so it makes all the difference. i want to turn to sen. mary landrieu, the first woman from louisiana electrical term in the u.s. senate and has been a tireless, tireless campaigner for better education, charter schools, environmental protections, small business, so many other issues for a long time and continues to do so now that she's no longer in the u.s. senate. tell us about new orleans and anything else you want to share. >> thank you for your
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extraordinary leadership, over 30 years on this exciting and innovative even after all this time concept that every child in america regardless of what zip code they are born to should be able to attend an excellent quality school. .. worked with president clinton, president bush and president obama who were all extraordinary advocates for quality schools
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and particularly charter schools. i was so proud and i know david was speaking about their general policies, but i'm so proud when president obama, the first school that he visited as president was the seeds school in washington, d.c., which is the first urban boarding school for children who had been locked out of any opportunity, and they are only ten minutes from the dome of the united states capital. that's why president obama traveled 15 minutes to the seeds school to send the message to our whole country, that even within the shadow of the dome there are children in this city that had no access to quality education. and you wanted to say this is wrong. he himself benefited. his wife michelle, his two
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daughters. he knows this as a parent. i know it as a peer. we all know as students and parents and grandparents. and the panel from her this morning i didn't hear senator coons this morning but i've had the great pleasure of listening to him for many years of my life. i know what he spoke of that. i know it these speakers speak about about hope and equity. you cannot get to those words, the rally of those words if you don't, like mary jane said, start talking to children with a vocabulary that helps their minds grow and expand when they are young, very young. like born and the first three years of life. now president bush understood this. president clinton understood it. hillary clinton understood it. hillary clinton understood. she talked about a lot. wow i'm going to focus admin on new orleans and charter schools and how i got to the point where i got helping to build this, i want you to know i understand
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clearly that my motivation, motivation of many coalitions that i work with, broad coalitions, is keeping our eyes on creating the institutions of learning in this country that can lift every single child up from wherever they are from whatever household, from whatever zip code. and our public school system does not today do that well. we have great public schools in this country. some of you will know them. you can go in google them. they are usually found in wealthier suburbs that are predominantly white. on you might find an occasional one-off, and you can find them. they usually have pretty good football team, good chemistry teams. and the property taxes in the district generate enough money, governor, that they will, undergird that education by
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about 20-$25,000 a year. in new orleans, just like the challenges in kansas city, we don't have anywhere near $20,000 a kid. we're trying to educate our children at $9000 a child. that's including local taxes and state taxes, 9000 on average. i don't know what it is in kansas city. it's probably no more than that. >> little more. >> okay. 10,000-11,000. let me just share with you that after 12 years of this fight, and it's been a tough fight, we had some extraordinary, hopeful dated issue. i want to to just share a few things. -- data to share. the work to reform our schools started before katrina. there's a myth out there that all the started when the levees
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broke, when the water came in and everybody, no. our reforming our poor performing public schools started well before katrina and it wasn't just focus on new orleans although that's where it ended up being most noticed, but it started by a group of citizens, black, white, hispanic, everyone sang look, there's something wrong with our public schools in the cities come in the counties, in the parishes come in the rural areas. let's try to fix it. and governors democrat and republican, this is not a partisan issue in louisiana,, which is sort of said our schools need to be better. we are like the 50th state in the economy. we hate being the last do we get from last to first? it's not easy. let's focus on getting a good to great education. we started, you can go back and research this, all sorts of laws and rules and regulations trying to get us to better public schools. i was part of that.
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i was with the legislation when i was 23. i know know what i'm talking about because i started many years ago. right before katrina hit came across the idea of charter schools. i came across about my reading david's book, by going to meetings like this and i thought maybe this might work. instead of just a centralized system may be we could free up the power of our own people, our own people, our smartest principles, , our best leaders, our ministers, our social workers, our nurses and get them running our schools. they know with the kids need and let's take the money from the central office where it all was and put it down into our schools so that they would have the money. the measly little $9000 per kid, by the time the bureaucracy took it, you were talking like $4000 a kid. we said that we should do is get at least the money to the
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question, et cetera, et cetera. i want to leave you with these stats. in 2004 katrina hit in 2005, let me just say, 67,000 kids in new orleans, schools of 85-90% african-american. our public schools, where in the south, so after brown v. board of education white people left. coming back realizing everybody should be on the same page here, but every city in the south, this happened in many cities around the country. our public school system is predominately african-american. in 2004 there were 60% of our children, 60% went to school in new orleans and the schools ranked in the lowest 10%. 60% of our kids in new orleans in 2004 were in schools that ranked at the lowest 10% in the state. in 2017, last year year, only 11% did.
