2011 Roundtable at Stanford: Redefining K-12 Education in America - Free Educational videos for Students in K-12

2011 Roundtable at Stanford: Redefining K-12 Education in America - By Lumos Learning

Transcript


00:04	Stanford University . Ladies and gentlemen , please welcome our
00:10	Stanford Roundtable Panelists and our moderator , Charlie Rose .
00:15	Thank you . Thank you very much . Mhm .
00:20	It's Ah , thank you . This is the closest
00:26	I will ever get to being on center court of
00:29	a great N C double 18 . So I'm thrilled
00:32	to be back . A couple of years ago when
00:34	President Hennessy said to me , Would you come out
00:37	? And I came out for a union weekend .
00:39	Uh , we had a very good time . And
00:41	then he said at that time , in answer to
00:44	my question , how did I do ? He said
00:47	to me , pretty good for a first time out
00:50	, but you need to do to In order to
00:52	fully show your commitment to Stanford University , I said
00:56	, I'll come back if you give me a great
00:58	panel . He said , That's a deal . I
01:01	am pleased to be here because it gives me the
01:04	opportunity when I am the week before . People know
01:08	that I'm going to be away for the weekend and
01:10	they'll say to me , Where are you going ?
01:12	And I will say to them , I'm going to
01:15	the reunion at Stanford . You got it for a
01:21	moment . they will look at me like you went
01:24	to Stanford . I let him think it . See
01:27	before I say anything , you know , they'll say
01:29	. But like Cory , Booker went to Stanford and
01:32	he's a Rhodes scholar . That's where they train Rhodes
01:35	scholars , and they create founders of great companies like
01:38	Google . You went to Stanford ? They don't really
01:40	say that , but I know that's what they're thinking
01:42	. So for a week I lived with the idea
01:45	that people thinking that I went to Stanford University when
01:47	the closest I get is to come here and be
01:49	with you on Reunion weekend . But I am thrilled
01:52	to be and thank you very much . Let me
01:56	let me . Uh huh . We have this extraordinary
02:02	panel and and a couple of them went to Stanford
02:05	. Uh , Salman Khan , as you know ,
02:06	from the Khan Academy . What a remarkable person he
02:09	is . Ah , yeah . I just realized I'm
02:15	not doing this in the order that they asked me
02:16	to see . There's a notion that you always want
02:19	to keep them on their toes . Alright , second
02:22	is Cory Booker , mayor of Newark . Mhm .
02:27	Yeah . John Hennessy . Do you know is that
02:30	your great president ? Uh then Kim Smith . Uh
02:34	huh . Co founder Not only , uh , bellwether
02:38	education partners , but also one of the original founders
02:41	of Teach for America and Claude Steele , the new
02:43	dean of your school of education . Mhm . And
02:49	you know Reed Hastings from Netflix . What a panel
02:54	. Um , we , uh we're all thrilled to
02:58	be here , and I begin with the president and
03:00	ask him , in a sense , of each of
03:02	the Panelists frame for us , the issues for education
03:07	K through 12 . A title here is Education Nation
03:10	two point . Oh , redefining K 12 education before
03:15	it redefines us . So , Charlie , I think
03:19	we have a real irony in this country we have
03:22	. What is it widely admired as the best higher
03:25	education system in the world . At the same time
03:28	, we have a K 12 system which is failing
03:30	far too many of our younger people , especially those
03:33	in poorer neighborhoods who are simply not getting the education
03:37	that they need to get the jobs that will enable
03:40	them to live the American lifestyle . That's what we
03:43	fundamentally have to fix . And we've got to think
03:46	about it in new ways . If there's any light
03:49	on the horizon for me . It's that more people
03:52	are aware of this problem and are concerned about this
03:55	problem . There are more parents that are activated and
03:57	that at least gets us on the road to discussing
04:00	how we fundamentally change the system . We have Kim
04:04	define the crisis for us and the opportunities . I
04:07	think we're at a real inflection point for K 12
04:09	education , and we have to decide if we're willing
04:12	to let go of our conception of what it used
04:16	to be and create a whole new way . And
04:18	I think President Hennessy's right . There's a huge awareness
04:21	there's an engagement from communities . We have huge opportunities
04:24	with charter schools to allow people to express their diversity
04:28	by having different kinds of schools and by getting management
04:32	and teachers and kids and parents all working together to
04:35	create great schools . I know we'll hear from Saul
04:37	in a moment because I think there's a huge technology
04:39	opportunity to create , um , a much more productive
04:44	system . We've been doing things the same way for
04:47	100 years and using the same assessments and the same
04:50	system . So we are at this giant inflection point
04:54	for the whole system , and we have to figure
04:57	out how to get all the puzzle pieces to come
04:58	together . And so my lenses through education entrepreneurs like
05:02	Teach for America or Sol or the charter school operators
05:05	like Aspire , so we can talk more about those
05:07	. But why ? I'm excited about the changes .
05:10	These entrepreneurs are showing us a whole new way ,
05:14	and they're just redefining our sense of what is possible
05:17	. And if we empower them and engage them ,
05:19	then from them will learn how to redesign the whole
05:23	system . And that's a kind of scary thing .
05:25	So it takes all of us to figure that out
05:28	. But I'm really hopeful . I'm really hopeful .
05:32	Yeah , I completely agree with Kim . I I
05:34	think the you know , whenever you you hear about
05:36	the whole education debate and everything , it becomes very
05:38	depressing sometimes . And people , you know , the
05:40	achievement gap and all of this and and and there's
05:43	a lot of inertia in the system , and how
05:44	do you kind of move that ? But I think
05:47	what's really neat about where we are in history I
05:49	think it is an inflection point is that the gatekeepers
05:51	are going away and education . It looks like they're
05:53	serious gatekeepers there . But I think because of technology
05:56	and the way society is changing , you see that
05:58	there's ways to get around the gatekeeper . You're seeing
06:00	it in the Arab spring . You're seeing it with
06:02	all of the new technologies came out . You see
06:05	it with things like Khan Academy . And so even
06:07	though it might seem very dark right now in terms
06:09	of a lot of the statistics we here and all
06:11	of that , I think in the next 10 years
06:13	we're going to see some of the most optimistic ,
06:15	promising things and and really , I I agree with
06:18	him . I think it will be rethought from the
06:20	ground up . All of our core assumptions will be
06:22	rethought . It and I think in very positive ways
06:25	read similar to my co Panelists , technology and charter
06:30	schools , too . Big change vectors Technology is going
06:33	around the system through the system , speeding it up
06:36	, allowing software based individualized tutoring . It's going to
06:40	be hugely transformative over the next 20 years . Charter
06:44	schools , it's nonprofit public schools . It's getting away
06:47	from elected school boards . The fundamental problem with school
06:51	districts today are not the people there find people .
06:54	It's the elected school board model . If our corporations
06:57	had elected school boards , they would operate as mediocre
07:01	as most school districts . And the problem is the
07:04	elected school board . And the solution is getting into
07:08	non profit . Like Stanford . Yeah , you know
07:11	, great individual operations like Stanford and allow schools to
07:15	do that . And so public schooling is going to
07:17	become non profit public schooling run by non profits called
07:21	charter schools . That leads a perfect segue to you
07:24	, Mayor . Uh , well , first of all
07:26	, just some small additions to my Panelist . So
07:29	first of all in the presidency and I were talking
07:31	about this . We actually have a crisis in higher
07:33	ed in America that is of extreme proportion . And
07:38	we're gonna lose our position as the education center of
07:41	the globe on the higher education . The other thing
07:43	? We're talking k through 12 problems to come back
07:45	to higher education . Yes , the other issues .
07:47	We're talking k through 12 . If that's the conversation
07:49	we're having in America , we're never going to fix
07:51	the problem . Pre K is so critical . What
07:53	happened ? 0 to 6 . We must start having
07:55	a conversation about , um and so from , uh
08:00	, from 0 to 18 is to me that the
08:04	issues are very clear . We are seeing inordinately high
08:08	crime rates . We're seeing horribly underperforming GDP in our
08:12	country . Uh , we're seeing this nation rapidly fall
08:16	behind in its amongst its competitor countries . Uh ,
08:19	I'm not satisfied that the country really realizes the greatest
08:23	national security threat bar . None in America is the
08:26	dumbing down of our population and I So , in
08:33	cities all across America we are We have growing masses
08:37	of our population uh , that are hitting 18 1920
08:41	21 have very little opportunities , uh , to make
08:45	a living for their families in this economy because they
08:47	can't plug into a knowledge based economy . And given
08:50	that level of crisis , what bothers me is not
08:53	, uh I was talking to some of my Panelist
08:54	beforehand , and it's not the blockers , and there
08:57	are a lot of blockers , and there are a
08:58	lot of very dumb ways that we're organizing education ,
09:01	in my opinion , seeing what pragmatically works , not
09:03	emotionally not left , right , but just pragmatically ,
09:05	what works . But really , the crisis , I
09:07	think , is the fact that we do not have
09:09	more outrage and engagement by the population as whole As
09:12	King said , It's not the vitriolic words and violent
09:15	actions of the bad people . It's the silence and
09:17	inaction of the majority of Americans on this problem .
09:22	All right , then what is it necessary ? What
09:26	is required to stimulate so that they are involved ,
09:29	engaged and , uh , in the streets , so
09:32	to speak well again , It's this idea in America
09:36	that is so anti American that if I can just
09:39	get my family , they're good education . If I
09:41	can just get my kids into Stanford , whatever that
09:44	, we're gonna be okay . But now , more
09:46	than ever , there is a powerful interdependency in this
09:49	country where what's happening to that Latino kid at a
09:53	Thurgood Marshall High School here in San Francisco ? What's
09:55	happening to that African American kid at Malcolm X ?
09:57	Shabazz in Newark is directly linked to the destiny of
10:01	your Children right now , because the majority of the
10:03	American workforce , the majority of the American workforce ,
10:06	very soon we'll be minorities , and the powerful racial
10:10	achievement gap means that the workers of a few years
10:13	from now the whole GDP , the success of our
10:15	country is going to be dependent upon a population that's
10:17	undereducated and people who do not graduate from high school
10:21	have dramatically higher rates of imprisonment have dramatically higher rates
10:24	of pulling down on social services have dramatically higher rates
10:27	of healthcare needs . Our economy will will run into
10:31	the ground . And so this awareness is got to
10:34	be made and there are strategies . And this is
10:37	where Reed and I were talking . I could take
10:38	you to Newark , New Jersey , right now and
10:40	show you the highest performing schools in the state of
10:44	New Jersey because they've just gotten rid of things that
10:46	are . And again , this is a technical term
10:48	that the Dean will know that they teach at here
10:51	Sanford School of Education . They're just doing things that
10:54	are stupid and and so and so stupid as this
10:59	stupid is running an education system where you still have
11:03	kids going to school in the same year schedule that
11:05	we did in the agrarian age , when we all
11:08	know that if you want to be successful in this
11:10	world , you've got to work harder and work longer
11:12	, and our competitive nations have gotten that . But
11:14	we still have kids , you know . A Rahm
11:16	Emanuel was going crazy when he became mayor he goes
11:18	, How can my kids be getting out of school
11:20	at two o'clock in the afternoon or or these early
11:23	hours ? So we've got to start doing the things
11:25	that my successful schools are doing if you go to
11:27	school today on a Saturday in Newark , New Jersey
11:30	, the high performing schools have mandatory math classes on
11:33	Saturdays , and they're usually , as you know ,
11:35	in the schools of innovation that are breaking out of
11:37	the traditional models like often seen in charter schools .
