education as they think they are. i think about public education, we need to provide, we need to create more market dynamics, more competition, more room for innovation. and vouchers almost particularly define indies lifeline terms are not going to get us there. >> we will let kevin get the last word. i am sorry, gerard. we are out of topic but i was glad all of you joined me in thanking our panel. [applause] >> just a couple of things to announce. first of all you all get a server in the next couple of days of the e-mail. please do fill it up if we really do value your input so we can improve our program code for. on the resource table you will see several of our report from the fordham institute, include our paper on the voucher school. the video of this event will be avaible on our website, no later than tomorrow. certainly check out our blog

there also, flypaper. as you know, following all the issues of the day and education. and again, a i think that as it. so thanks again for coming. we appreciat these comments. thank you and we'll see you at our next event. clasclass. .

select education sretary arne duncan and kicks up a forum on improving student performance hosted by the testing company act and america's choice, this is just under three hours we have

experienced some audio difficulties during this event. >> rigorous standards and assessments. i am pleased to learn about the readiness program you are developing with act one of the national leaders in developing comprehensive test for college readiness your prague -- program as the movement sweeping the country to develop college and career ready standards and assessments for all students. i see many heroes top superintendent's gathered here today with alsonvited many innovative for thinkers from the nonprofit and business worlas well. thank you to all of your hard work because our students need it and so does our country on tuesday released a study comparing students innited states to children around phe rld. some results were frankly distbing compared to their pes in other countries our

students are stagnating. they have not made gains in science and reading. in fact, the eighth grader stores the scores lag bind appears that original bridges abated in the year internationalism and math although scores have improved since 1995 the 15 year old scores lag behind 31 other countrs. four countries, korea, singapore, h ong kong and finland outperform u.s. students in every subject evaluated. this news is troubling because as you know, our children will be cpeting with kids all around the world for the jobs of the future. it is no sret our only path to long-term productivity and economic security is to dramatically improve the depth and breadth of education and our country. today 30 percent of our students or 1.2 million children each year failed to complete high school on time.

only two-thirds of those who do graduate go to a formal college in far too many of those matriculate fail to earn a deee of higher education. to prepare students for the challenges president obama wants united states to regain its position it held not long ago as a nation with the highest proportion of college graduate in the world he wants every american to have at least one year of college, a trade, a technical or vocational training. the goals are ambitious. but so is the challenge and the hard truth is we cannot -- cannot have a seamless griddle to career pipeline by continuing doing what we're doing now if only trying to do it better. to meet the goals of the president comnt to reach the finish line, we absolutely need and transformational change. the islands of excellence that exist in the school districts have to become the norm, the promising solutions that so many have helped to create

must be brought to scale and the existing market base and far reaching reform have to receive. and a word, ameri's schools need innovation. educational innovatn and should not be confused with the generating great ideas or inventions instead we need new solutions that improve outcomes that can and will serve hundreds of thousands of teachers and millions of students. smart innovation, and entrepreneurship are not the only way to dramatically excel but we will surely fall short of our goals and do a disservice to our children and couny without them. as the president said in his inaugural address asked not whether our government is too big or too small but whether it works. traditionally the k-12 system s not been considered a bastion of innovation and entrepreneurship third witness in the presentation showing

the early 20th century classrooms look eerily similar to classrooms around our country today. e analogy maybe slightly exaggerated but it is true for the last century we have not cultivated a culture of an ovation or built district level systems for a cycle of continuous improvement starting with a century ago big comprehensive high schools began to replace the simple schoolhouses of elier years. they adopted the factory model that was popular to produce graduates that mirrored the work force a privileged few went to college but the overwhelming majority did not. teachers and students were thought of as interchangeable widgets. teachers were rewarded based on credentials and experience not on their performance in the classroom. instruction was not tailored to the individual needs of students providing education for the masses as a new immigrant and it is easy to forget today from our parents

generation public-school seem like immortal institutiinstituti ons of brick and mort there were notes charter schools or virtual schools and magnet schools and early college high school's were extremely rare. occasionally a high school would close to two under in november rare ip would be transformed by bring broken up into smaller schools or academies. comprehensive by schools were though of as the eternal structures that define neighborhoods for decades. and ofn educated both parents and children the standards and accountability movement did not exist school would judge by input rather than outcome. now a lack of iovation and options were students did not preclude schoo from experimenting with a variety of reform. schools and districts try to smooth reform over the years but they have little impact and staying power. some forms like the introduction of phonics and

the advanced placement ems ught on to chae placement for the better but more than a few failed in fact, part of the problem with k-12 innovation has been lurching from one pedagogical favor to the next without ever really vigorously or rigorously affecting what works and what does not. in the last two decades the moral institutions of the past have become me open to innovation and entrepreneurship. 1996 the nation had to give 50 charter schools today, more than 1 million students across the country attend approximely 4,000 arter schools. the bus today are modeled on innovation and the worst should be close but off the risers have waed too long to intervene if at distressed not done enough to understand and apply more broadly the lessons of what does work from the top performers. in half a dozen cities charter schools are more than 20% of all students.

good schools increase the number of educational options available to parents who previously had no choice. i chalnge those cities to take the next up and perfect the model of innovation, close the charter schools that are failing and the systemically replicate and learn from those that are making a difference in the lives of our children. changing entrepreneurship gs elsewhere in the k-12 system is still constrained in our knowledge of effective processes in the no child left behind arrow we're starting to evaluate the schools primarily based on student outcomes based on input and schools are checking the performance of the subgroups for the first time. online courses and pplementation of course, material are catching on fast. we have made only limited investments to understand both on negative direction in which one is the most effective. smaller theme schools have sprung up we have yet to

distinguish renault's that boost achievement or perpetuate the status quo. in a system that once virtually ignored learning and behavioral disabilities, yet we're just now starting to look at practices with the greatest abundance of serving our students well. we'ron the cusp of a new era innovation with entrepreneurship and education that may have been unimaginable one decade ago but we still have a long long way to go. the responsibility for speeding that transformation by not just in the district but our doors that the u.s department of education. i know what some of your thinking i was ceo of the chicago public school seven years and the first one to admit i would not welcome a call when it came from the u.s. department of education. [laughter] that was because it was directly has been an agency that monitors coepliance with federal regulation.

itid not open the office of innovation and improvement until 2000 to more than two decades after the founding. even then the programs promote innovation have been modest at best. i want to fundamentally change of historical relationship by one the department to become the engine of probation not a compliance machine. i wanted to provide a powerful incentives to states, districts, and nonprofits to innovate at the same time to most of the creative thinking for achieving our common goal. the best ideas will always come from the educators, not from washington. let me give you a brief preview of some of our innovation and how we can best stimulate innovation into our education. i said recently we're at an absolutely unique moment in theistory of education reform berkeley have the perfect storm for reform. that starts with for the first

time truly havin the resources to spur innovation. as all if you are where we recently announced a 4.5 billion llar race to the top fund that by itself towards the combined some of all discretionary funds available to all predeceors as education secretary. in addition we have $650 million in the recovery act to fund the renovation program which we will call i three. this fall will publish in the federal register then noced a proposed 54 -- priorities of the i-3 fund will be a comment period paula by an application that we will make awards early 2010. we are very excited about i-3 will play an important role in realizing once-in-a-lifetime opportunity we have which i described as the moon shot and we think i-3 will build a

framework to support innovation four years or decades to ce. in designing the i-3 progr we sought to avoid shortcomings of the previous initiative and have the robust 6-cent -- incentive to best policy and practice sees ample the innovate. first-come real look for programs that will be outcome driven, not input driven we look at ways to boost to the achievement, matricution, gr aduation rates @nd we expect applicants can demonstrate success and close the achievement gap and moves to restore profiency come increase graduation rates obtaining both high quality teachers and principals. second, we will look for programs that can be successfully taken to scale and not just boutique reform and finally seeking to find sustainable innovation 91 times / japan recognizing these are challenging times we expect recipients will have public or private dollars to

ensure the programs are sustainable. well the race to the top program targets states and distcts i-3 grants will be awarded to district and nonprofits including colleges and universities, a turnaround specialist, charter schools, companies, and other stakeholders the basic operating premise they should be larger than those who are promising but the largely untested programs there in three categories, first-come appear in a beijing grants of $5 million for promising ideas, strategic investment grants of roughly 30 million for programs that need to build a research base or organizational capacity to succeed the larger scale, finally grants that will go as high as 50 million were proven programs that are ready to grow and expand. in a few minutes my partner who runs the office of innovation and heading up the

effort will answer some questions about i-3. first, i want to take summertime to talk about the areas where we want to provide incentive to districts and nonprofits to create solutions for some of the most important challenges. for starters we will be looking nonexclusive with proposals that bans the full reform central to t other programs they are policy career ready standards that allow not only allows us to attract -- tracks in proess is progress and quality and a turnaround in the schls. we are thrled we have 47 states and tee tritories voluntarily working together to establish college ready standards and in language arts and math. the education entrepreneurs the common standards movement is a huge leap forward because it opens opportunities to innovate the worry effectively closed off before. it is almost impossible to

implement an imaginative curriculum when you have 50 different goalposts to march toward at the same time. many districtq including many of yours, are using data everyday to driv instruction as supplemented teacher evaluati we have a great need for better models and think differently how to recruit and train to teachers and what will take to get talented teachers and principals to go to schools tt need them the most. that is hugely important to me progress has been difficult to design tools and resources without being able to profess which teachers of the greatest impactn student learning. that is like trying to treat a patient without completing a physical. and chicago weave raised application for every teacher job from two up at 10 and many of you have similar success stories. but we still need to learn more from the pioneers in

expanding teacher recruitment like tcher america and the new teaching programs that have been established by the large urban districts. finally, we have 5,000 schools and our country that have been chronically underperfming four years and fortunately sometimes for decades they include 2000 highs goals that produce half, half, 50% of the nation's dropouts and 75% of the dropouts fromhe african-american and the/latino students. that is unacceptable we need to radically revised approach to the dropout factory's districts and nonprofits and unions should have the courage to change in the face of endemic failure including replacing staff and leadershipwriting curriculum, lengthening the school day or the week or the year and transrming the school culture. here we have some examples to draw on, the academy of urban hool leadership people do

not realize they are engineering successful turnounds with uon teachers. still we need new approaches to the assortment of longstanding challenges adolescence or years behind coming helping english as a second language lened the language and help students with disabilities not just graduate but the prered for collegeork so with core reform and recovery act i-3 will bolster other aspects of the president's agenda to improve early learning and college readiness and better serve students in role districts. we'll be encouraging districts and nonprofits to expand and make better use of the school day and the school year and support promising interventis. innovative college readiness programs that prepare students to enter college without the need for remediation hour

priorities. we have to get colleges out of the remediation business. i know innovation does not come easy and if it did i would not be here today to ask you to create a culture of break through innovation those are often disrupted we not only understand that, we welcome that. we know what often meets with skepticism and resistance despite the fact make it possible for isolated students to have access to advced pacement glasses and warned languages and a network of mentors. in chicago we have a tough battle to establish the first virtual arter school yet innovation and inspiration often come from unexpected places. like to talk about the barack defect the idea that he has made it cool to be smart and excel in school. but not long ago a good teacher was not considered a

prestigious occupation among the university's. two decades ago, a determined the senior set out to change that perception. she wrote the and a graduate esis about the need to create a teacher core of committed students followed by the peace corps to is one of the most nai college senio and the history of university but she had a dream and a grid two and following graduation she return each night to a sleeping bag after making the rounds trying to raise $2,000,000.02 start a core of teachers. when she told the personnel director of the lausd that she plans to recit stanford students, he laughed out loud that thedea the stanford students would begin to think about teaching and l.a.. you know, the rest of the story two years later teacher america is one o the biggest employers of stanford graduates i believe graduates one atabrine nine seniors now apply to teach for america.