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that is how much growth we have achieved in a decade, moving our poorest kids, still only $9000 a year, it hasn't changed, with a little bit more bells and whistles we've been able to put together about it, moving them from failing to succeeding. we had one high school in new orleans, 100% virtual african-american. the graduation rate used to be at that school around, if not the same skull but similar school, around 20-30%. today it's 97% graduation rate. and a large portion, i don't have the number but it's got to be 70%, 60% college bound. we are now focused on moving kids through college not just getting into college but through college, through commute to college. let me give you one other
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statistic. people say this can't be done because you're an african-american city, this is being done by people -- our leader in our recovery district is an african-american, dana peterson. our superintendent of education is african-american in new orleans, anderson lewis. he also endlessly enough serves as a school board member for almost predominate, not predominate, predominate whitefish next door. he serves on the school board of a rural white pair. >> he runs our urban paris african-american. the present of our school board is african-american, and the leader of our new orleans new school for new orleans which is our harvard master to recruit and bring all kinds of wonderful people to help us is african-american. i'm going to conclude their by saying blowing a few minutes. this did not start when the levees broke.
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it is not going to be fixed by just old-fashioned solutions. we had to be bold and innovative and focus on the kids. african-americans can leave an african-american city, and have great diversity and we building that model. and the numbers speak for themselves. you don't even have to believe me, although i think i'm pretty convincing and my record is based on in terms of integrity. just look at the numbers for yourself. they are like david said, it's unassailable. it's just unassailable. there are room for unions. you can unionize these innovative schools and when they don't work we close them down. we will be the first city that moves, continues to move this needle in a very difficult mostly poor mostly african-american, but we have growing hispanic and white population, and wealthier african-americans coming back to our public school system. we are going to the most
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diverse, vibrant, excellent, and when that happens and as it happens the economy of our city and region will grow. we can start filling the gaps and in putting a lot of other things together to make the american dream true again for all people in our country. thank you. [applause] >> thank you so much, senator. so we actually a time for some discussion. so think about your questions, your comments. and while you including those of you in the audience, while you're thinking about those i'm going to ask governor markel if you would like to make any comments. because as governor he was one of the first states to win a race to the top grant from the federal government and did a lot in the education arena. you want to comment on any of these controversial or noncontroversial ideas?
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>> there's a lot there and i want to congratulate senator on that incredible progress you made there. i certainly have the scars on my back coming from a lot of these battles. i do think and i think the mayor said this, so long as you always remember what matters most, which is to focus on what's in the best interest of the kids, that may force you into some battles with adults. i was amazed, as drivers elected but before i was sworn in in 2008, i had a number of town hall meetings, i had one of education and the work probably 250 adults who showed up. the number of people who have interest in terms of making money off of the education system is astonishing and it really is sometimes difficult to get everybody focused, not on
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them, but on what matters most which is the kids. so we really tried to think about this. we had a big push on being honest with our kids and with our families about what it means to be proficient and what it means to really be college and workforce ready. because the truth is, although we have these, the national test, every state has a tour guide his own state standardized test. they could essentially set the bar on efficiency wherever it wanted. what happened as result is the state continually lowered the bar so they could say everybody was doing well. it's just like harrison, every kid is above average. i did 13, we call them conversations around stronger schools, went to 13 of our districts and charter schools and had a a conversation with parents about what it really means to be proficient. and as a result we were going to be insisting on things that it
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not been insisted on before, whether it was higher standards, a certain playbook, assessment. these are really hard conversations to have, and very important conversations to have. we focused massively on early childhood. i think to the mayors point, you said something i've really not heard it said before, something we did and i think his work really well. you talked about the reinforcement, the subsidy being tied in part to the quality of the early childhood center that the child goes to. this is something we did as well and i think it was incredibly important because so often the quality of these centers is so bad. and so many of these kids, the reimbursement rate previously was so bad that kids could not get into, kids with the most need could not get in the highest quality centers. we basically said to the centers, if you get to a
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five-star rating we have a very independent apolitical very clear rating system if you get you five stars, you're going to be reimbursed for these poor kids at 100% of the market rate. if you get to four stars, 90%. , 90%. three stars 80%. what they did is the best centers now had an economic reason that they could accept the lowest income kids at the mediocre centers had an economic sense to invest in quality. because they knew it would get a higher reimbursement. it's a smart strategy on your part and i think you'll get someplace with it. there's a lot more i could talk about. we do think, of this type to te conversation earlier today, the focus on skill development giving kids an opportunity to see while they're still in school that there's a path for them, that path might include college. we did a lot of we think is much ado place in the country to improve access to college for high-performance low income kids. they're some compelling research at a stanford, professor speaks