11:40	All right , uh , the steel that brings me
11:42	to you . I don't know whether you're part of
11:44	the establishment or not , Uh , but you're certainly
11:47	the cutting edge of looking at where we are and
11:50	where we need to go . Taken in the context
11:52	of what people have said before , Um , what
11:55	would you add to it ? Yeah , I would
11:57	really underscore everything people have said . I do think
12:00	we're at an inflection point a particular moment . I
12:03	mean , in my relatively long life , I have
12:06	never seen as broadly disseminated appreciation of the value of
12:10	education and how critical it is to the quality of
12:13	our society . I've never experienced a moment like this
12:15	. I think it's I was just saying backstage .
12:17	I think it's almost as important to me is the
12:19	fact that Obama was elected as the as the president
12:22	. It's a real moment of , of to appreciate
12:25	to note . I think it comes about from what
12:29	Cory was just saying , that we recognize our interdependence
12:32	with communities that we haven't always seen as being connected
12:36	to that our fate was connected to their fate .
12:39	And I think we we do much more broadly appreciate
12:42	that , uh , one thing in this debate that
12:44	I might stress and maybe this comes from my Dean
12:47	Lee position . But I do think we know a
12:50	lot about education , and we do a tremendous job
12:52	of it in a lot of places in this society
12:55	, so it isn't a completely dark picture . Our
12:59	higher education system , as President Hennessy said , is
13:02	is the best in the world and I think it's
13:05	my personal opinion . But I think it's going to
13:07	take a long time for other societies to to to
13:10	create institutions as powerful as ours are at that level
13:15	. And I also think in a lot of K
13:17	through 12 schools , we do a good job we
13:19	do have A . There are a lot of schools
13:21	in this area , lots of areas . They unfortunately
13:25	tend to be in middle class and above . And
13:28	that's what we're , uh , in an important way
13:30	concerned about about here . We want to transfer the
13:33	skills and knowledge that we have in and that we
13:37	used so effectively in those schools to schools in lower
13:40	income communities , our inner cities or rural areas that
13:43	are deprived . And that , I think , is
13:45	the challenge . As as the dean of the school
13:48	of education , I think we know a lot .
13:50	I'm excited by this . What I regard as essentially
13:54	political movement to open up schools to change . I
13:58	think that is a That's what enables this moment and
14:02	and I , as a dean of education , would
14:04	like to see our our knowledge creators , producers join
14:08	that movement and contribute to it . There is clearly
14:11	a political movement to change education in your judgment .
14:14	Yes , I definitely believe that I think of the
14:17	charter movement I think of as a as a as
14:20	a movement that represents a real change . So I
14:23	come back and then I'd like to all of you
14:24	to to not just wait for my question but respond
14:27	to what other Panelists have said . Uh , it
14:29	raises the big question that's always at the center of
14:32	talks about educational reform , which is the teachers unions
14:36	. President Hennessy . Uh , so I think we
14:39	do have some challenges there , Charlie , If you
14:41	look at the countries that are leading in terms of
14:44	how they're young people are doing their teacher corps largely
14:48	comes from the top quartile of college graduates . For
14:52	better or worse , in the United States , most
14:54	of our teachers come from the bottom quartile of college
14:56	graduates . And why were partly to blame for this
14:59	? We have not made the teaching professional profession a
15:04	profession . We've not treated like people like professionals .
15:09	Mhm . That's what we need to do . We
15:12	need to treat them as professionals , hold them accountable
15:15	, expect them to have high standards , evaluate them
15:18	. But we also need to pay them and treat
15:20	them as if they're professional . Mhm . Yeah ,
15:27	there's also the issue . Go ahead , read .
15:30	So you know , in reform circles , there's often
15:33	a lot of tension about unions . But fundamentally ,
15:36	unions are not the problem with American education , and
15:41	the reason I'm so confident of that is the strongest
15:44	unions in the nation are in New York , New
15:47	Jersey , California and the weakest unions are the Southern
15:52	Belt . And if it was true that Mississippi's education
15:55	system kicked everybody else's ass , you might say ,
15:59	Oh , weak union high productivity . Okay . But
16:03	in fact , the northern Massachusetts , the high high
16:06	union states do the best in the nation in education
16:10	. So there's absolutely no correlation . And fundamentally ,
16:13	unions are a symptom of bad management . If you
16:18	work in a system with bad management , you want
16:20	protections . And because of the elected school board and
16:24	the rapid turnover in urban districts , not so much
16:27	in suburban but in urban districts you get a constant
16:30	flow of new superintendents and relative chaos and management .
16:34	And because of that , if you're a teacher ,
16:35	you really want civil service protections that unions provide .
16:39	And so you have to think of unions . It's
16:41	a symptom of bad management . Bad management comes from
16:45	the elected school boards and the rapid turnover Alright ,
16:49	capacity unions . It isn't the unions per se .
16:52	It is , um , what underlies their collective bargaining
16:56	agreements , which is something that pervades our system ,
16:59	which is the desire to treat everyone the same right
17:02	, which is the way the compensation is handled .
17:04	How many years you've been there , Um , and
17:06	to have sort of one answer right ? So it's
17:08	the collective bargaining agreements are dysfunctional to reads point .
17:11	Other states just have the same norms , even if
17:14	it's not because of the union . And that's what
17:17	I think we have to change . Is this cultural
17:19	belief that the point is for everyone to get the
17:22	same and to begin to envision a system where we
17:26	can acknowledge our communities are different ? They're very diverse
17:29	. Kids learn differently . Teachers like to teach differently
17:33	. We invested at new schools in the whole portfolio
17:35	of charter systems . Some are project based learning .
17:38	Some are frankly look like Catholic schools . They're very
17:41	direct instruction , and each of those can be successful
17:45	. But they have to be allowed to do things
17:47	differently . And the management , the governance , the
17:49	teachers , the kids all have to want to be
17:52	in that environment . And so it isn't the unions
17:55	, exactly . It's this pervasive culture that you see
17:58	manifested in collective bargaining agreements , right . But it
18:01	goes well beyond that to this mistaken belief we should
18:04	want everyone to do the same thing . We have
18:07	to get beyond that and figure out how to have
18:09	a much more diverse system . All right , let's
18:12	let's stay with this point . The point of management
18:15	. Uh , Mayor Booker , is it is that
18:16	you have a situation in New Jersey which is different
18:19	. Mayor Bloomberg gained control over the school system .
18:23	You , the state , as I understand it in
18:24	New Jersey , has more control than you do .
18:27	Well , look , I I see the insanity and
18:29	reads pointed out , I don't want to belabor the
18:30	point , which is that you have in huge cities
18:34	. You have massive committees , uh , that are
18:37	governing school systems . It's not the optimal way to
18:39	to govern a school system with these large committees .
18:43	I I got elected in my city with tens of
18:44	thousands of votes . Our school board people can get
18:48	elected with 2 to 3000 votes . Very low turnout
18:51	often , uh , again that that our people have
18:54	a lot of different interests , and it's hard to
18:56	make bold , dramatic decisions to move a district in
18:59	a different way . It's not the optimal way ,
19:01	but I like the dialogue that was going on also
19:03	and I really love the points that were made ,
19:05	which which to me point to a bigger problem we
19:08	have when it comes to education . Reform is that
19:11	all of us get obsessed with thinking that there's one
19:13	answer or one solution and often want to just vilify
19:16	one group . If it wasn't for the unions ,
19:19	if it wasn't for the politicians , if it wasn't
19:21	for this , and it creates a sort of cognitive
19:23	laziness where we just hold on to this one idea
19:26	. And read pointed out , The hypocrisy of this
19:28	is that in right to work states and other states
19:31	, they have the same education problems that we have
19:34	. But at the same time , you also have
19:35	to say we ought to take responsibility . It doesn't
19:37	make sense . Then , on the first day of
19:39	school , I went to Louise A . Spencer School
19:41	in Newark , New Jersey , talk to the teacher
19:43	who had to do layoffs and , unfortunately , the
19:45	first teachers that they laid off for his two best
19:47	teachers because they were the last ones hired now ,
19:50	now the first , the last ones higher , and
19:52	they were the first ones fired . So at the
19:54	end of the day , I'm what I'm hoping in
19:55	my city as we take on a bold approach to
19:57	try to reform education is that I can get everybody
20:00	out of the blame game and just pointing fingers at
20:02	individuals . All of us come together constructively to find
20:06	a way to deal with this problem . I could
20:08	not get rid of unions in my police department ,
20:10	but I could sit down with them and say it
20:11	makes no sense . Um , and I'm gonna fight
20:13	you on this to have detectives in my gang task
20:16	force working Monday through Friday , 9 to 5 .
20:19	I don't know what city everybody's from , but the
20:21	gangs weren't working 9 to 5 . So So gags
20:25	don't punch a clock . No , they don't .
20:27	I wish everybody got off at five . We can
20:28	just roll , relax and go home . Um so
20:32	So at the end of the day , we have
20:33	to start letting the data drive the data , drive
20:38	our decisions and go simply on what works in Newark
20:42	, New Jersey , there are islands of educational excellence
20:46	that our charter that are magnet , that our district
20:49	and what is the one thing that they also share
20:51	, and that's that's the problem There is not one
20:54	thing that's not teaching . It's not good principles ,
20:57	not technology . It's not socio . You know .
21:00	The best thing I can say about it is that
21:01	there's different cultures in those schools that support different practices
21:06	. Until what my philosophy I have a sense of
21:09	urgency is , let's give those people who have mastered
21:12	that creation of culture and those changes the ability to
21:15	expand . Let's as a community stop being damned by
21:18	low expectations and tolerance and stop tolerating failure and hopefully
21:23	have those islands of excellence expand the hemispheres of hope
21:26	and squeeze out what doesn't work and stop being so
21:28	aligned to failure . All right , so let's let's
21:30	address this idea of a culture that promotes quality education
21:34	k through 12 . Yeah , I know . And
21:38	And to answer that and to follow up on ,
21:39	I mean one thing that that we think a lot
21:41	about what we're trying to do is I think what
21:45	everyone mentioned is is super important , and I think
21:47	there's a lot to be said about the charter movement
21:48	and the culture of schools . But I think way
21:50	too much of the debate about reforming education is on
21:54	the educators the administrators , the politicians , and it's
21:57	amazing how little you hear about the students themselves in
22:01	this in this debate and , you know , just
22:04	kind of a point in the example we've we're trying
22:07	to experiment . Most of our users are random people
22:09	around the world , but we're starting experiment . How
22:11	can this be used in a classroom ? And we
22:13	visited hi good charter schools in Oakland , where they
22:16	had eight graders and , you know , they had
22:19	better results than their than the control groups and the
22:21	public schools and all the rest . But our team
22:24	visited that classroom . It was an algebra classroom ,
22:27	and we observed just , you know , you walk
22:30	in there for 20 minutes . We observed these algebra
22:33	in algebra . They had trouble multiplying . They had
22:36	trouble dividing decimals . And I don't care what you
22:39	do to the administrator . I don't care if you
22:40	have a PhD with the teacher . If you try
22:42	to teach that student algebra right now , at that
22:44	point in time , they're not going to learn algebra
22:46	. You've lost them before . You've lost them before
22:48	you and and and and and what ? What we
22:50	say , you know . And there's an opportunity here
22:52	because the traditional model is Let's fix . Let's fix
22:57	the amount of time you have to learn something and
22:58	you move on and you kind of move lockstep and
23:00	and what's variable is how well you learn it .