of course, it has not solve the problem of how we cruit the tougst and most committed, most of passionate undergraduate teache and stay in education for the long haul but 90 college students are the movement that made teaching school and encourage more people to think of alternative routes to become a teacher and helping gauge a generation in the war of school reform is tougher today than in the past thinking of teachers as interchangeable widgs. let me remind you that a quarter century later school leaders and superintendents think it did not matter if determining student achievement but the socio-economic background today it is much more complicated and thankfully much more hopeful. we know the single-digit factor with a student

progress, not race or class or socio-economic status it's a top-notch teachers can advance learning in a year-and-a-half more of theime that yeah students can lose ground with a weak teacher who really advance the students have the year during the course of the school year. three good teacers in a row vs. three bad ones can make shorebreak a child's educational career. a whole set of tools t empower teachers utter available today did not exist five or 10 years ago. they would differentiate instruction and continued improvement real-time data cost evaluation of progress takes our best teachers craft to an entirely different level. there is been changing work going on out there. one last unlike the story about innovation out charter

schools, and 1888 in germany the lead to their president of the american federation of teachers propose u.s. should enable his quote lack any scroll or group of teachers to develop a pposal of how they can better educate youngsters and give them a charter to implement that proposal for a period of five or 10 years. after that time, the school ould be evaluated to the extent given met its goals and the charter is to be extended or revoked. empowered teachers and enable themo innovate and hold them accountable for results. those are powerful, powerful ideas. the following year citizen group in minnesota and several innovative educators picked up the proposal and in 1991 minnesota enacted the first charter school law. i tell the simple story becausi want to remind everybody in the rubric three innovation sometimes come and unanticipated packages and

they don't come from the federal government. within the very broad parameters of the i-3 program we want to provide powerful incentives to districts and nonprofit to develop a culture of innovation and improvement. we're looking to you, the district's and nonprofits to unleash your creatity and build the next generatioof education rorm. with your help, with your career j. your commitment, we can transform many districts from being compliance monitors to the engine of innovation. this is a historic once-in-a-lifetime opportunity and i have never been more committed that we can make a difference in the lives of our children now like to turn over to jim shelton who will tell you more about the i-3 program. thank you ry much -- [applause] >> . >> morning.

sorry. one more time. good morning. [applause] don't let that shaker confidence. [laughter] the secretary has laid out a great frame for today's conversation we have two important things we have to do th the department which aims

to innovation. the first, we have to come up with solutions, you have to me up with solutions ande have to enable it to the toughest challenges reno, we facef we implement reform as the country. the second, we need to create a very different context for innovation and put it in the context of continuous improvemts we do not create solutions that can stagnate and no longerseful for chdren's problems. so let's start coming secretary said we're going to reinforce the i-3 program. innovation around the standards is not something we are encouraging at this tim but we aren't urging how you actually look of the assessment with high quality curriculum and follow-up with the standards. second, human capital. great teachers, a great leaders have we ensure we have

the kind of programs that use the best information available about the impact on student achievement to recruit, develop, retain, and place effective peachers? what does that look like? what is the data system look like that enables teachers and parents and other stakeholders to not only have accountability measures but a true transparency to know it is working with instruction in the classroom and improve the factors and support each other's work? and in the schools houri than buildi onto opportities that were created through the stimulus dollars, the race to the top, to sr transformative innovation. we have a $650 million competitive prngram. most of you know, this already. where nonprofits that work.

we're going to cree incentives to have the applicants focus on the area that piloted the statutes are fairly broad to have opportunities that are large especially if you have the evans and capacity. the competition was meant to have two rounds following closely the race to the tops weontinue to press forward, we may decide to consolidate those two rounds into one closing round to allow for the long as possible time for applicants to find partnerships and funding of that nature. thevaluations andhings like that were not funded separately so we will look to applicants to actually think through how they proced a learning we're looking for in the context of the proposals. that brings the principles that design stage by the

design of the program the secretary talked about the of outcome with student achievement are we keeping our kids in school and on board? and graduation. . .

implementing the same. fourth, sustainability. it is vermont we create things that can be financially distained or small politically sustained. how will applicants demonstrate how this will be built not only for the grant but for years to come and in a way that will allow others to do the same. the economic model and support model needs t be very clear. and ultimately, do you have a strategy for skill, capacity for scale and is it feasible? most important when you talk about trying to get tens of millions of dollars to scale but even when we are talking about earliest ideas those ideas that are designed to be used broadly

and that is to serve many students of all kinds were the scale within populatio we know have struggled. they have to be designed to be easy to use, to meet the needs of students and he a chance of being picked becse they are cost-effective. a lot of these words are not used we have used a lot. yesterday they said you are going to keep all of us employed. [laughter] pushing forward on this front because if successful we will produce very significant things at the end. at a minimum we are producing some solutions that can scale recent to become nationally and have don so as a result of these investments. we have organizations that will have much greater capacity by the time we are done so they can

scale this as you pursue the implementation in the districts and people will of solutions that work and capacity to respond. how many of the superintendent so tired of asking the question what is the best, who does it, can they come. we need to be able to answer all three of those questions and have the answer to the last 1b yes -- one be yes. we have my anecdotes running around the country and many of them have data but we have to get beyond that. beyond the anecdotes to produce the data that allows us to know things will b working and will work over and over again so we hope to have things in this process that were just promising ideas before. and recognizing the $650 milln is a unique opportunity we need to create platform is out of it that will lower the threshold making it easier for educational

entrepreneur is to get to into the sector and for education to continue for years to come. if we do all of these things well we will get regulation out of this. some models that change the way we work with students, the kind of outcomes we get and what we can expect on an ongoing basis. we hope to do this in a way that not only produces innovative solutions but starts to change the way we think about the pbocess. one of the things we are trying to do is to actually come up with a way to tnk about it. we are expecting thousands for the innovation category. how do you effectively that the those, ged the feedback, allow them to rise to the top recognizing many cases comparing apples to oranges to even which carries. and this regard, i know the screen shot is all is scary. what is that? we are going to try in our

process to power the community. outside we want to let folks find each other recognizing we want to create an opportunity for the field to be level. many nonprofits and districts have great ideas and they have no fundi, they don't know who the nonprofits are. how do you create a thing you they can find each other and funders can see ideas they are interested in. districts looking for solutions to say they are willing to work with a nonprofit that is ready to go into this? we are going to work with the partnership to try to create that oortunity. so that you can see it work, havedeas come to fruition and get on did not oy by us through the formal process but to run this through an informal process. we hope to have this process also influence the way we do our work over time. why am talking to you today about something that isn't even launched yet? thescommunities are built on

great ideas that start with great people engaged in them. and so, we will reach out to you and many others to say bring your ideas to this community, find ways to partnernd get this innovation started. with that i want to end so we can tak questions with secretary of state and i will b here afterwards. thank you. [applause] >> as you heard the secretary has just a few more minutes and if you have some questions let's have them now. >> i will take a few and then i'm gone. he's a lot smarter than me. >> [inaudible] secretary duncan, i am co-director of science and math at the association of public

universities. i want to first of all thankou for your courage and good work today. we look forward to more and i want to make this observation th som innovations may have some unintendedonsequences. i'm sure you know that as of the interactions areery important. the sty on the question abt innovation is becoming not to destructive but actual constructive. lated to an experience recently at new york visiting with the university that was experiencing a downturn in the preparation necessary forhe physics teachers in the new york ty. to you they said to the small school model where they were not able to mount the physics necessary hire the physi teachers to teach physics courses.

so one innovation lead to an unanticipated negative consequence, and i know you have experience with this and thoughts on this so i would le to hear you say some this. thank you. >> i think all of these things are going to have unintended consequences both positive d negative. there isn't a simplenswer on that. if you have for examplehree small schools in the high school building the idea need three different physics teachers doesn't make sense so the schools have to work together and partner and be creative with physics and chemistry and me because as with foreign language children have a wealth of opportunities of being more creative in how your schedule, how to prepare and collaborate i think can be a relatively simple fix to some of those challenges those are real. we face them in chicago. they will talk to each other to see how to cut throu that and get people to work together in different ws. >> psychiatry duncan -- secretary duncan i would like to know how we put together

effective teachers with those peop who are the innovative teachers. a lot of us have been elevators are the reasons we have been moved around. how do we put those to be effective forces together? >> it's a great question. i don't have an easy answer. it's something we have spent a huge amount of time and talk about recruiting the next generation of teachers. it's clear what the challenges and huge opportunities are but how we do a better job of identifying the great effective teachers, how we build letters anmake sure other teachers are learning from them, how to figure what the teachers are and if increasing the responsibility across different schools i think in the country we are way behind in doing that and i think we have so many extraordinary teachers like yourself making a huge difference every single day with their classrooms on their leadership ability there that we are not benefitting from so thinking about how we identify those superstars and put them in position to share with people to

come to watch and marvel. we have to do that. we have to break through. i keep thinking the answers are not here, the answers are with great local teachers and principals, how to shine a spotlit on that and enable them to do a much better job of influencing people around them. we have to push hard to think about that, not to go too far some pieces we spent about $3 billion a year on title ii money. i am not sure how much bank for the but we are getting on that. that is an area where we have a huge impact of $3 billion every single year. >> [inaudible] you mentioned the density of the number of students in the urban areas having challenges the yet i also -- can you talk about how we might be disturbing across rural suburban areas?