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about high-performing looking can get to what can do and what priestley has too often than not when you go to college because they think they can't afford to pay for horse not within the realm of experience of the fence to think about it. we made a major thrust of their also let's face it, college is not for everybody. but there's something amazing opportunities particularly in this world where if you develop the right skills at a young age there are a lot of good opportunities for you to put a major focus there as well. >> thank you. anybody have a comment or question? [inaudible] >> user mic. >> of what you think everyone for your works. i am the founder and ceo of allies for education equity which is a grassroots funded political action committee of people that work in education reform around the country. about 80 different congressional districts across 29 states plus
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d.c. so thank you for your leadership and for your remarks, and mayor james, as a former kansas city resident thank you for your leadership and also for support. there was some other promising stories coming out of kansas city, charter community including the kansas city girls preparatory academy which will be opening soon which you can serve on the board. thank you for your leadership there. i worked in the policy space and in the political space, so what we represent people actually constituents. we know something about practice but when a something the policy but we are voters, too. something that we learned is that around the country, as mayor landrieu mention, in order to come got to get elected. this work can be incredible difficult as governor markell mentioned, is that anyone has an opinion on education and can get
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riled up pretty easily. as constituents, too, what have you found in the living room conversations that we as democrats left of center for citrus and think about solutions oriented ways to bring policy into a solutions oriented not just a means oriented world, what else can we do to augment the kind of kitchen table living room conversations where having with our family and friends, recognizing that we have influence on our neighbors and friends and peers on had to think about the politics of education? >> well, let me try shot at that. first of all, in any community, probably less than one-third of the adult population has school age kids. is that fair? governor, do think that is not
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fair? so from a politician stempel your first look at your constituents, two-thirds of them do not have children in school. so these two-thirds and you talk about education, you've got to really talk to them in a way that helps them understand because they don't have kids in school and you're asking them sometimes to raise the sales tax, asking them sometimes to raise the property tax. you're asking them to give up a little bit for schools. so what i started to do was talk to the business community about this is a key to economic development for our community. people start to listen to that. they are like you want jobs,, call the job to come here? you like google and amazon of facebook and all these fancy companies? you think they'll come to our town or our city if they don't have a workforce? that message is true and it is real. and then for the parents that you are children in school, you know how parents will fight,
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even the poorest least educated parents as well as the wealthiest most educated parents. they will fight like tigers to get their kids and the best school together they will type everything that they can. and so you want to build on that energy, not discourage them but explain that whatever you're trying to do, whether it's innovative schools that getting good data is so great. i don't know why as democrats we don't use data more because it's pretty clear. some people believe the kids are going to good schools and the kids are in failing schools, or their child is the first in the class that's wonderful, , they'e proud of that except that the class can nobody is reading. they might be the first of nonreaders in fourth grade. what is that doing? what the governor was speaking about is the of the peace piecf this is speaking honestly to the community about getting good data about really who is
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learning and who is not, not putting averages together. you know, how are your african-american males doing? how are your african-american females doing? how are your hispanic females doing? how are your -- i know people don't like to be broken up like that but you have to get that data which is what the federal government is not doing a better job of, of requiring that type of data. because before all kinds of forgets just got lost in the averages. the average is 60%, that sounds okay maybe 70%. the problem is is when you do the averages if you look deeply, the african-american kid, their proficiency rate in some of the poor neighborhoods was 20%. the average might be 60. they were 20. so that's what is a typical conversation. when you can present to a community that this is part of the american dream, talk about the way david does, that we had
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schools that were made for the industrial age. we need to be nimble and agile and focused, and really helping boys learn different than girls sometimes. we need to be teaching, i've got a school in new orleans, i'm so proud the kids are speaking chinese. it's amazing. i think it speaking fluent french by the time they're in third grade, fluent french, children from inner cities. there are so many possibilities we don't realize us but these kids are. we just get to give them the kind of schools that encourage him, get their curiosity. we are open access, open enrollment we are not testing for all schools. kids can go anywhere. we are working on transportation, that's the challenge but that's what i would say. i know that was a long answer but communities have to realize that great schools and a true true access to a quality education, nelson mandela has said it. edward says it.