23:03	And so that student , I'm sure , just got
23:04	passed on year after year , getting C's and D's
23:07	. But that's a passing grade and had these huge
23:09	gaps in the knowledge . And I say , What
23:11	you make fixed is mastery of a subject , and
23:13	what you make variable is how long you have to
23:15	learn . This is really cool problem . I think
23:19	. You know , I think there is a cultural
23:21	value that great schools share , which is a focus
23:24	on student achievement to the best of ability of every
23:27	single student . And that's what they share , whether
23:29	it's teachers , technology , support for the student outside
23:33	the classroom , longer school days , particularly for disadvantaged
23:36	kids who come in starting so far behind . But
23:39	the and what's the end result for good schools ?
23:41	They produce students who really except it's an obvious question
23:44	. How do you measure student achievement ? It's not
23:47	such an obvious question . I think we have become
23:51	trapped to some extent in the use of standardized testing
23:55	as the only way to measure student achievement . It's
23:59	one way . It's like saying we accept students at
24:01	Stanford just by looking your S a T scores in
24:03	the top s A . T scores . That doesn't
24:05	make a great learning community . It doesn't necessarily help
24:08	us pick the very best students who will go on
24:10	to do great things with their lives and make the
24:12	most of their education . We need a more well
24:14	rounded way to evaluate our students . I got into
24:17	Stanford because there were 416 104.2 yards per carry ,
24:21	1600 receiving yards . Um , and it was okay
24:26	. It worked out okay , So I'm glad that
24:29	we use data to drive the decision . The road
24:31	missions , um , and the roads committee like that
24:34	. They like that . They like that as well
24:35	. So I think that nobody is saying that there's
24:40	a big obsession with testing right now , but nobody
24:43	that I know of , especially in my city as
24:45	we look at this thinking that testing should be the
24:47	only criteria you use with which to evaluate . It
24:50	has to be a part of a larger picture .
24:53	But we're still doing it . I mean , no
24:54	Child Left Behind were stuck on a model , which
24:56	is only a partial measure of kids success . Want
25:00	to weigh in on assessments and No Child Left Behind
25:03	. So the problem with No Child Left Behind ?
25:05	What was great about it is it made us recognize
25:08	the achievement gap , which is huge , right ?
25:10	We had to admit that that what looks like a
25:12	successful school might really be doing a disservice to low
25:16	income kids and minority kids . So that was a
25:17	major achievement . What was bad about it is it
25:20	continued a culture of compliance where you just check the
25:24	box and they take the test and you do what
25:25	it says . And that's the like , gear grinding
25:29	change we're going through and schooling right now where we
25:31	have to leave behind compliance and move toward performance .
25:35	And what I would say about assessments , which is
25:37	sort of what both of you are saying is the
25:39	problem isn't the idea of having an assessment if you
25:42	trust it and you believe it's measuring what you care
25:44	about . Lots of people take the AP exams and
25:47	think they're great . It's that we have not invested
25:49	in great assessments . So we're at this point right
25:52	now where we want to become more performance or we
25:56	want to use the data . We just legitimately want
25:58	to know what works , and we have assessments and
26:01	a mode of assessment . I mean , how many
26:03	people in the audience use the number two pencil ?
26:06	All the hands are going to go up right .
26:07	We still do that for more than 50 years .
26:11	So we have to simultaneously invest in much better ,
26:14	richer assessments . That technology can let us do to
26:17	go back to sales point about mastery . So my
26:20	plea would be , Let's not have a knee jerk
26:22	anti assessment reaction . Let's say the test we've been
26:26	using aren't good enough now that we're finally ready to
26:30	really measure how we're doing . So teachers know how
26:32	they're doing and kids know how they're doing . We
26:34	got to get some better assessments quickly because we don't
26:37	we don't have them . It's also what I was
26:39	saying . This is the brilliance I think of .
26:41	What I was doing is the best schools that use
26:43	assessments in Newark . They're not for some punitive measure
26:46	. At the end of a year , they're actually
26:48	to help the teacher get better and grow . So
26:50	at the end of the introduction of a concept ,
26:51	you can get immediate feedback on 90% of the class
26:54	. Get this and those 10 that didn't what's the
26:56	strategy to help it or did only 10% of the
26:58	class . And we've got to change our approach to
27:00	look at the best schools . My last thing on
27:01	assessment , like the Denver School of Science and Technology
27:04	. It's real time assessments . And not only is
27:07	the teacher getting that information , but the student is
27:09	, and that's an incredibly empowering experience for student to
27:12	say . Well , that's cool . I mastered those
27:14	four . I'm struggling on this one . I want
27:16	to focus on this one underappreciated going . You know
27:21	, I saw you earlier and I didn't have it
27:23	. You have to get to you . I was
27:24	just going to underscore the importance of culture to a
27:26	want to distract us from this assessment point because I
27:29	know we've moved on a bit . Now we can
27:31	always come back Well , we can always come back
27:33	to that . But one of the more interesting areas
27:35	of research in the literature was a number of years
27:38	ago , somebody going out into low income communities and
27:42	finding out what schools works . What were the characteristics
27:44	of schools that worked ? It was called the Effective
27:47	Schools Literature . So it starts with that , finding
27:50	a bright spot and then and then detailing . And
27:52	there's a very clear set of , of , of
27:55	, of of ideas there , you know , you
27:56	have to have a clear mission . Uh , you
27:59	have to have high expectations . You have to offer
28:02	time on task and you have to have a well
28:04	ordered , uh , instruction system . And you have
28:06	to work for good relationships with parents and so on
28:10	. Is it a pretty clear list of these things
28:12	? So again , I wouldn't want to leave the
28:14	idea that school culture is in a a mysterious zone
28:17	. I think we do have some good strategies for
28:20	for how to approach it . It's much like approaching
28:23	a good , uh , culture in a company or
28:25	a medical practice . I mean , uh , these
28:28	are the general goals that that you have to have
28:31	and try a lot of things to , uh ,
28:33	to go at them . Organizational . It's not specific
28:37	to school districts right there . Properties have a good
28:39	organization And so the thing to keep in mind is
28:41	there's these two reform movements . Charter schools and technology
28:45	and charter schools are a US specific approach to trying
28:49	to get the conditions right for good cultures and for
28:52	cultures to grow unified mission . All of the sense
28:55	that we have technology is a much more radical view
28:58	because , frankly , we need every kid in Brazil
29:01	to get a college education . We need every kid
29:03	in South Africa to get a college education to It's
29:06	not us against the world . It's how do we
29:09	rise The level of education through the world and the
29:12	power of technology is to provide that . So you
29:15	know how many generations of teacher development is it going
29:19	to take in Nigeria to have a great teaching core
29:21	? Many And technology has the chance to leapfrog that
29:25	if we can get the right lessons . The second
29:27	part of our technology is individualization . When I was
29:30	a high school math teacher , my biggest frustration was
29:33	exactly what call reference saw referenced . Some kids knew
29:36	the ton . Some kids were really struggling and was
29:39	very hard to give the right lecture . I always
29:41	felt inadequate because I couldn't get the level right .
29:44	The point is , I shouldn't have to do that
29:46	. Each kid should get the level of instruction appropriate
29:49	to them as an individual and individualized tutor with people
29:54	. We can't afford that right . The last guy
29:57	to get a great individualized education was Alexander the Great
30:00	. He had Aristotle as a tutor and he conquered
30:03	the whole Mediterranean basin . Okay , so that's the
30:05	power of individualization . But now , with software ,
30:09	we can do that one by one . And there's
30:11	so much work going on to create individualized approach .
30:14	So the students , the level of instruction adapts to
30:17	the individual students level , and they make more progress
30:21	. And teachers . Well , we're gonna do this
30:23	revolution in schools where teachers are not going to be
30:26	lecturing two students . They're going to be helping students
30:29	go faster , figure out things on an individualized basis
30:33	. And that's just the very beginning of what the
30:35	technology revolution is doing . And it's applicable on a
30:38	global basis . All right , Sal , save the
30:42	world . Yes , I agree . Just in case
30:47	you I can't imagine you don't know about the Khan
30:51	Academy . Anybody but or if you didn't watch the
30:53	show that he and I did together or you haven't
30:56	read How many people have called him such a great
30:58	teacher ? What is it that you have done that
31:02	has resonated building on what Regis said ? What makes
31:07	you as a teacher ? Good . You're making a
31:12	brown man blush . Your , um it's a ,
31:20	um what do you know ? You know , I
31:24	think it's It's it's I think it was no accident
31:28	that it was successful because it was somewhat of an
31:30	accident . Uh , the fact that it was started
31:33	for my family that the tone of voice I used
31:36	in those early videos was for my cousin that they
31:39	could tell that , you know , it wasn't coming
31:41	from a publishing committee and , you know , publishing
31:43	house with a committee of people making a script .
31:46	Just take a step back and tell us , because
31:47	just in case there's one person don't know what you
31:50	have done what you did ? Yeah . No ,
31:52	it started with me tutoring my cousins remotely . They
31:56	were in New Orleans . I was in Boston ,
31:58	and then I , uh , I started putting videos
32:01	on YouTube because I start having 15 , 20 cousins
32:02	around the country that I had to scale somehow ,
32:05	Uh , and then they got popular . And there
32:07	were these little kind of just their technology , but
32:10	in many ways very , very simple technology . I
32:12	just use technology as a way to reproduce a lot
32:15	of what you see in an old school lecture .
32:16	Maybe what Aristotle did with Alexander the Great , you
32:18	know , literally like a chalk talk type thing .
32:20	And but I think what people found it appealing .
32:23	I wasn't the first person to on put online video
32:25	Khan Academy as a team . We're not the first
32:27	people to think about self paced learning and all of
32:28	that , but I think what what people read and
32:31	we might just be at the right point in history
32:32	where a lot of this stuff is is ready to
32:34	be used and people understand it . But I think
32:36	what we've read , what's resonated with people are that
32:40	they're very real . They're very human that people ,
32:42	you know , even though it is , you know
32:43	, there's like 3.5 million students using it every month
32:46	. They feel a connection with the teacher . They
32:47	have a level of trust . They don't you know
32:50	, I got an email from a student who said
32:52	it was amazing . He never got higher than a
32:54	C G . P in any math class he ever
32:56	took . Finally went . Now he's a four point
32:58	oh , GPA and electrical engineering . And what his
33:00	point was , you know , he liked all these
33:02	intangibles , but he wants some of those videos 30
33:04	times and and his point was , there's no tutor
33:06	he could have paid that would not have gotten a
33:08	little judgmental , you know , by the by the
33:12	But but But I am infinitely patient , Uh ,
33:16	and I think those are the things I mean ,
33:18	you know , we don't know all the right answers
33:20	, but I think those are the things that are
33:21	making you know . And this is the other very
33:23	un intuitive thing here . Whenever you think about technology
33:25	in the classroom and there's a lot of knee jerk
33:27	reaction that it's like , Oh , we're gonna go
33:29	to this like Vulcan reality with , you know ,
33:31	you know , or the board or whatever it might
33:33	be and what we're seeing in every pilot class we're
33:37	doing where you have every student working at their own
33:38	pace , it's making it a more human experience .
33:41	You don't have a teacher lecturing anymore Now you have
33:45	a teacher sitting next to the students . You have
33:46	the students interacting with each other . They're all going
33:48	at their own pace . They're all engaged the entire
33:50	time . And one thing we point out is you
33:52	know , there's a lot of debate about the student
33:53	to teacher ratio . What we think is what's important
33:56	is the student to valuable time with the teacher ratio
33:58	. And that number old model teacher has maybe 5
34:02	10% of class time to really connect with students .