as well as urban? >> it is an eerie i've been very cognizant about from chicago which is in the most of rural area i've spent a good portion of my time in their floral suburban areas so whether it was hooper's bay in alaska recently, whether it was an indian reservation in montana, west virginia, rural vermont, trying to get a sense for it and their -- there are some real distinct distances. we talked about using technolog and high level classis, la of quality teachers which is rural and urban, teacher housing is a big piece. and so we need to touch everybody and these challenges areot unique to suburban or urban or rural areas. it is interesting w look at the 2000 high schools would call dropout factories. 50% or urban, % suburban, 20% for all. this is a national problem. and so our resources have to be

distributed across the board and we want to find the best in every single area at t end of the day the lessons we can lea from those different communities i think we will get into many similarities that will foster this improvement we need across the board and not just in that particular set. i will take two more. one, too. then i will tn it over. >> thank you, mr. secreta. i am the chief technology officer from schools of electrologists in louianan. i would like to ask you from your vantage point what do you think the department can do to encourage innovation in programs already in place and i cite to you a large amoun of federal dollars that come to school districts such as myself in grants and i va programs so that

those dollars can be a lot and work together towards innovation certainly from my vantage point as a technology leader so that all of the funds are working together rather than being sign lewd as they are often in school districts with turf that exists and stifles innovation in many ways. i think we are looking for leadership for yourself and the department to help break down those barriers and use the innovative strategs that are in place but across programs rather than horizontal lee. >> i was trying to be critical in the silo you mentioned mention mirrors our silos. if you buildour upon our silos. i ask you to change how we are doing things and so it's easy to talk about hard to do. we are dryin to do a number of things differently. we rolled out the race to the top money, talking about innovation fun money. we will come back with teacher incentive money d technology for data systems and some folks said we shouldn't do all this at

the same time, too much. we want peopl to think about strategies and we will come back with title i and title ii money and think through how we use all of these resources. no one h enoughoney. we have $100 billion out tre on pressing resources but we never -- we know it is never enough. and so, i appreciate the concern. i think the practice in different way and can we start to think about how to support districts and states and not just title one an@ title ii so we are spending lots of times thinking through how we change our business and to be much more supportive and less sos and we can do a better drop of that it help it innovate at the local level but we are part of the problem and have work to do internally.

>> [inaudible] when we talk about sustaining and scaling up all the assets of -- [inaudible] those assets sit in the city government or county [inaudible] so far this morning we have heard this comment on the will of the communities play and how they would be expected. this is thinking through the kind of innovation you want, ultimately our experience -- [inaudible] >> it is a great question and i want to thank mark, he is one of my heroes and developing schools run the country of think it is critically important. my talk about lengthening the day and the weekend the year so much of it has influenced my thinking. money is a piece of this answer. the other piece of the answer is gettingid of adult function

and money isn't the answer to it. our on stated but clear premise is we are simply not going to invest in places adults don't come together and cutates. we are not going to do is we are trng to put huge -- lots of carrots, and no sticks but clear implication of districts and unions, teachers and principals, community partners, police, we are going to come back and talk about promised neighborhoods and do different things. if adults continue to behave in these ways we are not going to get the different results we want and so we are trying to put on president resources on the table to say everyone has to move outside of the comfort zones and collaborate and we simply won't invest in places that keep doing the same thing and so that is absolutely implicit and everything we are going to do, race to the top, i-3, a teacher incentive money. all of this has to be done in rtnership and as you said, it can't just be school distrts. with unions, community, other govemental agencies and

business community, that is why we have business leaders here. we all have to come behind education to work on this thing. no penalty, no stick but tremendous care for those that were going to create and i think again, you know, while there isn't enough of it there are unbelievable models or collaboration's happen every day and t lots of resources behind those folks. thank you so much for the thoughtful questions and all of your help. i appreciate you so much. [applause] >> if we have more quespions, jim uld b happy to answdr them. thank you, mr. secretary. by >> a more questions? great. [laughter] >> one over here. >> you're next. >> my question is can you talk a

little bit about government sort of acting in the role the lampert p traditionally actedn traditionally of taking things from the beginning, in the very beginning stage on funding them up. >> yeah, two things. one is that we expect that we are not filling the void that is traditionally build. we are trying to do this supplement a provide a mechanism for enhancing it. but me be clear about a couple of things. we are doing fairly significant private public partnership for this work and almost every one of these areas we've talked about as a private foundation that is doing a significant amount of investment, not multiple, and already in contortion. we are trying to get them to do is organize behin their work and provide a figure and platform to become more aware and frankly more egalitarian way of what is actually happening i the field and what kind of results it has. clear. $650 million is ultimately a lot

of money but not much money where you talk about the scale of the opportunity. we will expect thousands of applications. if you do the math youan do the math any way you want, 65 times tignes 650, 130 times five -- there's a lot of people who are going to have great ideas that are not quite be funded out of these public funds. the chance we are going to crawl out philanthropy is almost nil and we hope to enhance it. >> gd morning. i would lik to talk about the ell students. in the last two years, we have en seeing most of the school districts are getting the grant due to the ell students. when the money cam our money so call it in the schools, keen collis specialist tle i,

and i know a lot of school districts didn't put any of the dollars directly to serve these students. how do you see this as a possibility of change, and in shoralso the understanding of english language across the country and their needs is still not at the level it should be and something else, what you see coming the next two, three years and? >> i'm sorry -- >> the political party. >> i think what will end up happening with of the gerry right now is a lot of open questions all around. on the question of the students i think that a couple of things to read one, in the context of i-3 we are going to have a very clea disposition round students in particular at risk,

low-income students will fall into that category. as far as the dollars that have flowed already much of that was specified in the statute until the important thing is we did for districts and states to think carefully about how the allocate the funds to have maximum impact. even with the race to the top dollars the ownership will be on the state's once they windows dollars and actually frankly in their plans to specify where they're going to invest and have the most impact. if in fact we have learned the most as you're saying in these districts how to have more better impact by skilling the work that is done well my hope is those people will pursue those. >> in the bk. >> [inaudible] im bobby and i would like to know, the secretary mentioned

the role and ability for corporations or companies was the word he used to apply for these grants. can you elaborate? >> corporations may not apply directly for grants. corporations are not included from partnering with districts to implement strategies. and so, leas and nonprofits are the applicants, period. they can form partnerships in a variety of forms. people need to pay close attention to eligibility requirents. they are currently in the statute which have som limiting factors. there is also a proposed amendment to the eligibility requirement sitting in the house appropriations bill that hopefully will see accelerating and move through before we let the competition. but we are waiting for the next -- with me touch on a couple of things that came up during the questions to the secretary. $4 million or soee of the -- people tal about what is going to happen to these dollars, the

reality is this dream is something we hope will carry thugh the administration in terms of different ways of thinking about it. people are focused on the recovery act funds. there's almost a billion dollars a yr that goes out of the office a demonstration grants that has no formal valuation associated. all of those things are things we need to build on changing the system of innovation that we actually are spending money on things that will teach us things to create solutions for the field so that is the first part. the second question on on intended consequences, one of the things the secretary talked about was innovations that got started and yet w failed to figure out how to take to the level of having an impact. they were set up house with when you always wanted in the context of innovation, create opportunity for a room to grow and expand and try different things, create a mechanism by which to shut down the opportunit the innovation isn't working. we failed on the latter half of th. we have to get better at doi bo.

there was a hand back he in the back and then we will come back here and then back to the front. >> good morning. deboh, college success foundation, washington state and washington, d.c.. the secretary talked about connecting re to the top to the innovation side. what thinking have you done in terms of the proposed dollars going to community colleges and technical colleges on the post secondary side in the 2010 budget quite a bit of additnal funding is being proposed. we are getting the kids ready and we want to improve readiness but how are you thinking about making the connections to post secondary and how will that be wasted if at all in the decisions are around who is selected in the innovation fund? >> so, unfortunately this is one of the times it gets on satisfying how the waiting will work with respect to

applications specifically that include strategies for getting -- making sure it is a successful transition. but what you did hear the secretary said we are going to incentive that behavior. as fars folks who are not following it, there are large pieces of both money and legislation moving specifically towards the retenti strategies and actually innovation. its a much larger innovation fund a few well for identifying, scaling and creating new sotions that work for the students at the post secondary level and so i think that we will see again this is one will the funds which you will see than the model of a lot of different forms whether it is around early childod, whether it is around post secondary strategy coming up to make sure it progresses all the way through. all of those things will see strategies similar to this not necessarily coming out of these funds.

in the back, one more. you asked a question earlier i was going to try to get to the gentleman. then i will come back here to you in the pink sweater. >> all i am also with the association of public universities, science and math teacher. we have been pleased to hear the secretary and the president with greater focus on education. my question to you is how do you anticipate this bond linking with some of the work of the scienceoundation and other federal agencies that have interest in this area and also expertise? >> so, one, the first thing is in fact were nurse from their experience many other agencies have more experience at doing what i call innovation tied with funds and innovation grand process these. additionally what we try to do is make sure we have enough to understand what other organizations were in sending development skilling of

solutions in particular areas so we spend our resources on things that were not well recovered. the third thing is in fact we are two weeks ago we had our first interagency meeting where we tried to figure out how t leverage the work and in more specific ways it is being done across agencies that can allow loss to move forward more quickly. the example you talked about in the foundation, the department of defen are also i that category. but across the administration there is a significant focus we just announced earlier this week internally, science education.gov which is almost every agency created science education resources will be open to the public so we are trying to get the act together there. we are not there yet but my expectation is easily within the si to nine months you will see aery clear and concerted stem strategy from across the administration including nsf and other agencies. long awer. right here.