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why don't we really hear it? and went only, what did you say, only 30% of the kids -- when only 33% of african-american children in kansas city were reading at grade level, why doesn't anybody care about that? and then you wonder why your prisons are filled, why your suicide rates are up, wire psychologists offices are busting out, wire and when the lines are long. like people used as a look at your third-grade the kids are reading, then they can read to learn. if you can't read, you can't learn. it's just that simple. you can read online. you can read in your classroom but you've got to read. that's a bill clinton talked about until he was blue in the face. i think we need to remember this that he talked about this and go back to it, excellent schools reading et cetera. >> just to clarify the 33% was
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across the entire board, notches african-americans. in the school district that was profoundly african-american. it was 19%. so it was even worse. but here's another dynamic that feeds into all of this. in the name six school district in kansas city, kansas city public schools, which has gone through a tortuous situation with the desegregation case, poured a lot of money and that got ill spent on buildings, not on instructing the teachers what we've done is we have turned up several generations of poorly and undereducated people who now have children. that poor education that they got taught in that education in their minds wasn't having any major impact on their lives. they have passed on the same attitude to their children. we can continue to repeat the cycle. the real challenge for us as americans, in my opinion, and i think a major challenge for the democratic party, if we choose to take it is that politics
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right now is all about winning. it's about campaign promises, checking the box so that we can run a give and say i did what i said is going to do. that may be fine in the politics of the world however, what that leaves behind is we are unable and seem to be incapable of finding sustainable solutions to our chronic problems. education is a sustainable solution to our chronic problems of poverty and crime and segregation and all sorts of different things. why can't we find a way to build it up? there's nobody i've ever talked to that has said education is the key. if you get a good education you could do. you might want to play football and be in the nfl, but gidget education would when you go toe because nobody can ever take that away from you. all all of those inclusive education, we know what to do. there is nobody in this --
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people who are smarter than i am by millions of whatever things you measure smartness by, no speedy i don't think so. >> others no as well that there are things that we can do that would have a major impact on quality of the education of our children and our families and the adults in this country. and we don't do it. we don't have the political will. we don't want come we can't get too far out on skis. in this election we're trying to run. i've got six people running for counsel, running for mayor in a 12 person counsel. you know, that's kind of, it's like all the monkeys wanting the same banana and are willing to do anything to get it. so what i'm proposing, the sales tax which is something that is have been done in kansas city,
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education is not financed by sales taxes, i'm getting all sorts of flak. that's not the seeds obligation, that's what we should do. we should fix the roads, yada, yada yada. what i tell the people, show me something in us it is worth talking about. show me anything in the city, and show me how education the side-impact the quality of that. our workforce, our jobs, our ability to respond. our tax base, every single thing. so we've got to treat education with the same reverence that we speak about and put some muscle behind it. that meaning somebody's got to lose a job. i'm not running for anything. i'm perfectly comfortable putting all my stuff on the table but sometimes went to sacrifice. >> amen. >> artist. >> curtis valentine, reinventing american school project. probably the only person in school was on the school board now, have a school board meeting tonight. i have the stripes of indigo run
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my district to sell a tax increase for schools about three or four years ago. [inaudible] what i was able to do when the going out, , talk about not just those who don't have children because most of the folks who came to the forms didn't. what i would say is the first thing you ask your realtor when you go by home is what? >> what school district? >> how good are the schools? it's one of those things can pay me now or pay me later, right? if you don't think about the film is going up because the bout at home is not going up and supplies going up and you wanting -- people to want to moving it to your district. the value of your home is not going up and maybe the crime rate is -- all the different things that even nonparents care about are things that we could talk. secondly i would say there are