34:04	I mean , I've sat in whole classrooms where I've
34:06	I've never had a conversation with the teacher and now
34:08	100% of the time is doing that . So we
34:10	think it's it's increasing the humanity in the classroom by
34:13	an order of magnitude . Alright , Kim . It's
34:18	reflect on quality teaching because it , I mean you
34:21	were motivated to do it differently . Well , I
34:24	think it ties back to what Sal is saying ,
34:26	actually , and to technology in a way , because
34:28	we have such an outmoded sense of what quality teaching
34:32	is and and as reads it , it's really not
34:35	fair to teachers to say you're going to have a
34:37	group of kids who are in quite diverse places ,
34:40	and you have to sort of teach to the middle
34:42	and struggle through . So my sense of quality teaching
34:44	for the future is , um , someone who's passionate
34:47	about it . First of all , someone who's inspiring
34:49	all the things . I mean , we've all had
34:50	a great teacher , right ? You know what they
34:52	bring to the to the endeavor ? What I'm hopeful
34:55	about with technology a south Side is it doesn't make
34:59	schools teacher proof , right ? I think about what
35:01	you're doing . Also , here in California , rocketship
35:03	education is using technology to teach basic skills so that
35:07	then teachers can teach in the way they're excited to
35:10	teach around projects and higher order thinking skills . And
35:14	similarly , with school of one that was incubated in
35:17	New York City , essentially a playlist . A student
35:20	arrives and gets a playlist for instruction . They're starting
35:22	with math , Um , and while it was designed
35:25	for personalized learning for kids , right , they get
35:27	what they're ready for . What they learned is that
35:30	the teachers found the work so much more satisfying because
35:33	number one they were asked to teach the things they
35:35	teach best . So they enjoyed that , and someone
35:37	else could teach the other item that they didn't get
35:40	so well and the Children were arriving to them ,
35:42	ready to learn that subject , right ? So ,
35:44	by personalizing it for the kids , which is our
35:47	ultimate goal , they made the teaching job more exciting
35:50	and more rewarding for teachers . And so , for
35:53	me , when I think about quality teaching , it's
35:55	all tied up in the culture and an exciting and
35:58	rewarding place to work compensation . That's a job where
36:01	you can provide for your family and to get those
36:04	things . We have to let go of the old
36:07	way of teaching with your door closed and embrace technology
36:10	because that's the only way we can get there .
36:12	To pay teachers better to give them more flexibility to
36:15	innovate . We can't pay any more money into the
36:18	system , so we have to reconfigure and use technology
36:21	to let teachers teach better . I think what we
36:24	haven't people really don't get what a modern teacher is
36:28	enduring in the classroom , and so we have teachers
36:31	fresh . Imagine this going to a profession where you
36:33	come fresh out . You jump into a school that
36:35	does not have a great culture . You're put in
36:37	a classroom where your principles too busy filling out all
36:39	kind of forms . If they're not doing proper teacher
36:41	evaluation , you have kids coming to you nutritionally unfit
36:44	to learn off the materially , unfit to learn that
36:47	have discipline challenges that have differentiated learning needs and your
36:51	and and then you expect to get no tools .
36:53	You get no tools , no support and technology ,
36:56	and you're expected to to to lift them all up
36:59	on the certain test . And if you're not doing
37:01	that , you're a bad teacher , and so we're
37:02	not creating . And then you're as you were saying
37:05	earlier . Your compensation is based upon how many years
37:07	in school how many years you are , and it's
37:09	stuck there no matter what you do , no matter
37:11	how hard you work , it's stuck there . And
37:13	so I think we've really suppressed a profession and people
37:16	are not going to the teaching profession because it's often
37:18	not as supportive , inviting and satisfying . And then
37:22	people often cycle out of the teaching profession and raise
37:24	their far too high , and we continue doing this
37:27	and expect these teachers to play every role imaginable from
37:31	parent to nutritionists to disciplinarian and never really get to
37:34	the core of of instruction , then we're never going
37:37	to elevate the teaching profession where it should be in
37:39	any thriving democracy , really , at the top of
37:42	our order of priority . So , Charlie , I
37:49	think this point about technology is a really important one
37:51	, and I think there are a few things that
37:53	have changed at the same time to really create a
37:55	tidal wave effect . First of all , we have
37:57	a generation that is completely comfortable with online learning ,
38:01	completely comfortable . They just as soon do that as
38:04	being a classroom . And in fact , if you
38:05	go into a large lecture hall now you see it's
38:08	not terribly functional . The students are sitting there with
38:11	their laptops . They have little laptops open , but
38:13	they're not taking notes there . On Facebook , they're
38:16	chatting with friends . They're doing other things , getting
38:19	them online in an interactive mode . Short snippets .
38:23	Look at this snippet and now do a quiz test
38:25	. Whether you've really mastered the knowledge , it's a
38:27	better way to teach young people , and I think
38:30	it's going to also have to help us address cost
38:32	. I mean , Cory alluded to the challenge we
38:34	face in higher education , which is a cost based
38:37	challenge . And while the Stanfords of the world doing
38:40	fine , you see the struggle that our colleagues at
38:42	U C . Berkeley and the C . S .
38:44	U . S and the community colleges are going on
38:47	and we're going to destroy this great public education higher
38:50	education system we have if we don't fix it and
38:52	it's about cost . We've got to figure out how
38:55	to use technology to improve outcomes and reduce costs at
38:59	the same time . Technologically , a great example of
39:01	that in in real practice is a Stanford graduate .
39:06	It was doubly here 15 , 20 years ago .
39:08	John Tanner . Um , it goes to Oracle's ,
39:11	does a startup , makes a lot of money in
39:13	99 sells his company very smart move , then ,
39:16	um and then , instead of going back into technology
39:19	, he goes and becomes a teacher and learns schools
39:22	. And then he starts a set of schools called
39:24	rocket ship schools that Kim referred to in San Jose
39:28	. All technology based , very driven on technology ,
39:31	all low income Hispanic area schools . Five of them
39:34	now and their scores are slightly higher than Palo Alto
39:39	right now . Okay , so their costs are way
39:44	less so they're using technology because he's a fresh thinker
39:47	, right ? He's a guy who's bicultural , figuring
39:50	out that , tell me what he's doing other than
39:52	simply using technology , what's happening there that makes his
39:56	results better than Palo Alto . His culture , um
39:59	, that he does that he has evolved is a
40:02	culture where they don't get , say , bottom quartile
40:04	teachers . They get teachers who are a very aggressive
40:07	intellectually because they treat them like professionals so they attract
40:10	better teachers . Because of this professional climate , they
40:13	use technology to do the road part to do the
40:16	constant . You know , you really do have to
40:17	learn your multiplication tables . You really have to do
40:19	learn fraction spelling . And then they use the actual
40:22	teaching time to be much more intellectual and value added
40:26	and creative . So the teachers like it , and
40:29	the kids respond to it on this individualized basis because
40:32	they don't feel like they're behind . It's a terrible
40:34	feeling to be in a second grader and you ,
40:36	you're not understanding what's going on . And so they've
40:39	turned that dynamic , and now they're growing . So
40:42	they started with just one school , Then it got
40:44	to two schools . Now it's five schools and they've
40:46	got very big ambitions to be hundreds of schools across
40:49	America , and we need not just John Danner to
40:52	do that . We need him to have other companies
40:55	, and it's a nonprofit . Other non profits to
40:57	do the same thing , which is build big networks
41:00	of charter schools that then share ideas because one last
41:05	thing on rocket ship before we move on , Sometimes
41:08	when people hear the money saving , they have a
41:10	knee jerk reaction that we're talking about efficiency rather than
41:13	quality . And so I just want the last thing
41:15	about Rocket ship is they save half a million dollars
41:18	a year per school by using computer based learning for
41:21	the road skills with a team leader rather than a
41:23	teacher . And then they reinvest that in higher teacher
41:26	salaries and professional development and that culture So it doesn't
41:29	I don't want to leave people with a sense that
41:31	lower costs means the money leaves . You reinvest it
41:34	in a way that's smarter . To make the teaching
41:36	job better to then grow and have that great culture
41:40	certainly . Well , I'm a psychologist and I don't
41:43	want to miss the opportunity to underscore a general principle
41:45	here about technology in these contexts . I think a
41:48	lot of these students struggle with school , in part
41:51	because they feel they're behind every newspaper tells them there
41:55	there behind . So you're learning under that kind of
41:58	a cloud , so to speak . And technology enables
42:00	you to kind of have this space without that cloud
42:03	. And so I I don't think it's It's a
42:05	small thing . I think it's a big thing in
42:08	this problem . Big , big , technique solved guy
42:10	who watched the video 30 times , and we don't
42:13	care how many times it takes him 30 someone else
42:16	. 40 u five Because you can do that without
42:18	embarrassment and then master the subject and move on .
42:21	So it is the right huge implications for their sense
42:24	of what they could do . Would you guys agree
42:26	that we're talking a lot about technology ? It's not
42:28	mature yet , so we could give a false impression
42:31	that , you know , if you just run back
42:33	to your school and go to technology , it's gonna
42:35	make all the difference . It's extremely raw today .
42:37	Why has it been so ? Technology has been with
42:40	us , and the kind of technology we have has
42:41	been with us for a while , Why is it
42:43	so difficult to bring it to maturity ? Well ,
42:46	there's a couple of things that are helping now ,
42:48	which is the Web is the biggest one . So
42:50	Web based computing makes it much easier for Sal Khan
42:54	to develop these lectures and distribute them not on CD
42:56	ROM but on online in the cost of computing .
42:59	The fact that you can get a $500 touch screen
43:02	that you can get a $300 laptop . So it's
43:05	just continued progress on bringing the costs of technology down
43:08	and continue improvement in efficiency of distribution . So 20
43:13	years ago , Khan couldn't have done what they're doing
43:15	because just to print all the CD ROMs and to
43:18	market those CD ROMs would be his entire budget .
43:21	And now we have to do is great work ,
43:23	and it's distributed for free via YouTube . Can you
43:26	imagine a day in which we can go to our
43:28	computer and watch movies ? No , Never gonna happen
43:32	. Bbd forever . Yeah , All right , John
43:41	, There's no money in another key thing to remember
43:44	in all this is we've got to think about measuring
43:48	schools and outcomes in a way far too much of
43:51	school reform has been anecdotal . We think the problem
43:55	is X . It's class size . It's teacher quality
43:58	. It's big schools , small schools . We've got
44:01	to do experiments . We have to measure schools .
44:04	We have to figure out why a school performs the
44:07	charter schools . Studies have been interesting . If you
44:10	look at charter schools early on in their life ,
44:12	they struggle Well , guess what ? Every new school
44:15	struggles you've got a new teacher corps . You're developing
44:17	a culture . You're getting a leadership team . All
44:19	new schools struggle . If you look at charter schools
44:22	that get through that infant mortality part and develop over
44:25	time , that's where you begin to see a difference
44:28	between charter school performance and non charter performance . So
44:31	we've got to be prepared to experiment . And I
44:33	know parents hate the idea that we're experimenting with their
44:36	kids , but we are doing it now . We
44:38	just don't tell them . So we need to face
44:41	up to it , evaluate the experiments , figure out
44:43	what works , figure out how to make great schools
44:45	across the entire country , I think , he said
44:48	, before you talked about it being anecdotal , which
44:50	is true , I would argue that worse than it
44:53	being anecdotal It's been ideological for a long time .