>> [inaudible] -- regarding the the challenge will they be submied to peer review -- [inauble] >> two things. one is the i-3 children be public/private separate, at this point, it is anticipated separate from the formal application process of the department. it is meant to be creating a platform and opportunity for organizations to find each other and find resources. again, a mechanism to be a little innovative to find a way to level the playing field. it is a more than the notion to figure out how to even think about using a platform like that in the context of the constraints of government. over here. go ahead. >> [inaudible] -- we are a nonprofit software publisher and you mentioned

before making sure there was time for leas and nonprofits to find each other and you also mentioned the question that always comes up with best does it so i would like- i was intrigued by the screen shots of the web site and would like to ask if that is what the department is when to put in place to hp that visibility. >> that is our interpretation is to put in place. many people have asked today is this the announcement? i'm like to know this is not the announcement. [laughter] with this is, we recognize that people have been waiting for a while trying to figure out where the need to head, how they identify partners, when it's time to apply what is going to be important so within the constraints we have we are ying to put as muc information recognizing it takes time to get these partnerships in place to think abo what the strategy is going to be especially when you start talking about skill ability and

sustainabity things whether it be district or nonprofit so it' not necessarily and we are going to try every way wean. in t back. >> ibm from bye university of district of columbia, and my question is will the definition of leas the broader than school districts or will include small charter organizations within the distct. >> two thines. one leas will include a charter leas. that's very clear. additionally it is leas and small language that says a quick school which is interpretation -- subject to interpretation that allows for sets of schools within the districts to apply. with that i don't see any of our hands but to be respectful of

time, last question >> all of us benefit from gps, g.i. s that kind of thing. when we talk about stem we only talk about science, technology an engineering but we are not putting competitionill thinking and, additional math into the school system. i am glad to piggyback on -- he said pretty much what i was going to say. how can we change if we 01% of minorities and women taking computational science will what we do? what would the department of public education do to help change that? >> i think one of the things you are going to see over time and across the administration is much greater emphasis on stand in general and i think that within that what has become very clear is that part of the chalnge i that we have actually lacked a very clear whether this strategy to identify what are the core types of skill sets that we fail to

teach and that are going to be most demand and number three that actually have advances in innovation to allow us to give access to more students so i think as we become more clear about those things and leverage programs like this to push for solutions it would become easier and easier to solve the problem. what i would ask is as we go through these procees you will see you have the public process for the race to the top, the public, and period for the i-3 fund will come out shortly. all of these have an opportunity for you to get to your voice to say i see you focusing on these things, that's great. what about these things? and i encourage you to go to the public process. with that i am going to thank you for your timend opportunity to be here with you. please spread the word to friends and colleagues at home and i looked forward to the day i c talk freely and openly about everything -- [laughter] have a great one. [applause]

>> again, we want to thank the secretary, jim sheltonfor using this occasion to share this informaon about funding to help support all these wonderful ideas that we know exist across the country. we are going to take a break for about 15 minutes and then we are going to come back. you heard that eckert 63 talk about what's to what works and stop doing what wasn't so after the break we will take a look at what is working on international level in comparing our results to theirs and then we are also going to take a zooming lines in terms what is happening across america. all right. about 15 minutes. thank you. [inaudible conversations] >> thank you, pat. [applause] i know you join me in thanking the sretary duncan and jim

shelton for coming to our was imposing them which is designed for you and not the rest of the people who are here to talk about the subject of innovation and how important it is to the nation that we do things differently foall of our children. and it is coincidental. people asked why did they choose this symposium toake this sort of pushing forward on the concept of innovation? and i think that the work that we are herto discuss today in terms of what's good for kids with rigor and readiness initiative is one of the examples of of the kind of innovation that is going to be necessary to tremendous rephrase the achievement of our students, and so i would like to echo

pact's comment on to those of you sitting and doing a the most important work in the country today. those of you who are in districts and superintendents, chief academic officers, teachers, other people who are absolutely on the ground critical. d we couldn't ask you to come to a symposium at a more inconvenient time. and so i thank you. and we recognize this. but i thank you for that. obviously in part it depended on the when the secretary was availae, and we wanted to be able -- you to have that opportunity to hear what he had to say first hand. thank you very much. i think it is very clear that the secretary spoke about the performance of our kids and i want to say a little bit more about that. but before i do, i think all of you know who would act is, it is

an organization i have had enormous respect for, having been a high school principal for many years. and the reason i had respect for a.c.t. is because they wanted to measure what kids learn and i think that is a very big difference in the testing in our country and so it's just an enormous pleasure to b in partnership with a.c.t.. but notll of you know anything about america's choice and i want to take just a minute to say to you something about america's choice as the secretary said america's choic was a progr of the national nter for educati in the economy but we are now a separate company, the natnal center is the parent company. and our mison has never wavered and that is to get all students to high standards and high achievement of performance no matter where the kids who

start, and i think that's an important issue and it's one that we share with all of you in thisoom and we have had the opportunitto work with over 2,000 schools and have been the turnaround partner for a number of states including arkalsas, hawaii, massachusetts, mississippi, etc. and we work intensively with school districts, schools, states and we provide professional development, coaching, technical assistance, intense cacity building and provide instructional solutions for students who struggle to do grade level work and i think at puts in context, and pat talked a little bit about my own background. i have had the unique opportunity of being an

elementary schoolteacher, a middle school teacher and principal, high school teacher and principal and some of the st privileged education systems and newton massachusetts and scarborough and bronxville new york. i've also had the opportunity to teach at the university to wk on a u.n. project and africa to do extensive work in the people's republic of china. but actually as pat said the most important work that i have done was to be a principal in inner-city high school in los angeles county. and it's funny, but in my own life i came to the conclusion after spending many years in suburbia that i needed to understand what it would take to dramatically increase the performance of ks and some of the most difficult situations so all of you get the picture of

schools in l. county. it isn't without exception with the gains and tried by shootings and other things that gon the in the life of a school and in that environment. but what that experience did for me is convinced me the most talented students in the country are sitting in the cities, the schools in the cities and their role areas. they are not just sitting in suburbia and that also convinced me with right condition and support with quality teachers and principals and nuclear high expectations those kids will perform as well as any kid in the world and that's what we have to expect of the everyone who works at

america's choice is committed to supporting the educational situations, and you wouldn't be here for this meeting if you didn't care about the hundreds of thousands of our young people each year who areiving up on a formal learning, and are prepared to do very little with their lives when they graduate from high school. and ed trust recently told us that we are the only industrialed count in which our young people a less likely than their parents to graduate from high school. at is startling to us. and i think what we see is the gapsre in growing and they are tremendous. so when we talk about the

achievement gap in our country i'm not sure we talk about it in broad enough tes and to have look at the achievement gap and differences between students of different ethnic and racial backgrounds within the same district and that's been a primary focus of the child left behind but we also have to look at it in terms of different income levels. we also have to look at the achieving gaps between similar schools, similar students schooled i a different systems in our whole country so if you look at it from the different performance of kids within schools and then you have to look at it with a different performance schools in theame system and then system in the same schoolscross regions. so the other issuee don't ever talk about very much that the secretary mentioned today is the

achievement gap between the united states and other nations, and i think that it is a very important to look tall dimensions of this achievement gap and the initiative sponsoring the this a symposium by a.c.t. and america's choice is rigor and readiness initiative is designed to address all four components of the achievement gap but the one i am going to focus on right n is the difference between the united states and other nations and just to get your attention on this topic and economic conditions at that time a mckinsey rort recently came out that indicated that the persistence of the achievement gapetween the united states and other nations in pos is on donner united states the economic equivalent of a

permanent national recession. no think about that as a country we are in a permanent national recession because our kids are not performing as well as other kids in the world and they even went to the trouble to define an economically but that meant and said if the united states has closed the international achievement gap between 1983 and 1998 that's a 15ear period of time warner and raised its student performance to the level of such nations asinland, singapore and south korea, the gdp in 2008 but have been between 1.32.3 trillion higher representi my and to 16% of gdp.

so that is astounding. what is the achievement gap of our kids compared to other nations doing to everyone's quity and we of lif and it's astounding, so i think in terms of what the secretary said it's very clear the we can't continue with the status quo, that we have to do things different, we have to look at differe ways of educating our children and meeting the needs of their four the i-3 650 million-dollar fund that every person in this room on to be applying for without exception. so let's take a quick look at the data the president of the united states has looked at and that the secretary of education and his staff have been poring over that caused them so much

concern and i think all of you are familiar with pisa and if not as important to become familiar with because it is the most comprehensive international assessment to date. and what's very interesting about it is as opposed to tims and other internatial pieces of information we loo at, it looks at 15-year-olds from a real world of learning and problem solving poin of view s it takes the point of view yes the skills and knowledge or important but skills and knowledge by telves can't be used are n going to help our kids in terms of the lives of the need to lead in order to be able to solve the problem still will b presented to them. some of which by itself is not

important unless our kids can use it and this is the underlying assumption of peace and that is the reason people focus on pisa and it's also interesting in terms of the geographic and economic coverage, pisa covers the countries that roughly produce nine tenths of today's economic output. so it is an enormous collection of countries that participate. and pisa it also should be said has crossed many subjects and it is not constrained to multiple choice questions. so this information you know too clearly what about the results of our kids. you heard the president referred to it, the u.s. ranked 25th out of nations in mh and 24 out of 30 nations in science and i think among the 15-year-olds, our kids are on

par with the students of portugal and slavic republic rather than students i countries that are more the event for the service sector and high-value jobs. we have lack considerably behind the top performing countries d in some cases, it is by the equivalent of several years of schooling in other words even though our kids have had as much scholing as their kids to our kids are several years behind their kids. but what is not well-known about this international data and that we don't talk about very much is the performance of our top students compared to the performance of the top students and other nations. cause i think we are all, having been a school teacher and principal in scarborough very high achieving places our kids perfobm very well indeed.

of crse we have some of the kids to perform the best in the world bu we are looking at a colewort and the united states has the smallest per proportion of the 15-year-olds performing at the highest levels of efficiency i mcmath. korea, switzerland, belgium, finland and czech republic have at least five times the proportion of top performers as the united states. if that's not enough, the achievement gap between the rich and the poor students of families is much moreronounced in the united states than in many other oecd nations. in other words and other nations because you're family's struggle and do not have a lot of money

is not the key determiner for studt achievement in the same way it is in the united states. poverty in the united states in many cases bomes synonymous with poor student achievement, and shame on us as a nation. so if you look at this, a i ha to go backn history, it sort of touches on my own generation but you have to think what the lancape looked like in our country and where we were in the 1960's in terms of proportion of individuals who have successfully completed high school which was the minimum entrance ticket at that time in the 60's for a knowlge economy so when you look at the united states you see where we were as number one in the world in the 60's and you see where we were

in the 90's and we were number 13. but it's not tt so many fewer of our kids are graduating from high school as it is the rest of the world caught up with and went beyond where we were so we remain more static and struggle to keep that static when the rest of the world is going beyond where we were and lookout astounding is. look out south korea. there were 27 and then became number one but they are not only number one in terms of quantitati number of ks but also in terms of performance and qualitative measures important. and remember, in 1960, south korea had the economy of afghanistan today. so look at what education, the

rise of education and the rise of the economy and quality-of-life hadone for the people in korea. the same thing with finland. finland went from 15th to eighth in quantitative terms but it also went to number one on pisa in terms of student achievement and so this is why four of us as a nation doing the same or just a little better in the year before will not be enough. and this is why thisnnovation money is going to the importance we have had a great deal of ide in our nation about the quality of our higher education system and som of us who are in k-12 in many ways take pride at the same time we have a little resentment of the qlity of our higher education system.