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two ways to bring the biggest about today and about tomorrow. today's conversation goes back jobs, the economy. i have an 18-year-old-year-old, a 19-year-old, a 20-year-old, i want to give them a job. what are districts during around middle colleges did in high school student government community college credit so that when you walk into a four-year school we could get them into come out of college in two years? with didn't going to prince george's community college, to high school, out with an associates degree, she finished tulane in two years. college graduate at 20, and tulane wanted for more because it said we didn't get the college graduate at someone -- they gave her two years scholarship. they got a four-year degree, she's that free at 20, can come back to maryland and do jobs and particularly people and minorities can't do because there are no income from their
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parents or can't pass up incomes i can't take the job. you can't go to the peace corps because the parents alike you are a college graduate. i need you to get a job. the second thing i think is particularly around, that's today conversation. tomorrow's conversation is early childhood which is a seven to one return on your investment. for every dollar in prek-8 seven talk return. for those pages kids in the classroom didn't get the millions of words. they're saying how can my job is not getting top because you spend too much time with the kid who didn't get the education. you want to get this pensacola anyway white allies to go in and say i need to african-americans and portraits be better suited to my child comes in and we're all on the same page and not concentrate on the skids who are behind and you can get my child and continue my child on that. there's things you can talk about that i i talk about in my district in maryland which is
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pretty diverse economically, not recently but economically because you upper-middle-class african-americans who let the public school for private schools and we sang as a school board had to pull them back in? amy now pay me later. when you talk about it that way i think you do get people on board this conversation, invest in schools, bring innovation back because when you do come back you want the school, you want the montessori that, you want the schools, public schools to not necessarily create a charter schools are. then you want the middle college, you want the community college credit. you what all these things but the easy way to win back voters in purple states and places where previous african americans looking to government for education or particularly governors even residential candidates, on the target education anymore. >> i would just underscore that
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our class form as centrist democrats, this has got to be, and i was so proud, and it would be in the data that i read and on the platform, because that is ppi because water movement has been about and we've got to shout from the rooftops, if you're talking about the american dream closing the achievement gap, getting everybody a real shot, like i don't want to miss my shot come like hambleton says. i want my shot. i'm not going to miss it. that shot begins at an education and begins at an early age, and it might sound we've heard it, we've heard it. we can't stop, we get -- we can't get tired of hearing it. it's too and has an impact, suburban, urban or rural, our communities, african-american committee, white community, hispanic community, immigrant community. as david talks about, this bureaucratic top-down industrial
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age and model simply does not work in most places in america today. it works in some places in america today, but just because it works in some places doesn't mean what to say that so we did 100 euros ago, let's do it today. all of america were thinking had a reproach this new, new intelligence, artificial intelligence, new technology? never look at her school simply is like -- there working great. they are not. when you look at the data and you do the accountability which is what bill clinton was brilliant about, barack obama understood this and so did george bush as president, they got pushback from left the lefd the right in congress. they wanted to do away with standards, do away with the way to measure kids. that's comfortable for some people. republicans don't want the government to be involved with schools so why infection we test our kids?
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method be a local thing. liberal democrats would say you can't test kits because some poor kids might feel. well, you bet if you get if you're to fail when you are four and when you are 24. or four then when you're 14 because when you feel when you're 14 or 24, it usually is welcome to present, what you're black or white, , hispanic. you are failing, you on the streak on doing something shouldn't do. i i understand the pushback abot testing but i stood my ground. joe lieberman stood their ground. dianne feinstein stood their ground testing of the black caucus tested its grandest book and hispanic caucus on this. we need to really understand, like the mayor said, give us the data can help us understand and not to punish but to help. i think if we can do that we can move forward. >> thank you. i think that brings us to the next panel, , time for the next panel, so thank you, mayor james, thank you, senator
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landrieu. [applause] >> , friday on the c-span networks at 9 a.m. eastern on c-span, the house takes up legislation to do with the effect of unfunded mandates on states


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