44:56	So we've had the left who thought it had to
44:58	go a certain way and keep people equal and not
45:01	have choice because some people were leaving and we had
45:03	the right . We thought it needed to be a
45:04	certain way , and it's all about choice . What
45:06	I think the future has to be . And this
45:09	is part of what I love about entrepreneurs and part
45:11	of what I love about leaders like Corey . We
45:13	have to become non ideological and very pragmatic , right
45:16	, and to be pragmatic , we need the data
45:18	right , but we just have to be open to
45:21	whatever is going to work . And if I thought
45:23	project based learning was the only way because it worked
45:25	for my kids . But I go into a school
45:27	in Newark and realize I can't do that right now
45:29	. They need computers to get basic skills and then
45:31	to do projects or whatever , like the ideology I
45:34	think , is part of what has held us back
45:36	, even on the front of technology , because there
45:38	was sort of an ideological belief that technology and education
45:42	was bad , because it would replace teachers like that
45:46	was really pervasive , and we're just getting past that
45:49	fear now , slowly because of a new generation of
45:53	educators who were . It's just so much more comfortable
45:55	with technology in their own lives . But it's not
45:58	, too , reads Point . We're not going to
46:00	flip tomorrow into all technology based . We're just seeing
46:04	a new openness . Finally , I think you want
46:07	to come back to this moment . But Claude ,
46:08	tell me , what's the evaluation at this moment of
46:12	the effectiveness of charter school ? Because it's been a
46:16	bit of sort of of evidence that they're not always
46:20	delivering that much better than public schools . I thought
46:24	that question might come up , so I did some
46:27	snooping and I mean , I I think , uh
46:30	, you know you The research is hard to evaluate
46:35	, and one , almost every single study has some
46:37	kind of flaw that can that can lead you to
46:40	disqualify it . But I I think the general conclusion
46:45	would be that some are extremely effective . Some are
46:48	not very effective at all , and some are completely
46:51	equivalent with with public why , why those that are
46:54	effective , effective , and why those that are not
46:56	effective , not effective . Uh , there I I
47:01	think there's a very interesting experiment going on in Houston
47:04	in that regard that may give us a clearer picture
47:06	of this . This is done by Roland Fryer ,
47:08	who has abstracted from the successful charter schools the five
47:13	or six principles that he thinks are critical longer school
47:16	days , weekends , longer school years , forms of
47:19	instruction . And Houston has allowed him to randomly assign
47:23	some schools to get these five things and other schools
47:26	to go on as they're going on now . So
47:28	I think that's the kind of research that President Hennessy
47:32	is referring to that we're going to need to give
47:35	a definitive answer to this question of And in a
47:40	sense , I think the question is misguided . I
47:43	think the significance of charter schools is their greater significance
47:47	. Is that their political ? They're opening up the
47:50	school system so that innovation has a chance that that
47:53	change can can be considered with without dealing with an
47:58	awful lot of regulations that have accumulated over a period
48:01	of time . So you have a greater freedom ,
48:03	and I think that's a really critical feature in a
48:06	public school system . We only have 5% of the
48:09	school in the United States are charter schools , and
48:11	they'll never really be the complete answer . But it's
48:14	important for a system to have the capacity to innovate
48:17	and to explore things . So I think that feature
48:20	of them makes the idea of Chartres valuable . Aside
48:24	from whether you could add how effective they are not
48:27	effective public schools better if they have competition , I
48:33	don't know . Absolutely why , why Absolutely higher education
48:40	competition Works . Stanford Competes against Berkeley . They went
48:44	in football and they win another thing . Mm ,
48:49	but we do . We compete . We compete head
48:51	to head with Berkeley for the best students , the
48:53	best faculty . We compete with institutions across the country
48:56	. I think it makes us all better . It
48:58	gives us all but not just public school of public
49:00	school but public school to charter school , public school
49:02	, to nonprofits who are creating different kinds of school
49:05	models . It's a good thing . Uh , I
49:10	no , when I need all the help . Thank
49:13	you , Kim . When you say charter schools will
49:15	not be the whole solution . That's like Thomas Watson
49:18	Jr saying the world market for computers is three .
49:22	Okay , which is it's a time frame reference .
49:25	So he was right in the short term , and
49:26	you're all right for this decade . Charter schools are
49:29	not the whole solution for this decade , but over
49:31	30 years , all public schools will need to be
49:35	run by non profits with good governance . And it
49:38	is the long term solution for governance . So just
49:41	watch out for being quote in the short term and
49:43	long term so you don't end up Cory . Are
49:45	you prepared to say that I'm prepared to say that
49:48	that that what charter schools have done and by the
49:50	way , there's charter schools I love what ? What
49:53	Dean still said is that they run the gamut .
49:55	I've seen charter schools in my city that are the
49:57	height of educational excellence , their cathedrals of learning .
50:00	And I've seen charter schools that are really , really
50:02	bad and that I asked my commissioner . Education is
50:06	shut down . But what ? What charter schools have
50:08	done is a challenge the pernicious , uh , bigotry
50:13	that all Children cant learn . And and so they
50:17	are creating towering testimonies that we are not doing good
50:21	enough and that one to systematize great education . We're
50:25	gonna have to find a model that works and can
50:28	be sustained over long periods of time , and that
50:31	is sort of the tumultuous cauldron of conflict that's going
50:34	on . But what do you think that model will
50:37	look like ? You said we have got to find
50:40	the model . I think the model in Newark and
50:42	what we're going for is having a system that is
50:44	open where the parents have a choice over numerous models
50:48	of what's best for their kids . And so there
50:50	are models that , you know , people have been
50:52	pooing , Uh , education that's focused on trades and
50:56	skills will have those choices . They'll be models for
50:59	high achieving kids , and by the time they finished
51:01	high school , they can get two years of their
51:02	college education . And so so how those are governed
51:05	that this sort of portfolio model is to me ,
51:08	it should be governed by the schools popping up that
51:11	are best for their kids interest and whether read is
51:13	right or there is some hybrid of that . At
51:17	the end of the day , we can we cannot
51:18	be loyal to a distribution mechanism , district , school
51:23	, non profit , whatever we have to be as
51:26	a nation loyal to the results are produced for our
51:28	Children . Simple as that I , I would agree
51:33	, agree with that . I think the governance theory
51:36	that Reid is adhering to is one that I'm really
51:38	excited about because it allows for all this innovation ,
51:41	whether it's the complete solution forever , I'm not sure
51:44	. And one of the real problems , I think
51:46	at this point is finding enough really good educators to
51:50	run these charter schools . Uh , it's not as
51:53	if they're just lined up somewhere there to create them
51:57	. I think that's where schools of education entered the
52:00	picture , that we need to to seriously , uh
52:03	, augment the training that we make available for school
52:07	leaders . That's going to be critical to any of
52:09	this development . New Orleans is the great test example
52:13	of what you're talking about , because in New Orleans
52:16	the charter schools educate about 70% of the Children in
52:20	New Orleans , and it's been an educational renaissance throughout
52:23	the city . And there's all different . There's Kip
52:25	. There's a whole wide range of different charter schools
52:28	, and not every single charter school is excellent ,
52:30	just like not every college is excellent . But on
52:32	balance , the skinny is The city of New Orleans
52:35	has gone from one of the lowest performing Urban's 10
52:38	years ago in the entire nation to solidly in the
52:41	middle of the pack and rising . And so New
52:43	Orleans is the laboratory for urban reform , where nearly
52:47	every child is in a charter school . Say Corey's
52:52	point about portfolio and it fits with greed is the
52:56	thing we haven't said about charter schools is a charter
52:59	is a contract . It is a compact to perform
53:02	, and it fundamentally turns around your sense of the
53:05	school's permanence , right ? The problem with district schools
53:08	because their district schools that are terrible , too .
53:10	And guess what ? They've been around for 30 years
53:12	and nothing's happened to them with a charter , You
53:15	said you have the state close them down , right
53:17	? That is the deal with charters . We make
53:19	an agreement with you as the public that you will
53:22	do what's best for kids , and if you fail
53:24	, it is understood that the school will then be
53:27	closed down . So that's a totally different thing when
53:30	you look at the spread of them because we can
53:32	close the bad ones down and then the last piece
53:34	around that they give us this opportunity for aligning people
53:38	and innovation . I'm glad you brought up the leadership
53:40	point because all these things we're doing are sort of
53:43	on the small scale and a little bit on the
53:45	margin , as we've said . So I'm hopeful about
53:48	them . But I don't want to put the blame
53:50	entirely on schools event , and I'm happy to hear
53:52	what you're saying , Dean Steel . But our schools
53:55	have that are broken . We are not preparing teachers
53:57	or principals or administrators for this new future we're talking
54:00	about . We had a conference last week for hybrid
54:03	learning like Rocket Ship to talk about what's working .
54:05	There's another great example . Carpe diem and all these
54:08	folks who are trying this blended model with computer based
54:11	and richer instruction are doing it themselves . They have
54:14	nowhere to go to get teachers and principals who have
54:17	been prepared for that environment . And that's a shame
54:19	We have to fix that . Yeah , I want
54:22	to come back to South . I mean , you
54:24	have a model . I mean , you suppose the
54:26	god powers that be an education , said young man
54:31	. You've done a quite good job , and we
54:32	appreciate what the Khan Academy's come designed . The model
54:36	of the future for us in terms of how we
54:38	educate our Children , because when we see in these
54:41	movies about the lotteries that will enable in a parent
54:44	to put a kid in another school and the sheer
54:46	conviction they have , that the decision that takes place
54:50	here will determine my child's life right now . So
54:55	I think the first step is some of what we've
54:56	already talked about having real differentiation . That's where technology
54:59	comes into play , where you really mastered things before
55:01	moving on . But I think the more systemic thing
55:03	that really could happen at the policy level is our
55:05	entire conversation . Charter , public , private , whatever
55:08	we talk about K through 12 education , then we
55:10	talk about college degrees and implicit in those two words
55:13	are kind of seat time , 13 years of seat
55:16	time that another four years of seat time . Or
55:18	it might be more than four years of seat time
55:20	without anyone ever thinking about Well , what have you
55:22	learned over those 12 years and then those four years
55:25	? So I'd like to see a reality and in
55:26	some states are experimenting . Oregon's , I think ,
55:28	the leader here , where the achievement based mechanism where
55:32	, however you learn something , whether it's you know
55:34	, at the community college , at a four year
55:36	institution on Khan Academy or from your from your dad
55:39	, you can go take a take an exam .
55:41	And once you take that exam , no one's gonna
55:42	force you to sit in a year and in that
55:44	classroom . And I'd like to see a rally where
55:46	that happens K through 12 and at the university level
55:48	. I think it's actually even more powerful at the
55:50	university level because everyone is telling , we'll get go
55:53	, get a degree , go get a degree .
55:54	And we know there's a trillion dollars in student debt
55:57	and the return on that debt isn't clear . I
55:59	mean , if you go to Stanford , you're gonna
56:00	get the return . But if you go to some
56:01	other , you know , there's thousands of universities and
56:05	it may not be valid . Victoria , the minute
56:10	I was no , no , no , I won't
56:12	clarify that . I'll just let that hang . But
56:14	the , uh , I lost my train of thought
56:18	, but the you would . But I would I
56:21	would I would like to see realities right now .
56:22	You have . You were telling this narrative to students
56:24	, many of them who are underprivileged students and go
56:26	to college . They're taking these loans . They're not
56:28	working for four years and then they leave . And
56:30	their their job they're getting isn't better than what their
56:32	dad or mom got with just a high school diploma
56:34	. And so what I say is decouple the credential
56:37	from the learning experience . So if I learn on
56:39	the job how to do network security or if I
56:41	if I learned from contacting the community college , I
56:43	can go get a credential . And what that does
56:45	is then the cost isn't the cost of a campus
56:47	. The cost isn't the cost of professor salary ,
56:50	maybe the research and all that . The cost is
56:52	the cost of the assessment , and it could be
56:54	a deeper assessment than what we're doing right now in
56:56	universities . And the second level of that is the
56:59	value of a degrees . It's signaling mechanism to employers
57:02	that , hey , this I'm employable . And if
57:05	you have a Stanford degree , that's a super strong
57:07	signaling mechanism . But if you could go to the
57:09	local community college and you could understand the material as
57:12	good as a Stanford grad , but and you've got
57:14	went into debt for it , but that signalling thing
57:16	that you got that credential is not going to carry
57:18	the same weight . And so if you actually had
57:20	nationwide or internationally recognized college , you know , you
57:23	have things like AP exams you have . Why not
57:25	do it ? For every class that you have in
57:26	college that anyone can take without having to take an
57:29	AP Examiner ? And I think you you start to
57:31	put things up . Let me let me raise one
57:33	question . I'm gonna go to some other issues .