in the 1995 when you look at the united states we had the second-highest number of college graduates in the world and in a ten year period of time, we went to 15th. from 1995 to 25. and for those of you that he read or watch his show on cnn you know he talks about in terms of the rise of the west and again that's the way we have to look at it. we have been satisfied with where we were rather than to push to do better. the next thing is the woman who was the superintendent that had to deal with me as a highchool

incipal in california is here an i was not an easy one, she would tell you, to always deal with because i always wanted more money. i never had enough resourcefor my kids. and this particular slide this sort of puts and international perspective the issue of money. so when you look at i we can't say that money is the determiner for student achievement across the world. this is a controversial sli and i just want to put that out to do because oecd h struggl to make sure they are comparing apples to apples with free reduced lunch, but surface and all those things we do that not every nation does so they struggle to make this an apples to apples i think each one of us could pick added butegardless

what used do is to see the united states has one of the highest expendituresn education and you look at who the high performers are above the yellow line and then in terms of expenditure. soou see the collection of countries. finland, never mind, kenya, japan, australia, korea who don't begin to spend what we do but whose student achievement is more. now there are many political societ cultural reasons for this bud it isn't acceptae for us to accep this as dmed for our kids. this next slide is not something people look at either in terms ofnformation i think is very important and it begins to get at a important in terms of what

is necessary. now, in oecd they use the word challenge when we would use the word standard. so what are the cllenges but for kids we would talk about it often times in terms of standards so this is looking at the dimension of challenge and support. so where our ambitions are low and teachers are poorly supported nobody would expect much. plight? what were left. by establishing high standards, without backing them up with good support for teachers and students, high standards doesn't make a difference they are not going to reach them. it's not enough so conflicts often develop. that is the lower right. strong support with low standards. what is that going to do? it is going to produce on evi achievement and performance.

where we all want to be its high standards with lots of support. the upper rht-hand quadrant. where do you think in terms of cd looking at all the countries? where do you think the high achieving countries clustered? upper right, right? where do you think the unite states fell? so it gives us a reason for the look by the states at the common core standards they have high expectations across the boar@ for theountry that's extremely important. juan last piece of information that we need to look at. when we look what is happening around the world many people talk about 20th cenry as being

the center of the west and the 21st century as the century of the east and we have to think hard about that. so if you look at china, india and russia they have about 3 million people. and if the only educated 10% of their kids, only 10% that would give about the same as our population if we had educated everyone to a high level. let's just say we educate only 25% which is high right now. if we educated 25% but would just give 7million people. so, when you look up the global, a, you hav a poll of 375 million people. and then you have costs of living standard of living is based on and if people aren't really pushing for these global jobs who is going to gethem? so if our kids can't be

adaptable, flexible, smarter, more innovativ it's going to have all lot to say about where we are going to be as a nation. so i use this as a backdrop to talk about what and visiting all of these countries over the past years that i have had an opportunity to visit, 23 of them inurope, australia, new aland and asia and some of them i have been anywhere from four to eight times and i look around with some people he been with me on some of these trips and what we try to do and understand i think is very important, and what does it take to produce successful schools and high achievement on a large ale? how have other countries on this? and is their something that we can learn from how they have donet?

and i enter ts conversation with you today saying that our kids are as capable as any kids in the world and don't ever think any different. that is no excuse. so what are the high perrming countries doing? what are the common characteristics? and i have to say to you at the out start that what we didn't do is take the design of the government's as a criteria or as aharacteristic. many of the highest performing countries have a federal or national system. we do not. but there are others, whether it be australia, whether it be canada, they don't have the same national or federal system. so let me say a word about each one of these come and one is high expectations for all udents looking at the time

because our time is so off. ..

they have addressed all for components of achievement gap. what we see in this country, if you look at andalk with kids and look at their curriculum, lo at their standards, what we see is what is offered to an expected of the average student in american schools is far below what is offered to and expected of the average student in the highest cheating countries. so, but closing the achievement gap in our country won't do it. if we don't make the top performance much higr. so, we have, in order for us to be competitive we have to ratchet up the whole system while at the same time closing the achievement gap and i don't think there is any better definition of what the purpose

of an innovative or i3 fund should be. the second thing has to do with the cerent aligned instructional system andhe term in line to instructional system is used a lot today. mean it is a favored word of people but it is not used in the same way in our country as is used when you look acrs the world. across the world and a line to the structural system is driven by an examination system that is the result of clear, hi, doable standards linked to curriculum frameworks and course syllabi, with instructional materials focused on preparing students for the exams, teacher training focus on preparing the teachers to teach the curriculum, and yet

is all a blind tthis high quality examination system that is designed for all students. not just for some. and it is thought in those countries that teaching to a good test is thought to be good, like many teachers in our own country think teaching to the ap is a good thing. most of the people in our country today don't think teaching to their state test is such a good thing, even though they have to do it. in each of the high achieving countris, it has a more or less fixed curriculum for the first nine are ten years of schooling. everyone takeshe same urses in the same sequence, wh very few choices along the way. there are the red birds and the green birds and the yellow birds in reading. there aren't the high mh in the low math by the second

grade. all kids are expected to achieve at the same level and as the ports are there for that to happen. and what is important when you look it that is that it means that kids can move from school to school or from town to town and teachers know, really kn what to expect the kids. i want to say just one more word about the core curriculum students taking high performing countrie the rigor of the course is well defined. it is not each teacher making up his or herwn, b it is well defined in the same way that we are going to talk about i terms of the a.c.t. quality core curriculum. korst designs take the form of syllabi which describes t goals of t course, specify which books and articles are to be read. the even layout what papers are to be written, what sorts of projects the students need to be engaged in, and indicate what

kind of quizzes and exams along the blade will be given. and it's even goes as far as the kids knowing what their final grade is going to be based on. isn't that intesting that kids know? i don't want you to confuse this withhat many districts are doing with pacing guides, and i apologize but i just want to put it out. differentiated instruction is the key in the high achieving countrie which is not something that most pacing guides the allow the system of this sort, this sweet available courses, it is not accidental. a kid takes this course, the kid takes this korzenny kid takes this course but it is a result carefully desicned for students corps ogram not just the design of this subject but the design of the program. and i wihl touch upon another

really-- i have never seen in these high performing countries test prep going on. i have never seen it. yes i see a lot in the asian countries about cram schools and preparing for exams and to the university but that is outside the school day. that does not dictate what the curriculum is. and that is what is described as an aligned instructional system, a coherent system in those countries. the next area i wan to-- sorry, the third area i want to focus on is a safety net system or a system of safety nets and in those countries as you can well imagine it is not acceptable for any kid to fail. it just isn't.

in a standage driv system the standard remain cotant and the time is the variable. we pretend today that we put in place a standard steuben system but when you look good the rest of the world we have not. time is constant in our system and the standard of achievement is the variable. think about it. for years of high school, got to get all kids out whether ty achieve what they need to in order to be successful or not. and also in the country's the safety net system does not refer only to what is done in school. it is what needs to happen to ensure the success of each kid. now we have a difficult problem with this. child poverty begin m is among the highest of the 18 most developed countries. with almost one out of every four of our kids living in some degree of poverty. so no one there a finland or a denmark or a netherlands beat the pants off the bus, because

they have less than 5% of their kids who are living in the kind of poverty that many of our kids are today. but what is interesting is in those countries, it is that 5% to get the most services, have assigned to em the most highly qualified teachers, receive extra support, not from aids, but from the most highly qualified teachers and are provided with extra years of schooling with no stigma attached to it. and they bring their resources of the larger community to bear because it goes back to the moral imperative that every kid is worthwhile. not just the ones that are achieving. schools at the bottom 5% in our country predominatelyo what? they serve high poverty

enrollment. they generally have the least qualified teachers. they generally have the worst physical conditions. and they generly have the least resources spent on them. so, when i went from scarsdale and bronx new york where weaver spending about $20,0 per kid and i walked into this system in california, where we were spending $3,500 per kid at the time, so you tell me that money doesn't matter? the kids who need it the most were getting the least. the kids needed the lease were getting the most. first-hand experience. but porty can't be an excuse for w achievement. we have to change policies but it cannot be an excuse for low achievement and everyone in this room has poverty schools in their district, where some kids

are excelng in extraordinary ways and we have to capture that. we know we have to intervene on the part of kids. we know we have to provide interventions and acceleration programs. the role of the safety net systems in the high achieving countries cannot be overemphasizedas critical to the success of the students. high standards, demanding curricul, appropriate performanceracking. they are all important, buthey are not sufficient. a system of safety nets is a key determiner in making sure that the mission, the top 10% and the lower 10% are very cse. i have got to hurry. so, the next one is a belief that performance really matters, and we saw in both asia and much of northern europe that what is done in schools is de to support high student

achievement. i have to tell you that, when i rst saw this it caused me to do a lot of reflection. because it was clear that as a high-school principal, i let's wait too many things interfere in become a distraction. in high achievi countries you don't walk into schools with announcements flaring. you don't see interruptions during instruction to deliver lunches. you don't see class periods canceled for pep rallies, and interscholastic sports. you juqt don't see any of that. the schools and other purpose than that is to educate all kids to a high standard. in most countries believed education as a civil right and it is treated like that. the fifth area is the school focus relentlessly on results and again, it was e first echinacea that i sought a system in which all the schools were immersed in student performance data and the analysis of that

data people used to actually plan program buthat was the most repressive thing to me was that they looked at theata, they looked at what they were doing and they actually stopped doing things that are working. what we do is we add on rather than take away, and this was the big revelation to me, is that when you diagnose the problem, you need to treatt and you need to not use old medicine new medicine to do with. the old medicine is not treating it, so you have to plan carefully for it. the sixth area it is and professional development. neca real link in those countries between policy and practice. and, the policies we know by themselves do not create good practice but they create the conditions for teachers to be ab to receive the training that they need in ordero do the right thing for kids.

so, the main link between policy and practice in those couries is between teacher training, the way teachers are trained and the ongoing professional development they received throughout their education career. for example in finland, lifelong learning is built into the fabric of the education system, and it is expected that teachers participate constantly and carefully designed professional development programs. it i not an add-on. it is not something you try to fudan but is a design of the system. the other thing i noticed is that they encourage teachers to explore on their own time and time, but they would never take a math teacher who wants to take a cooking course and give them a salary credit for it. so, it is a very different system.