57:35	Claude Universities are a place where kids people come to
57:40	learn . They're also research centers is the part is
57:44	the Education Department here a place that is trying to
57:49	assimilate the best information that you can find to look
57:52	for . Where is our future ? Is that part
57:55	of the role that you envision department ? I'd love
58:00	to see us think about education schools like we think
58:03	about medical schools or , like we think about business
58:06	schools , that these are areas where there's almost no
58:09	question that that research is absolutely critical to good practice
58:13	. We wouldn't want a doctor who somehow thought he
58:16	could make decisions on the basis of his gut .
58:18	We want them to be informed and trained and skilled
58:21	. And I think in the in the area of
58:24	education we need the same kind of relationship to schools
58:27	to high quality education schools . I agree there aren't
58:30	enough , uh , there that we do need to
58:33	extend that capacity as a society . We need to
58:36	recognize the significance of this enough to extend that kind
58:39	of capacity . We haven't done that , but we
58:42	do have some great ones . This is a great
58:43	one . Uh , and I I think we can
58:46	. This is one of the things exciting about being
58:49	here Is that is that it really can model how
58:53	education school can position itself in this new era ,
58:56	this new moment of reform and the kind of political
58:59	space and and sort of societal recognition of education that
59:03	that's happened . I think we need to This is
59:06	the moment for Ed schools to emerge in a sense
59:08	, because I think they do make this contra .
59:10	So Charlie Kim mentioned this point about ed schools not
59:13	necessarily serving all our country well , but this is
59:16	where research can really make a big difference . For
59:18	example , we know the teachers vary dramatically in quality
59:23	. The next question is well , what makes a
59:25	great teacher versus what makes a not so good teacher
59:28	? Can we figure out what that underlying mechanisms are
59:32	? And then can we go out and improve the
59:34	way we educate teachers ? So we have more great
59:37	teachers out there rather than teachers are not very agreed
59:39	. But to all of you . 123456 All of
59:43	you agree that you probably could define what makes a
59:47	great teacher . Have we heard that conversation here ?
59:50	I've asked that question . Do you read ? Do
59:54	you think you know what's a great teacher ? No
59:56	, I think it's really students specific . Um ,
59:59	there's a There are teachers that connect teachers connect with
60:03	various percentages of their students . Great teachers connect and
60:07	inspire the vast majority . Even quote not good .
60:11	Teachers often connect with a few of their students in
60:13	a special way . So , you know . And
60:16	I think that's probably like medicine and the relationship with
60:19	doctors , too . So I don't , um I
60:23	don't think it's you can . It's Teaching with humans
60:26	is very particular to the engagement style , and and
60:30	it's a unique relationship . Kim teach for yes ,
60:34	quote . I think maybe that's not quite the right
60:37	question because I think there are a lot of at
60:39	least a good number of ways to be a great
60:41	teacher , just like a great basketball coach or a
60:43	great CEO . We wouldn't think that there's a single
60:47	list that you check off and say that one is
60:49	great and that one isn't great because we've all had
60:52	teachers who were great and different in different ways .
60:55	Uh , and I think it is . It's ,
60:58	unfortunately a more conditional phenomenon , and and it depends
61:01	on the students . You're teaching the circumstances under which
61:06	you're doing it . Some people are tremendous in one
61:08	circumstance , maybe not so good in another . I
61:11	think that's right . I guess I'd say two things
61:14	at base . We all , just from common sense
61:17	, recognize good teaching and there are some characteristics that
61:20	all good teachers share . I think in terms of
61:22	knowing their subject matter and having the energy to get
61:25	momentum for their kids and paying attention to where the
61:27	kids are at . So I do think we know
61:29	the basic fundamental building blocks and then I think what
61:32	Claude and readers saying is right that on top of
61:34	that , different contexts require different applications . So ,
61:38	like what you do online versus what someone does a
61:40	kid versus high tech , I It's different . So
61:42	what I would say comes from that is part of
61:45	what we learned in starting teach for America is that
61:47	what we were sorting out of the teaching profession was
61:50	an internal locus of control , a sense of leadership
61:53	, a sense that they could change what was going
61:55	on around them . We have to make sure that
61:57	comes back , but then have different paths forward for
62:01	different contexts . So what is your experience That teach
62:03	for America told you about great teachers , that other
62:09	than the fact that they're different qualities that are reactive
62:12	to different circumstances , that's a given . Great teachers
62:15	have what Marty Seligman calls learned optimism , and they
62:18	teach their kids to have that . It has to
62:20	do with tenacity . And this great researcher at Penn
62:23	, who calls it grit right . They know how
62:25	to bring that out in their students and inspire and
62:27	motivate while at the same time being incredibly good at
62:31	keeping their kids on task and making sure academic progress
62:33	happens . So that's what I think we learned at
62:35	FIFA , and I think The other thing we learned
62:37	is when you recruit great people who are passionate ,
62:40	it doesn't take that long to get them to be
62:42	good teachers like they don't need 10 years . They're
62:45	not going to be great their first year . They're
62:47	going to struggle their second year . But they can
62:48	be great teachers their third year , and we just
62:51	have to factor that into the way we're bringing people
62:54	into this profession . Many of your teachers that teach
62:56	for America state more than two years , 60% of
62:58	teach for America , a lump stay in the profession
63:00	and there's 24,000 alums out there . So one is
63:04	a state , Um , senator in in Colorado ,
63:07	leading school reform , Um , Commie , your superintendent
63:09	in Newark . It's a teach for America . I
63:11	mean , they're everywhere , and they were precisely brought
63:14	into the profession for their their smart , their enthusiasm
63:17	, their dedication to be leaders , some of whom
63:20	are leaders in the classroom . Still , which is
63:22	great and some of whom are leaders as superintendents or
63:24	other positions will come back to John the second one
63:27	, Corey . It is if in fact , we
63:28	could figure out a way to understand the dynamic between
63:33	student and teacher , that the big gift that gets
63:37	us a long way to creating the kind of education
63:40	system that will change America and define the future rather
63:44	than the system defining us . Yes , yes ,
63:47	I agree with that . And then that's the basis
63:50	on which we can go back to ed . Schools
63:52	particularly remember most . Most of our ed schools are
63:54	undergraduate four year programs . People are getting a bachelor's
63:57	and going out becoming a teacher . But what happens
64:00	? They go through that . They take a lot
64:02	of pedagogy . They take a lot of basic knowledge
64:04	, and then maybe when they're a junior senior ,
64:07	we start to put them in a classroom that's too
64:09	late . I mean , that's like saying to a
64:11	doctor , We're going to educate you for four years
64:13	of medical school . But it's only in the last
64:15	year . You can ever go into a patient's room
64:16	and understand what their problems are . We need to
64:18	move that up . We need to understand how to
64:20	educate and train them and choose the people that have
64:23	some of the innate characteristics that will make them great
64:26	teachers early . Uh , Mark Zuckerberg gave you $100
64:30	million . I wish he gave me $100 million .
64:33	Uh , but he didn't . He didn't do that
64:36	at all . I just thought it made it more
64:37	interesting question . Thank you . Uh , so the
64:42	New York Mhm define the grant . Well , first
64:46	of all , I want to . I mean ,
64:47	this is the A conversation like , this is really
64:50	critical , but the question should be What are we
64:53	as Americans ? Is this another time where we are
64:55	allowing democracy to be a spectator sport ? We're all
64:58	sitting on the sidelines . Let's hope they figure out
65:00	education . Um , it will never succeed . And
65:04	everybody is a philanthropist . And if you can't give
65:07	your money , you can give your spirit your time
65:09	, your energy . I am where I am today
65:11	, because the ravages of poverty and and something that
65:15	really hasn't come up that much as a point of
65:17	conversation . Um , but there are so many challenges
65:21	that people who are have been stuck in this nation
65:24	, and there are millions of people that have been
65:25	in generations of poverty , often sometimes young people raising
65:29	young people who then raise young people . I'm here
65:33	today because there was a conspiracy of love that wrapped
65:36	around my father , who was the third generation in
65:38	poverty . Um , that helped him get on the
65:40	right track and get involved . And there's many ways
65:42	that we all should be getting involved because this problem
65:45	won't solve itself . And so what I've seen around
65:48	this country is that some of the people that have
65:51	been able to stimulate great change in education and Saul
65:55	is experiencing this are these venture philanthropists people who realize
66:00	that way that I do start up companies I invest
66:02	. Why I'm not focusing my philanthropy in helping to
66:05	cede innovation and change , uh , in the public
66:08	space . And I see this as I work on
66:10	prisoner reentry issues as I work on lowering health care
66:13	costs and getting better health care . It is this
66:15	the powerful ability of venture philanthropists and social entrepreneurs who
66:20	come together often working in partnerships . Mark Zuckerberg is
66:23	one of many of these , uh , sort of
66:27	geniuses that sort of get this , that I can't
66:30	sit on the sideline in this democracy and hope the
66:32	government officials figure this out . I'm going to find
66:35	ways to see innovation . And so , you know
66:40	, he he took time to research what was going
66:42	on around the country and found himself in great reverence
66:46	of the Teach for America's The Kips , all the
66:49	different models . But but his theory was , What
66:51	let me if we could find a way to take
66:53	school systems around the country , there are manageable .
66:55	New York City has 1.1 million school age kids .
66:58	But what about a New Orleans or D C or
67:01	new work that have 45 school age kids ? What
67:04	if we can then take our philanthropy and pulled together
67:06	the best ideas from the country and focus them in
67:09	one part to really advance the reform ? And then
67:11	now , 10 years from now , everybody's saying ,
67:13	Well , wait a minute . Maybe New Orleans has
67:15	a point here , the way they're managing things .
67:17	Maybe Washington , D . C . Has a point
67:19	, or Newark has a point . So what we're
67:20	doing with his philanthropy matching with other venture philanthropists ,
67:24	matching it with social entrepreneurs is trying to be a
67:27	place in America where we're taking all the great ideas
67:30	that we know are working because your other question I'm
67:32	glad you didn't get to me about what it takes
67:34	to be a great teacher . if we asked Let
67:36	politicians decide what it takes to be a great teacher
67:39	. Uh , we are going to really stay stuck
67:41	where we are as a nation . We need to
67:42	find the people that actually know the most dangerous thing
67:47	in America is politicians who think they know the answers
67:50	to everything . Um , um , so so we're
67:56	looking at a very evidence based model of what is
67:59	working . We want to bring it to Newark .
68:01	We want to move the needle and let the light
68:03	and the hope that we generate in Newark castaway shadows
68:06	and other places and go viral . The reason I
68:08	didn't get to you because Claude told me was a
68:10	stupid question . Okay , It's a learning experience to
68:16	be here . So let me talk about the venture
68:19	philanthropists on the on the end there . Yes ,
68:22	please question for salt , which is when you think
68:25	about five or 10 years from now . High school
68:27	maths illustrate for us what that might look like in
68:31	a Khan Academy school and then for President Hennessy .
68:34	How can Stanford get departments to collaborate between computer science
68:39	, psychology and education to pull off this kind of
68:42	vision ? So what would it look like in five
68:44	or 10 years . Actually , there's a little bit
68:45	of collaboration with Stanford Med school already , and you
68:47	can talk about that . But the you know what's
68:50	exciting is you know , as soon as we start
68:52	talking about every student learning at their own pace and
68:53	and mastering concepts before moving on , it actually blows
68:56	open everything that we assume about a classroom . Because
68:59	now , if everyone's at their own pace , why
69:01	do you have to separate them by age group ?
69:02	Now you can have older students , younger students .
69:04	They can tutor each other , mentor each other ,
69:06	give them responsibilities well before we give them responsibility right
69:09	now . Why do you have to separate ? You
69:12	know , right now we have one teacher , 20
69:14	students , another room , one teacher , 2030 students
69:16	. Why not have two teachers and 40 students ,
69:18	three teachers and 60 students , and they can each
69:21	play to their strengths and and we've already started .
69:23	There's Marble Academy , which is a very I guess
69:25	, you know , posh all girls school in Los
69:27	Angeles . And we said I will do a pot
69:28	with you guys if you do something crazy and what
69:31	they're doing is seventh grade through 12th grade girls ,
69:33	all in one room . Some are officially registered for
69:36	calculus . Some are officially registered for algebra , but
69:38	they're all in the same room together , all learning
69:40	at their own pace , altering each other . We
69:41	visited . It's it's unbelievable to see the 16 year
69:44	old girls be the T . A s for the
69:46	14 year old girls for the T A s for
69:48	the 13 year old girls , and you have an
69:49	amazing math teacher . So I I imagine a reality
69:51	five years from now , 10 years from now .
69:53	And actually , there's no reason to even have math
69:55	class . Be separate from physics class from chemistry class
69:57	or from computer science class because they're all related .
70:00	And so I imagine a reality where Jim can be
70:05	related . Jim , Jim can be very related .
70:08	At least you can do it online . We're looking
70:11	at we're thinking about doing something , but if you
70:13	do enough problems , you can make you do jumping
70:15	. I'm serious , like we're dumping Jackson to get
70:16	your blood blood , but the thing is probably the
70:19	right person to say you can't do it . I
70:23	might have to have the credibility into , but I'm
70:26	working on that . But yeah , I imagine one
70:28	essentially almost a reversion to a one room school ,
70:31	but it could be a larger , epic room where
70:33	kids of all ages are working at their own pace
70:35	of different subjects . And this is the important thing
70:37	you're freeing up time . And I talked to a
70:39	gentleman who was earlier in one of the early Facebook
70:41	founders yesterday , both him and myself . There's no
70:44	creativity , like everything we're talking about . This whole
70:46	discussion is about 21st century . 21st century jobs are
70:49	all about creativity they're not about Can you do it
70:51	in a girl ? Can you do ? Those are
70:53	important , but there can you Can you start with
70:55	a blank slate and create something that never existed ?
70:57	Now there's no gatekeeper . If if you can do
70:59	it , it will be used . And , uh
71:01	, what we see is we you You have this
71:03	one room schoolhouse , everyone working at their own pace
71:07	, and it's freed up time so that if a
71:09	kid it's crazy right now . If a student if
71:11	1/5 grader says , you know what , I'm really
71:13	interested in proteomics . I want to do a month
71:16	of like deep research and proteomics . We have to
71:19	say no , you have to go back to the
71:21	fractions right now or if I if my son is
71:23	in school right now and I have an opportunity to
71:26	travel to Europe for a month and I want to
71:29	say no , we can't take them to Europe Right
71:30	now he's learning fractions , and the reality is how
71:33	cool it would be . Everyone's learning at their own
71:35	pace . Year round . Continuity . You have a
71:37	narrative through years . You want to go to Europe
71:40	. Fine . You can learn on the plane while
71:41	you're there , and by the way , there might
71:42	be another school in Europe that you can just show
71:44	up there . It's and , uh , I think
71:48	it's going to change . And I think I think
71:50	the Khan Academy has inspired a lot of people to
71:53	think differently about education . We we had three of
71:56	our faculty members starting experiment this fall . Um ,
71:59	they put their courses online . They're all online ,
72:01	the quizzes , the homeworks and everything . Three courses
72:04	in computer science . They have 100 and 80,000 students
72:09	registered worldwide . Taking these courses right , so it's
72:12	changing , it's changing and it will change and I
72:15	think once this picks up pace , it's like a
72:18	lot of things . Once it picks up pace ,
72:20	it's going to move very quickly . I want to
72:21	come back to the socio economic issue and the poverty
72:24	issue . There is a growing disparity in income in
72:27	the United States . What impact is that having on
72:31	the education of our young people ? Of course .
72:36	Look , I mean , I mean , this is
72:38	we're getting We're afraid to talk about things in this
72:40	country that are are things we need to be confronting
72:44	more heads on . We are , We have the
72:46	tragedy of my generation , the first generation America that
72:49	could . And I think it's a choice we can
72:50	go either way have the first generation where our Children
72:52	have lower literacy rates than us , a generation where
72:55	the real income of the middle class in this country
72:57	is lower , uh , than the generation for us
73:00	and the country that's going to have a greater generations
73:03	going to see a greater stratification of income , which
73:06	really hurts the people at the top . It drags
73:08	down the whole economy . If we don't address this
73:11	and the problems that I see on a daily basis
73:14	, of people who are the biggest believers in this
73:16	democracy or Ernest Americans who play hard by the rules
73:20	but have punishing problems that many people don't even think
73:25	about . We talk about technology and how kids are
73:27	, uh , easily . This is a generation where
73:29	kids oh , they get on computers . They can
73:30	do things their iterative . But the large portions of
73:33	populations in cities don't have access to the Internet .
73:36	They're not computer literate , they're not engaged in that
73:38	way . And and so I sat down with this
73:41	amazing group of , um , early tech companies here
73:45	the other night . I was blown or I had
73:47	gotten off the plane . I was jetlagged . They
73:49	blew the doors off of my imagination of mind about
73:51	what's possible , these tech companies . But one guy
73:54	was talking about how you're going to democratize tutoring and
73:57	talked about the availability of tutors and all I could
74:00	think about when he was saying this about driving down
74:02	the cost of tutoring and accessibility . But I'm saying
74:04	my kids in Newark don't have access to those computers
74:08	at home to be able to get that kind of
74:10	information , so we're just not thinking about this is
74:12	a problem that we're all invested in , and it
74:14	is undermining the productivity , the G d p ,
74:17	the success and the dream of our democracy . How
74:20	do we How do we bridge the gap between ideas
74:24	and action ? A great example of ownership and deliverance
74:28	of this public private partnership is , um The Obama
74:31	administration worked with Comcast as part of the acquisition of
74:35	NBC , and one of the terms of that agreement
74:38	was that Comcast would offer $10 unlimited Internet , two
74:42	families that qualified for free and reduced lunch in schools
74:46	. So there was a clear test , and now
74:47	they've rolled this out through San Jose and for ,
74:49	say , rocketship schools , their their families don't have
74:52	Internet at home , and now they do okay ,
74:55	because at $10 a month , um , Comcast is
74:57	doing this . So for Comcast to build some goodwill
75:00	, Um , for the administration , it's a great
75:02	victory and for millions of families are going to be
75:05	able to access the Internet at high speeds that weren't
75:07	able to . Now that's just in the Comcast footprint
75:10	. I guess in Newark , you're not a Comcast
75:11	city , so you know I want to go home
75:13	and talk to Cablevision are very serious about that .
75:17	I'm sure you are sure you are . So the
75:22	point I want to make is that really weighs heavy
75:24	on my heart is I know what it took for
75:28	my father to break out of poverty , and it
75:30	took ordinary Americans who did some extraordinary things . And
75:35	right now in America , there are single mothers .
75:38	We're working two jobs , sometimes more , can't be
75:41	there to check their kid's homework there blamed their blamed
75:43	for the problems of their kids . But they're struggling
75:45	in this America , and there are thousands of kids
75:48	right now that these single parents have put on a
75:51	waiting list for big brothers and big sisters . Right
75:53	now in America , there are thousands and thousands of
75:55	kids waiting for people like in this room to be
75:58	mentors . But people it only takes four hours a
76:01	month . In fact , there's now I'm entering where
76:03	you don't even have to see the kid face to
76:05	face . But you can . You can now get
76:07	involved . But yet we , as Americans allow our
76:09	inability to solve these big problems , uh , to
76:12	to to make us unable to do something small towards
76:16	solving them the amount of time you spend watching your
76:19	favorite TV show , and I know the favorite ones
76:20	out here in California , Jersey Shore , Jersey Licious
76:23	and Real Housewives of New Jersey . Um , you
76:27	give up your favorite TV show for one month and
76:30	mentor kids , you can break a cycle of poverty
76:32	. You can lower criminal rates . You do that
76:34	. So So why aren't we doing that ? If
76:39	this is the greatest crisis in our country , like
76:41	like World War two , like like the civil rights
76:43	movement where people were leaving their Hamlets where people were
76:46	doing things are extraordinary . This is going to kill
76:48	American , the American dream . Unless more average Americans
76:52	do those kind of acts of kindness , decency and
76:54	love that ultimately are small investments and commitments , they're
76:56	dying . So , Charlie , I think this is
76:58	simple . This is about American values and American ideals
77:02	. We owe every single child in this country the
77:06	opportunity to have a great education , and I don't
77:08	care what their parents do , what race they are
77:10	, how much money they have . We owe every
77:12	single kid , and that will be the only way
77:15	we can maintain high quality jobs and close the income
77:19	gap is by getting kids educated and prepared to compete
77:23	in this global economy . I just want to stick
77:26	in that While we're so focused on the sort of
77:29	cognitive side of the of the student , I think
77:33	we also need to focus on the social development and
77:35	to recognize that extracurricular activities , gym music , art
77:42	. A lot of a lot of kids , uh
77:46	, excel that way , and and they and they
77:49	learned some of the critical things that we're finding are
77:52	really predictive of , of sustained success in life ,
77:54	this grip that I'm not sure you're saying this point
77:57	, but I mean , it's always been apparent to
77:58	make you know there are certain homes . And where
78:01	do we bridge this gap ? The certain homes in
78:03	which music and and culture all part of the home
78:06	as well as love . And there's certain places where
78:09	love is part of the home but is not as
78:10	much , uh , culture . And how do we
78:13	transfer ? How do we How do we bridge that
78:15	gap to to bring those things that make you fully
78:19	alive as a point in this ? Because I see
78:22	kids that are now the music programs are being cut
78:24	. I'm out there chasing for instruments . I see
78:27	the cost of even , you know , football was
78:29	my pathway to places like Stanford seems athletic programs starting
78:32	to cost more and more money , which are which
78:33	are further bifurcating our country and to lose the arts
78:37	in school . I mean , to me , that
78:40	is as far as America is concerned , that is
78:43	catastrophic . Okay , let me raise this question at
78:45	this time because we have only about 10 minutes .
78:47	Last , um no Child left behind in the Bush
78:51	administration road to the top in the Obama administration .
78:55	What is the role of the federal government and the
78:59	environment we live in today when we are at an
79:02	inflection point ? Uh , in education , John .