this seventh area is high-quality teachers and the secretary has spoken about this. we did not hit on a lot of that but when i asked the minister of education in finland which she attruted the enormous success of finland on the international comparison, she said three words to me. what were those words? three words. and i thought our meeting was going to be over. teachers, teachers, teachers. she had no other explanation to give as t why finland had risen tm be the top performer. singapore tots the list. they didn't participate. it cannot be by acdent that the policy of the goverent of singapore is to recruit teachers from the top third of their ranks of high-school graduates

going to college. and finland does the same. as a matter of fact in finland the universities accept only 10% to the school of education that they receive. they only accept 10% of them and there are cultural reasons for this that we could discuss but right now as opposed to singapore and finland, what we do is we recruit our teachers from the bottom third rather than the top third of high school graduates. in a recent report indicated that 88% of the tchers in high poverty schools across our nation are in the bottom quartile on basic skills tests for teachers, 88%. surprisingly 11% are in the bottom quaile who were teaching in middle-cla schools, so how can we expect our kids to meet the demands of

the 21st century, to achieve the kind of results that we are looking for if our teachers aren't ae to teach what our kids need to know/ this is a critical policy, and i think we are in a state of emergency over it. it is not sething that any one person can solve. the last issue i want to mention is student census. we have done very little about student incentives. virtually none of the highest achieving countries as anything like the american high school diploma. believe me, is a high school principal, i am not advocating that we do away with that right of passage. but maybe we can learn a little mething from what they do. many of the countries that are high achieving iue a piece of

paper that shows howtudents have done on their exit exams. many of the pieces of paper just like this. it lists the the course and the exams. these pieces of paper typically are called qualifications. no diploma issue. they are a qualification because they show how well qualified a studenis to goo colge or ter a defined program of technical training for a career. the kids keep that piece of paper with them all of their lives. you go into thoseountries and you can ask to see their exit exam paper and they will pull it all of their wallet generally. because one cannot go on to further education or get a decent job without a qualification, and because the kind of for their education or job one qualifies for the pin significantly on how one, how

well one does on these exams. there is a strong incentive for young people to take tough courses and to do well. in those countries, their high school completion rate is high in their dropout rate is low. in our count, what incentive is there for students who are not seeking admission to a very competitive college or university, to work hard i school? i come from a state where students can go to community college without a high-school diploma, so how seriously are you going to get kids to work hard in high school, when ther are no consequences for not doing whathey have to do? so, although these are the common charactistics of the highest performing countries, none of us can be naïve to believe tt we can pick up any of them and transport them to

this cntry. each country sits in its own societal, cultural and political context. but what we have to dos be able to learn from others and have to adapt what we think would be good for our kids. these eight characteristics serve as a foundation of thinking forur rigor and readiness initiative, so as daunting as it might be to think about whether we can actually address th entire range of the achievement gap, i actually think there is gd reason right now to be very optimistic. we as a country have proven that we can do anything we put our minds to. think about it. remember, it was the united states who pioneered universal free public education to ammar school and the 19th century creating a vast workforce for

the conditions of the time. and it was the united states that led the way in high school for all. so, think we can be the innovators. i think for the first time in my life we are going to beiven the resources to prove wha can happen for our kids, and i have an enormous optimism that we can all do the right thing and have our children and grandchildren live the kind of life that we want for all children. thk you. [applause] >> good morning everybody. i am pleased this morning to be able to share with you the research journey that we have taken at ect in the last 20 years, looking at college

readiness, looking at the relationship between college readiness and college success and sharing some of the insights that we have gained from that research and white ilead us to the rigor and readiness initiative that we will be talking about for the next day and a half. before i start though, let me explain that the data that i will be sharing with you this morning is coming from a.c.t.'s colleague and career readiness is the men that includes a system of assessments that begins i the eighth grade, continues to the tenth grade and certainly through the 12th grade, and we also are able rrer longitudinal dataset to follow these individuals on into and through's secondary education, so we are fortunate that much of what we will be talking about toda really includes a longitudinal cohort of students from the time they began in our assessment system eighth grade all the way

through college completion and graduation. so, with that in mind i would like to start with the 2009 high school graduating class. these are the results of this class that we released yesterday. it numbers about 1.5 million kids he graduated this year from high schools all across the country. and what we found was this. only seven in ten of that 1.5 million kids took a core curriculum in high school. let me say at a differentay. there are still three out of ten kids in our country who were not even taking the right numbers of courses in high school to prepare themselves for college and career. second of all, of the 1.5 million students, only 23%

of them met or exceeded our college readiness benchmarks, which signified that they are ready to go to college and take creditearing, entry level courses in english, in math, i social studies and in signs. 23% of 1.5 million higschool graduates, which by the way represents about 45% of our high school seniors in the country. 23%. what we have done when we say collagen's career readiness, let me quickly defin how we lookt that. we fset folly genned career readiness at the level of knowledge and skills that kids need to know to be able to go into entry-level college courses without the need for remediation. in that regard we look at such courses as english composition,

college algebra, the typical social studies course such as economics and psychology, and also a college biology. these are usually theost popular, the most frequently taken college intercourses. one-quarter of our 2009 high school graduates areeady to go into those credit airing college intercourses and all four areas. here is another sobering statistic. those kids and the 2009 graduating class who did take a core curriculum, that is four years of english, three years of social studies and science only 20% were ready to go to college and take the college credit bearing courses in all four areas without remediation. so, these statistics, not unlike last year's, the year before, cause us to want to and have delve deeper into o data to try to get a better understandg of what is it that

we can do in k-12 to better prepare our student to be college in career ready when they leave pies cool so no matter whether they going to workforce training programs are's secondary education they have a foundational skills to benefit from those additional courses and training that they will receive. by the way, when we say college and career ready we truly mean college andareer ready. thre years ago we diresearch and be looked at whether the level of knowledge and skills that kids need to go into post-secondary institutions were in fact the same, highe or lower than what they needed to go into workforce training programs. and guess what we found? the level of skills kids need to go into's secondary education, in ft is comparable to the level of foundational skills that they need to going to workforce training programs and t me be very clear here. we are talking about workforce

training programs that are focused on jobs, that are for a livable wage, they can support a family of four, that offer career advancement and in fact ur pjacted to grow in the future. when we talk about those kinds of jobs, which in fact of the jobs that are projectedo grow and be the majority of jobs this country, the level of knowledge and skills those kids need to have this the same as that which they need to go into's secondary education whether it is a two or four year institution without going into remedial coues, so we are talking about a common goal for all kid not just those that were once presumed to be college going, but all kids. so, let's look aittle bit deeper into the relationship between college readiness and college success, which ultimately is the proof in the pudding. do they end up getting into

post-secondary education programs, staying in's secondary educion and graduate? do they going to workforce training programs and do succeeded in completing this workforce training programs. so, let's get for first in the impact of corp. is having on the preparation of our nation's youth. taking the court clearly helps, but unfortunately it doesn't guarantee readiness. i want to reaffirm again what we found in the class o 2009. we had 28% of the students who were ready to go to college without remediation who had taken a core curriculum and by the way ready in all four areas to take in a core curriculum. 20% warrant ready in any subject matter area. one staff, not ready to go into any cret bearing course at any of the four areas and the rest

were ready in one, two or the areas. this core as is being delivered today in our nation's high school is simply not enough to guarantee that our kids will be preparednd ready to go into's secondary education and work-force training programs and by the way these results are very similar to the recent nake results were we see one-third of the 12th-graders the low basic and math, one-quaer below base again. reading, clearly there is a promise that we are not fulfilling with our nation's ds about taking core, and if you do you will be ready for college and career. let's let's get another graph. this one is pretty concerning and scary to me. this graph shows as kit steak, it is in math and as kids take more and more courses in math what percentage are actually

ready to gillon to credit daring college math courses, which in this case is college algebra. what we are seeing is the kids to take more than corn, they really do-- look at the nber of courses that these kidhave to take before they are ready for the very first college entry course. and in this case, it is 4.5 years before three-quarters of our students are ready to go into a college algebra course. 4.5 years of math. ..

when they got out of high school. so our research tells us a couple things about corps, what matters. thfirst fundamental basic step is for all kids to at least take

the right numbers of courses in high school. it continues to amaze us every year at act. this year we have 30% of the kids who have taken the act who are still not taking the right number of courses in high school. that's the first step. the next step is to take the right kind of courses and w will toggle but more about that. but more imptantly, those core courses need to be aligned. they need to be aligned with college and courier readiness. it's very, very important we help teachers identify wha matterin courses for college readiness. map of what they are teaching is necessary for success after high school. these are very hard decisions but very clear once that we need to make sure alignment is directly related from what we teach to what they need when they go on to post secondary education for success.

our research has also clearly shown we n to work. rigorous standards. every three to four yrs we conduct a national curriculum survey and what do we hear from teachers? bayh ghosh i can't teach all of this. i don't have enough time in the year to tch the standards i am expected to teach. we simply have to focus on the fewer. they need to be clear and reflect their rigor to make sure that connection between what they are learning in high school and what they will need and post secondary education work force programs is made and finally, we have got to think about the next bit of the hard work. we have been focusing on standards. we need to be focused on aligned assements but we absolutely without a doubt have to get to the hard work of aligned instruction, aligned professional development support in order to make core courses the most effective they can be

at the high school level. so, when we look at this data and see the amazing statistics from those kids doing what they thought they were supposed to, taking the right number of courses, they are not getting a rigorous course so we spent the last sever years looking at gregory in great detail to figure what exactly what needs to be inside these courses to be effective for kids for them to be alger wan and alger were to and geometry source ready for college algebra so what we did was this, in 2005 we went on the database and identified ten schools in naim estates that were producing college ready and kids and phenomenal proportions compared to what we saw nationally. so we kind of back mapped the

process. we identified schools that were already being successful with their students. then we tracked wha courses those students took when they were in high school, and we ended up spending time in those classrooms trying to figure out what are they dng in these classrooms that actlly having this done nominal impact on readiness on the students who were taking those courses. so we ended up with tennis balls and nine states, andy the way, one of the criteria for the selection of the schools is the need to be serving at least 40% minority students or 50% of low-income kids we were not taking high-flying schools without regard to the populations that they were serving, and we studied 41 classrooms over about two to two and half year period. what did we fight? we found this, phenomenal

consistency in these classrooms, college oriented content teachers were no doubt effective and well qualified and by the way they were using flexible styles and changing on a day-by-day basis. and not spring to any of you time was a variable for those teachers. they were there in the early morning and late in the evening and they were on the weekends to help the students falling behind. but what amazed us even more than that is there was an incredible consistency among all the geometry teacher as we studied among all of the algebra one teachers we studied and what they thought kids needed to know to becomcollege and career readiness. and by the way, it wasn't hundreds of standards and it wasn't a thick book that's 5 inches deep with important things kids all to note.

it was a small number of objectives they felt were critical and tre was a very high degree of agreement among all of those teachers in those classrooms. and what we did when we started out we knew it was going to work because we started out with kids who had already taken those courses and were college ready so the linkage between what was happening in high school proved to be, and that those students have the knowledge and skills they need to be successful in post secondary education. couple of years ago we expanded this study and we actually identified the 400 additional high schools across the country without regard to the students they were serving. and wn we identified these high schools we did it using a couple of criteria. weanted to make sure we were

finding high schools who were again preparing students at proportions exceeding what we were seeing nationally but in only two areaso we were pinpointing the schools that were having a huge value added when they were taking an algebra to course over an algebra one. and we went into andhe science achievement and looked for high schools having a huge impact on theistudents' taking a chemistry course over what the students were achieving just taking biology. and what happened when we identified these 400 schools they represented a national cross-ction of all schools in the country. they were not, again, biased sample or a particular special slice of high schools. they represented high schools of all kinds and characters across

the united states and again, what did we find? we followed the graduates, high school graduates into college. they had significantly higher rates of post secondary enrollment and more importantly, they had significantly higr ras of kids staying in post secondary education. after access. and when we looked at the benchmark status and how college readpdr their students their college ready students exceeded all act tests by at least 10% and those who were not ready for any credit bearing high school courses was reduced by a nearly the same amount. what does this tell us? rigorous content is being taught in this country and it is being formed by students and they are being successful in post secondary education and careers.

so we have good models and we need to learn from them. but we also or research journey took us to another factor and that was well a rigorous course, is that the only answer for success with students and the answer is absolutely not so we lookedarlier in the middle school and said how can we get re middle school students to not ready for rigorous core because we don't know when kids finish eighth grade are they going to be ready to handle it rigorous core so if we improve the quality and intensity of high school courses are kids going to be ready for it? well, unfortunately not yet. our research in the forgotten middle that we released last december told us that fewer than two out of 108th grade students are on target to become college

ready and english, math, social studies and science. fewer than two out of ten of our eighth grade students areeady to profit from a rigorous high school expience. more importantly, the research showed if we don't get more kids up to a level of having a strong foundaon of knowledge and skills by there's not a whole lot in the high school experience tt's going to help them get back on target to be kawlija ready. let's look at this graph. the top line of this graph we took all kids, we followed a cohort about a quarter of a million kids and we could come across validated as with the class of 2006 in a similar

numb. we divided them in three groups, the was o target to become college and career ready by, where were they in eighth grade? so hose kids were already in eighth grade and on target. they had reached a foundational level of knowledge and skills. then we looked at a second group. we define a second group that had just missed that benchmark in eighth grade by a little bit, one or two points on 825-point scale. and then weaker to thoseho missed the benchmark by a significant number greater than two points and then the bottom line but what does that graph tell us and this is important. this graph tells us those kids who were on target to become kawla ready in eighth grade stayed on target by the tenth grade and were on target in fact when they got to the 12th grade on average. the group tt just missed that benchmark by a hair also missed

the tenth grade benchmark and also missed the 12th grade benchmark which means theyever could get back on target on average and the lower group they made a little progress between eighth and tenth grade and in the flattened out. buthere is one other sobering part of this story that i need to share with you. these are kids we were able to track, monitor from eighth grade to 12th grade. this group does not contain dropouts. these are kids who finished high school. so as near as we can tell this may be a best case scenario. so what does all of this ne? this research and journey we have taken from readiness looking at the relationship with success, what works, what does and has led u to the initiative we are going to b talking about in the fext day and a half, and

it allows us to put our resrch into practice and here's what we learned, college readiness and career readiness not a point in time, we all know tha it starts earlier and it's a procs we simply must intervene early at least in the upper elementary and middle school at the latest. and getting more kids on tart to be college and careered ready earlier is really important. it's also important our college and career readiness standards be clear for every grade and throughout this pcess. and we must simply make the hard decisions and focus on the essential knowledge and skills, not the full list of everything that possibly could be taught and maybe the word but what is really important for kids to len to be ready for college and in fact succeed in college

and finally the progress simply we must monitor these kids. we've got to intervene earlier than we do and simply mustave an ongoing data monitoring and intervention system so we can help these kids. one of the reasons we have partnered with aclu is because the interntion strategy this they have used for years and years and that research has shown work and it is clear to us if we want to achieve our mission as a company which is to help all kids become college and career ready when they graduate from high school and in fact succeed in college and career after they leave high school we simply must intervene early and we must fus on theids who were falling off targe as soon as they fall off target if we can. we also see the courses must be a player in highchool about

what's important. absolutely must focus on the essential knowledge and skills kids nd to have in algebra ii and algebra i come in english ten, whatever th course. let's be clear is absolutely the course level mt be aligned with college and to rear readiness. and we also need to change the dialogue and discussion that the transition into high school is every bit as important as the transition out of high school, and we simply have no choice but to get more kids ready for high school than we have been able to do today. and to be getting more of those eight great kids on target is absolutely a key point. so that is the lead us to rigorous and readiness and the essentials we have found leadi schad. let's talk about usc.

who is going to start for the trojans? i don't know yet. darren has returned to practice, he etch pres the coaches yesterday with his mobility. he's wearing a custom knee brace. one of his strengths is his ability to move and throw on the run. he would be the moet athletic quarterback of the pee carroll era. pete care rot wanted to see yesterday how much progress he made in a recovery standpoint. the big key is how they play on saturday in a simulated game. barkley has great upside but he's struggled. he his offensive coordinator and play caller said that he showed some signs of high schoolitis. but the kid is just a few months removed from high school. he would be the first ever true freshman quarterback to start for usc. tough call. i think if corpe is healthy enough to go, he'll get a close look. if he's not completely healthy,

they go with barkley. >> you got to think for barkley, the whole ment strain of handling that situation. >> what's theç latest on bobby bowden? >> i grease with terry's assessment. the latest is bobby want to coach two more seasons and take one more run at a national championship, linda. he'll realizes this year he's not going to have a chance to do that. i'm shot sure if he loses the wins and has no more chance to catch joe paterno to reach 400 wins at the ncaa, i don't think that's going to necessarily affect his decision on whether to return next year.

he wants to get inç those two years before fisher has to take overas the next florida state coach. >> the university of miami, what is this? two miami quarterbacks get up and leave the program. >> the reason they quit yesterday is had they gone to class today, they would have put the season of el? >> incumbent at risk. they decided cannon smith and taylor cook decided they were both going to leave the program. this puts head coach randy shannon in a bind. the backup, the sophomore quarterback is a true freshman who wasn't even here in the spring. there's only two scholarship quarterbacks on the miami roster. shannon has lost several quarterbacks. he lost kirby freemantkd8there' has to make sure he as good communication with his quarterbacks so they understand where they stand, are they second team, are they third team, do they have a chance to play, to start? seems like communication can

become an issue and shannon and miami fans -- >> and shannon has placed plenty of challenges as soon as becomes the head coach. serious talk nebraska is going to win the big 12 north? what do you think is it >> well, beau did a great job in his first year with the program. they went -4 and nearly made the big fall conference championship game. i was surprised in my recent conversation with him, pellini expressed disappointmentç in h his defense of performed. he's defensive guru and they were terrible two years ago. he thinks this year they have a chance to win 10 or 11 games. he'll be disappointed if they don't play in the big 12 championship game. >> i got to ask you about this because it's a mystery to me and a lot of people who have seen the look of texas quarterback colt mccoy. >> this is the first time i'm actually seeing it. >> well, here you go. listen to me.

this guy looks 14 but was the mustache really necessary? >> no, no. he told me he's tired of people thinking he looks 14 years old, tired of people thinking he weighs 180 pounds. he wants everybody to know he weighs 215 pounds. yes, coétç mccoy is all gron , he's been drinking his mill be, he's a legitimate nfl prospect. >> wow, look at that. >> unnecessary. >> who is he trying to attract again? because it not working. i like the clean cut look for him. >> and i've heard that he has shaved the mustache off. >> yes, tomorrow. >> thank god! >> that's the first smart decision he's made this season. >> i'm telling you, good advice. joe, thank you. >> thanks, linda. >> all right, our blitz preseason countdown continues. preseason countdown continues. with one ofvi, cool music ♪

lyrics: ♪ don't wanna hurt you ♪ ♪ try not to mess with your feelings ♪ ♪ it's just a matter of trust, for us, for us ♪ ♪ don't wanna hurt you

it's back to being hit with all the stresses of work. how was your weekend? it's day one of that 3 o'clock lull. and that guy who always asks, mind if i jump in? but monday night football is returning to espn, where adrian's moves will be making the guys in the booth say lean back! re-donk-ulous! play on playa! so relax and run steady. because on monday nights you roll with us- three deep in the booth.

>> michael turner. the pressure coming, ryan going to throw. out there is jenkins. it is caught! touchdown atlanta. great reed by theç rookie. matt ryan's thrown himself second touchdown pass of the gay. and the cinderella story for

these falcons continues in the playoffs. >> it was a cinderella run for falcons last year. matt ryan joined mike flacco. >> the atlanta falcons have definitely upgraded their offensive personnel. i think the biggest concern going into this season is that defense. field for that defense. you look at this team, very young up the middle. that's going to be a big question mark. they were ranked 2th overall in defense last year but youth and inexperience often times leads to bad things. offensively they're great defensively big question marks. >> now on espn.com, they lay out

the three keys. >> is there such a thing as a sleeper on the çfalcons? there is if you're in a deeper 12 or 14 team league. his name is michael jenkins. he had at least 50 yards receiving in 9 of his final 11 games. he was a solid, consistent five to sex fantly point producer down the stretch. now he's comfortable with the offense. ryan been throwing more this year and that's a good thing. did you know jenkins was top 12 in the nfl last year in yards per catch? that's why michael generaling as soon as my fantasy sleeper for the atlanta falcons.