79:07	Well , I think that's an interesting question . Traditionally
79:09	, the federal government has not been involved in K
79:12	12 education . It hasn't been their territory , on
79:15	the other hand , to try to develop a set
79:17	of programs that would allow states to learn from other
79:21	parts of the country by promoting experiments by trying to
79:25	recognize what works and helping to share that more broadly
79:29	, that's the role of the federal government could play
79:31	. I think everybody's a little nervous about having them
79:33	come in and write the detailed rules for school districts
79:36	. It's never been the way we've done things in
79:37	this country , and I don't think it works very
79:39	well . But this other global role of trying to
79:42	figure out best practices and encourage the development of best
79:45	practices would be a great thing for the country .
79:48	The role of the federal government should be to invest
79:50	in technology like they do through NIH , which has
79:53	been transformative over the last 50 years in medicine .
79:56	And if that same approach was invested , a lot
79:58	of universities gives all con 20 good competitors , Um
80:02	, and put that money in the technology expected to
80:05	wear . You thought he was going , you know
80:10	, gets out . That's it . As a dean
80:14	, I would love to see the federal government put
80:16	a lot more money into scholarships , fellowships for teacher
80:19	training and leadership training . Yeah , I think .
80:24	Traditionally , the federal government's role has been to provide
80:28	funding and incentives to make states do the right thing
80:31	, particularly around civil rights issues . Right , so
80:33	we've seen Title one . It hasn't been perfect ,
80:35	but I think we have to count on the federal
80:37	government to do that because we've seen we can't count
80:40	on the states to do that . So I would
80:41	say a combination of investments in innovation for both technology
80:45	and preparation , because we have to retool everything assessments
80:50	, which they are doing through race to the top
80:51	, because we have to recreate those , um so
80:54	places like that where a federal investment could allow a
80:58	number of states to come together like they are with
81:01	the common core standards to make what comes out of
81:04	it 40 times better than asking all 50 states to
81:07	design their own assessments or their own , whatever that
81:10	should be . The role of the federal government to
81:11	create the technology is the new training programs , the
81:14	innovation that we don't need all 50 states to go
81:18	out and reinvent the wheel , and we just have
81:20	learned we can't count on the States to kind of
81:22	get together on their own . So I would focus
81:24	their funding on innovation in the critical areas of assessments
81:28	technology and totally retooling preparation because it's broken in in
81:33	in in this question has to do with a sense
81:35	of urgency and inflection point . This is an issue
81:39	that touches so many families . It's the quality of
81:41	the education because we grew up in this country believing
81:45	that our Children would have a better life than we
81:47	did . Uh , and because of of education ,
81:50	primarily an opportunity primarily and and all those other things
81:54	hard work and creativity and all those kinds of things
81:57	. Um , And if that is the reality ,
82:00	what is it necessary today ? In a sense to
82:03	take us the step forward , uh , to make
82:06	sure that we create that and do not have ,
82:09	uh , k 12 system , define who we are
82:12	, and we define what it can be . Uh
82:15	, start with salad and then we'll close with President
82:18	. Yeah , I think it's it's really I'm asking
82:20	for a kind of summing up sense of what we
82:23	need to do today to make sure that we have
82:25	the urgency , uh , and the and the goal
82:29	and that we know the ideas and we make sure
82:31	they're implemented . Yeah . I mean , I think
82:34	it is to a large degree , kind of a
82:36	more instead of , you know , it is this
82:38	achievement based and and actually I'll take a step further
82:41	. It is to actually even framed the question in
82:43	the right way is that you know , we've talked
82:44	about K through 12 . We talked about college degrees
82:47	. Those aren't the ends . Those are means to
82:49	an end . And the real end is a productive
82:51	, happy life . And I think I would love
82:54	the conversation . But how do we get more people
82:55	to have a productive Happy ? I think it's Bhutan
82:57	that has a national happiness index or something like that
83:00	, Uh , which actually makes a lot of sense
83:02	, Uh , and and and And so I think
83:05	when you frame when you frame the question that way
83:07	, it puts a lot more into play of like
83:09	, Well , maybe they're alternates to a college degree
83:11	. Maybe they're alternates to a high school degree .
83:13	Maybe the way to solve the dropout problem instead of
83:15	forcing a student to stay in a seat for 13
83:17	years . Maybe you say , Hey , if you
83:19	achieve these goals by the time you're 12 , you
83:20	can leave . You can go do something . I
83:24	think I think I think it's all about about framing
83:26	the discussion that way . No . Come into John
83:29	last . Oh , sorry . Look , I just
83:32	want to sort of do politicians often do not answer
83:35	your question directly . And , uh uh , this
83:39	is gonna be the last time I'm speaking . I'm
83:40	just before you do it , I want to tell
83:41	one quick story about him so and one more of
83:44	my sense of commitment to Stanford . He and I
83:46	were at an event in New York . Uh ,
83:48	and his father was in the audience , and I
83:50	said to his father , Um , let me just
83:52	get this straight . You know , you through love
83:54	and happiness and and encouragement and being a great parent
83:58	, you created the sun . Who are you and
84:00	your lovely mother created a kid that went to Stanford
84:04	, Got this fine education , then went to Oxford
84:06	, got this fine education as a Rhodes scholar and
84:08	then went to Yale Law School and Brinks . I
84:11	mean , and companies were backing the truck up to
84:13	his door , saying , We just want you to
84:15	go do whatever we do , and you will be
84:18	a happy man . And he ended up in a
84:21	tent in Newark because because he thought that was a
84:26	place that he could stand to make . Change was
84:29	fighting injustice , and his dad and his dad said
84:32	to me , it couldn't have been better . Mm
84:39	, Mhm . Just for my final comment , we
84:44	we see so many panels , uh , in a
84:48	in A settings like this , reunions on TV ,
84:51	ted talks and the like , and I just really
84:54	hope that people realize that change will never happen .
84:56	Um , by watching it , it only happened by
84:59	participating in it . And if we all left here
85:01	today and said I'm gonna take one action differently than
85:04	I didn't I didn't do last year . Um ,
85:06	I can be a part of this because to me
85:08	, the crisis in America is so underestimated right now
85:12	. Uh , and Langston Hughes said it best missile
85:14	, and he said , There's a dream in this
85:15	land with its back against the wall to save the
85:17	dream . For one , we must save it for
85:19	all . We must make this democracy available for everyone
85:23	, Kim . But mm . Mhm . Well ,
85:28	first of all , say it's never fair to ask
85:29	someone to follow Corey , so that's not fair .
85:32	Um , I would say a couple things , all
85:35	the sort of tactical strategic things we've already put on
85:38	the table . I just want to check those boxes
85:39	again and then say , um , much of the
85:42	work I do is leadership development and because we are
85:46	trying to completely recreate a system and reimagine the system
85:49	and create the technology for it and recreate schooling and
85:53	get beyond schooling that people were doing a dismal job
85:57	of investing in the people . Like , as Reid
85:59	said , We can't grow these great charter system because
86:02	we don't have the people to do it . So
86:03	I would say to all of us think about doing
86:08	this work and to those who are philanthropists , think
86:10	about supporting the people who are doing this work the
86:13	leaders we need to create this next generation because we
86:17	we can't get there without , you know , 100
86:20	x of the people who are sitting here on the
86:21	stage . The core is in the cells of the
86:23	world . So in addition to the technology and reimagining
86:27	and mastery all those things , I would just make
86:29	sure we come back around to remember however we conceive
86:32	of it , including using technology . Education is fundamentally
86:36	a human endeavor and always will be . And we
86:39	have to get more great , amazing , inspiring people
86:42	to step up and join this struggle . And now
86:47	yes , exactly . Yeah , go ahead . I'm
86:50	enormously optimistic because there's more change and more broad thinking
86:54	than there's ever been . An education reform Education has
86:57	been perceived to be in crisis in this country about
87:00	every 10 or 20 years since its beginning 1910 100
87:05	years ago . College presidents , Ivy League presidents all
87:08	got together to figure out how to solve the disaster
87:11	of the American public school system . 100 years ago
87:14	. We saw it after Sputnik in 1957 . We
87:17	saw it in a nation at risk with Ronald Reagan
87:19	. But every time the problem has been there ,
87:22	tinkering with the system 2% better here , 2% worse
87:25	there . This is the first generation that both through
87:28	the political change vehicle on charter schools and the technology
87:32	changed vehicle that are talking about radical new ways that
87:35	are going to transform society and make us deliver on
87:39	the promise of every kid , not just in America
87:41	but around the world , getting an incredible education .
87:44	And 50 years from now it's going to be an
87:46	incredible world , Claude . This is the point where
87:54	we start getting repetitive , I think , uh ,
87:57	but I do think we're at this moment , and
88:00	I do think it's unique certainly in my lifetime of
88:02	people appreciating the our interdependence with everybody in society .
88:07	I think Corey said this . I've been with him
88:09	over the last two days . You said this beautifully
88:11	a number of of times . There's some recognition that
88:13	we're all together and that we're going to share fates
88:16	and that education is something that that we need to
88:20	do to have a better society . So I think
88:23	that the main impulses to join this movement , uh
88:27	, from where you are , uh , and to
88:29	make find ways from from where you live to make
88:31	the kind of contributions you can make from mine I
88:34	really feel , uh , that improving the profession of
88:38	teaching and school leadership is just absolutely essential . I
88:43	I also feel of equal importance is emphasis on continued
88:48	commitment to innovation and development of of ideas about how
88:51	to do these things better . President Tennessee . So
88:55	, Charlie , I think if you look at the
88:57	founders of this country , they recognize the importance of
89:00	education to our democracy and the thriving of our democracy
89:05	. Benjamin Franklin started a university . Thomas Jefferson started
89:09	a university . They understood how critical it was in
89:12	this global competition . We find ourselves in . Now
89:16	it has become more acute . We need to make
89:18	sure that we're giving young people in education that prepares
89:22	them to lead a happy and productive life as all
89:24	said and getting the very best minds around the problem
89:28	I agree with Read . It's a time to be
89:29	optimistic , but we're going to have to continue to
89:31	attract the best talent . After all , there's nothing
89:35	more rewarding than working with a young person and seeing
89:38	them accomplish something great . And I think that's why
89:41	so many of us have come to a university because
89:43	you see that every single day . And that's what
89:45	gives me an optimistic view for the future . I
89:48	want to at this point , thank all of these
89:49	Panelists for coming here at this great weekend , and
89:54	, uh , I wanted to make the , uh
90:01	, integration . Um , and most of all ,
90:05	most of all , look around this room and reiterate
90:08	one point that Cory and others have spoken to ,
90:11	uh , it is most great things have come from
90:14	the grass up . They come from the intensity and
90:17	the involvement of people like you . You're here because
90:20	of a connection to a great university and because of
90:24	your own aspiration for your Children . But you're here
90:27	also because you know you believe in the future .
90:30	So , uh , this is one last note to
90:33	come up What we're saying , uh , there's remarkable
90:36	talent , uh , in this building on this stage
90:40	and in this country , in every neighborhood , uh
90:42	, that can if they're with , I think requisite
90:46	connection to the levers of doing things . Uh ,
90:51	make a difference . Thank you for coming this morning
90:54	. And we look forward to seeing you another time
90:56	. Uh huh . For more , please visit us
91:05	at stanford dot e d u

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October 22, 2011 - Designing an education that truly builds the necessary skills for today's enormously diverse student population is not easy. But it's the key to opportunity for our citizens, economic vitality for our nation, and to assuring the U.S. remains a world leader. There is hope: innovations and innovators that challenge the status quo; research to help us understand how to move the education needle; a virtual army of reformers experimenting with new ways to teach, learn, and run our public schools.

OVERVIEW:

2011 Roundtable at Stanford: Redefining K-12 Education in America is a free educational video by Lumos Learning.

This page not only allows students and teachers view 2011 Roundtable at Stanford: Redefining K-12 Education in America videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.