>> coming up tomorrow, 32-year-old coach teaks over a team and sts&l trying to figure out who their quarterback is. our blitz preseason countdown continues. >> and of course september 10th join me and a host of about 10 people as we count down the preseason of the blitz, all 32 teams over eight hours. >> nice show. i'll tune in. >> please do. >> japan and mexico. little league world series. that's raul rojas.ç cruising. looking for the outside corner. whek it out. sometimes the umpire is helping him out. where is this pitch?

that is way outside. where did this pitch go? >> they had a no-hitter going through the top of the sixth. that's the first hit of the game. later in the inning it's rojas getting the called third strikes as mexico wins 6-0 and move on to the international league championship game. >> coming up on espnews, more about the dodgers and rockies. game it would have their series tonight.ç >> and mark sanchez, he will not be joining us but he will be the starting quarterback for the new york jets. >> that's a shame. >> you

♪ to the point of no return... ♪ ♪ return there for you and your guilty pleasures. ♪ how long... ♪ how long ♪ on fridays, i have hockey before school, so i take two eggo homestyle waffles and put peanut butter inside. i add a couple chocolate chips when dad's starting the car. there's only one way to eat an eggo -- your way. l'eggo my eggo.

the orioles look to salvage one game of this series against the twins in the last game the orioles will play in the metrodome. after a rough night for felix pie, will he be in dave trembley's line-up again for the finale? and jeremy guthrie takes to the mound tonight looking to end this road trip on a good note. all of this and much more coming up on o's xtra, and it's right here on masn. welcome to an evening of

orioles baseball. the twins have won the first two games by scores of 2-1, and 7-6. o's xtra pregame. tonight guthrie goes for his 9th win of the season. nick blackburn pitches for minnesota. he's 8-8, but hasn't won since july the 10th, spanning 7 start. tom davis with rick dempsey. last night the orioles lost 7- 6. felix pie made two base running blunders. what did you see from the game, rick? >> well, say there's not a lot of hitting with men in scoring position. and they're giving up a lot of opportunity right now. seems like aubrey huff left the team, the middle of that line- up has struggled to get guys in. i know that trembley has used a million different line-ups since that all-star break trying to find something that

will produce some runs for the orioles. they're struggles on the road now, also. they have struggled all season on the road. >> last night the young pitcher had 7 hits, a couple of walk asks three runs. he sums up his work last night. >> i didn't think i had my best stuff today. i never really good go spot a groove. i was never really consistent, and the tempo of today's game was pretty slow from the get go on both sides, so it was really tough to get out there and get in a good groove, but, you know, i thought i was able to battle today. >> we hit the ball, had guys on base, put up some runs, but just didn't get that last clutch hit at the end like they did. >> time now to take a look at the orioles starring line-up for tonight's third game of a three-game series.

rick, how about brian roberts. leads on base hits. >> i'm not surprised. brian roberts has been very consistent since he's been here as an oriole. he has always been an extra base guy and a guy who hits a lot of doubles. he has a big swing. i not one of those little swings where he slaps the ball through the infield and tries to use his speed. he legitimately is one of the best two-strike hitters in all of baseball, and nick markakis is right behind him. i think the only thing nick markakis really hasn't grown into yet is as much power as he is really going to have i think as he gets older and a little stronger, and he's learning the league now pretty darn good, is that he's going to start hitting a lot more home runs out of the ballpark. looking for pitches in southwestern situations, but

both of these guys are back to back two of the best in the american league. felix pie is in the orioles starring line-up again tonight. we're going to visit with mark viviano. what's the latest on him? >> reporter: well, she in the line-up, and/or quell base running was the big top nick our pregame chat with manager dave trembley here at the metrodome today. i did speak with feelission, and he's still press derespondent today about what happened last night, his two base running miss cues. he said he was sad and actually placed himself for the one run loss that the orioles suffered last night, but he did tell me today is a new day, he's trying to forget what happened last night. manager dave trembley speaking a boat base running in general

and those tough lessons that felix pie learned last night. >> they're always tough lessons when they seemingly have a direct outcome in the game, and i talked to him today, and i said tell me what you saw, what you see, and what you think are two different variables. base running is such to me it's all instinct. it's all instinct. it's focus, and, mark, i watch every game, not only our game, i watch every game i possibly can, late night, this ask that. base running in major league baseball is atrocious, for the most part. players should be accountable. players should be accountable. what am i going to tell felix pie last night when he's on second base and there's a foul ball right in front, do you think you're invisible? come on. >> felix pieny line-up playing

center field for adam jones who has a sore back, but feeling better. we we may see adam jones back in the line-up when the orioles play in baltimore tomorrow against the indians. also brian roberts is in the line-up despite suffering some swelling in his glove hand that he suffered while making a diving attempt in the 9th inning last night. that swelling went down. he's good to go, and manager dave trembley pointed out that they have been warriors for his team so far this year. wool send it back now to the studio, tom and rick. >> mark will be along during the game and also in our post- game show and he'll return to the sports radio on monday on the fan. minnesota goes for the sweep tonight. the 7-6 win last night. twins after their 6th win in a row. they are developing a very good lead-off hitter in dennard span. rick, is he the key to the top

of that line-up for the twins? >> he is right now, i don't put him in the category of rod carew to me right now. he looks to me like he has trouble with the ball in on his hands. hits the outside ball well. but he's prove a point with his batting average going up, and he is doing a pretty good job for the minnesota twins who always seem to find those good young players. they develop more good young player than any organization in all of baseball, but trying to hang on to them is another story, but they always end up somewhere else, like torii hunter playing outfield for the angels. just a reminder, it is wednesday, and that mines it's wired wednesday. jim hunter and buck martin lez talk with dave trembley and matt wieters.

wired wednesday is brought to you by verizon wireless. when we come back, former manager hank peters will join us in studio. that comes up on o's extra pregame right here on masn.

the orioles played at memorial stadium, and rick dempsey was a big part of that, and he has put together a poem on memorial stadium. >> she's the lady in red, she is baltimore's best, and many a great one from come from her nest. she gave birth to a thousand, adopted a few, by the way that she loved them, nobody knew. it was brookie is frank and boger by name, there was

palmer, mcialy, and blade. tip by and scott, stanhouse is scott. there was gary and lowe, richey and singe, gus and the crow. the dipper and doug, another name dow, and the last one to great great her, the iron man cal. she made earl her general, rip senior the sarge, and they led her children on a perilous charge. when bats had ended, there stood the lady in all of her pride. she's gray now and tired, and goes to lay down, with the pennants god gave her to wear as her crown. glory and honor will sleep at her feet for the miracles she gave us on 33rd street. >> terrific rick, really. this is hank peters. he was the general manager from 1975 to 1988, and actually traded for this man. how long did it take you to

make the deal? that's what i want to know. >> well, let's see, i think we worked on that for about two days. i think the team was playing in chicago at that time, and fortunately gave paul, who was a grade goode friend of mine, he was in chicago with finley trying to get vida blue, and that fell apart, and we were trying to unload ken holtzman, and we had another guy personality plus. can't remember his name. what was that right-hander he had? >> alexander. >> that's right. so, anyway, we kicked around a lot of names, but i will say one thing, he it was the on the deal from the very beginning. you were, rick. and we never varied from that 37 we wanted to get a catcher, and you were the guy, but different times, well, we had ron guidrry in the deal, craig nettles was in the deal. so many names going back and forth, but i thought we came out of it very, very well.

we were happy with our end of it. >> back in those guy days, our organization, the orioles, was really noted as having one of the best minor league systems in all of baseball. now, is it true when you're dialing a as general manager that you have a lot of power in people who want to deal with you when you have such a strong minor league system, when the orioles seem to have struggled lately putting a strong minor league system together, bit it give i yes, sir an advantage. >> well, it certainly does, and you'll never be successful at the major league level unless you can develop a lot of your own talent, and if you can deal from your strength in the minor league system to fill some of the holes that i big league level, that's one of the key. >> do you thank you the or yeahs are doing it the right way right now? >> i think they're on the right track. i think the most difficult thing to do is try to be a reasonably competitive team while you're going through this rebuilding process, and you have to try to maintain some balance on your ball club.

i think this is very important, because after all, the fans are the ones who are supporting the ball club, and they want to see you one a few times, and they like to see you be competitive, and they look for improvement, and i think the baltimore fans are really great in the way they have supported the orioles over the years, but off to the been tried, their patience has been tried, but do i think that overall, why, the orioles have made strides, and hopefully it will continue that way. >> you know, hank, twice you were voted executive of the year while you were general managing the orioles. talk about and of the very best days that you had here, and those that you dealt with earl weaver himself. >> well, we don't have enough time to talk about earl, i don't think, but earl was one of a kind, as many people have noted in his career, and one thing about earl, he got an awful lot out of you fellas. >> yes, he did. and was very good of getting

the maximum effort from the talent that we gave him, and he had good talent. that was one of the things, too, that helped earl a lot in his career. but i look back, i guess the return we had from -- 79 through -- 83 was one that i thought was really great. i know we won the pennant in e79, and i guess we should have won the world series, too, but somehow managed not to do that, and then in '80, i believe we won a hundred games if my memory serve mess right, but the yankees won 103, and in e18, think we had a strike- shortened season, and when the strike began, i think we had been in first place in our division right day before the strike occurred, and then when they decided they would call that season a split season, we weren't in the running, and i told earl -- >> we had the best record. >> yeah, we did. and i told earl when the second half began, i said earl, we

can't experiment, this is going to be a very short second half season, but he experimented, and we didn't do too to well then, but then we came back in '08 2, and of course that was a dramatic season, as we all know, and it was really exciting right down to that last game here at memorial stadium, which happened to be earl's retirement day, also, although he did make a comeback, too, and then '83, of course, we did it all, and it was great, after that, i know that we -- our club was starting to get a little bit old around the corners, but we had kept it all together, because we knew we had a winner, and we didn't want to disturb what we had created here, because it wasn't just athletically that we were good, but we had the right chemistry on the ball club, which a lot of people underestimate, but i never did, and then i think we had a little change on philosophy, ownership decided

that maybe the oriole way wasn't the best way to go, and we started to delve into free agency, and kind of neglected our farm system, and i got tired, so that was one of -- >> the downfall, but a great run. >> it was a great run. we had a lot 0 fun. >> you have the world championship ring right there to prove. we're going to take a look at the upcoming schedule. we thank hank peters for being with us. polyurethane when we come back, mark viviano catches up with joe mauer in a moment. hey i'm worried about mrs. lowenberg next door. why? i don't know she's ndering around the lobby, yammering about fios tv, internet and phone

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joe mauer is 25 years old and has already won two american league batting tights, mark viviano has cut caught up with the twins catcher. >> mark: i'm just wondering if to for competitive reasons or out of you're usety if you will observe catchers from other team. in this instance, matt wieters, do you take time to watch the other talent? >> oh, definitely. i've heard a lot about this guy, matt, and everything i've heard is really good, and, you know, to see him the last two nights, he's all as advertised, but, you know, he's a big guy, seems like he has his head on his shoulders, and i was excited to see him come to town. >> mark: any observations that you can share about what you shaw that stood out or anything like that? >> i'm thinking how smooth he was back. he receive this ball well, and his swing is nice and smooth.

he keeps the bat through the zone really flat, and, you know, fans should be excited about this guy. >> mark: well, much add you were here in minnesota, matt is heralded as quite the hope for the future that's quite a burden for a young player. you've handled it well to this point for sure. any advice to matt? >> yeah, i mean it's a lot of pressure, but just to keep doing the things that got him there, and one thing that i took when i was younger, we had a guy named terry stein bach, one think he told me that i still hold with me today is stale,, yourself and keep learning. he tells me that he's still learning, and he's seen a lot of things on the baseball field, and just be open to learn different things and keep working at it. >> matt told me he hasn't formally met you, but said high in the batters.

box. are you comfortable when guys do seek you out, given that you've blazed a trail, i've to the still kind of a young guy? >> yeah, i definitely want to make it a point to go over there and talk with him a little bit, but i hear he's a great guy and works hard, and you can tell that just playing these two game against him, and at some point i would like to sit down with him and talk to him, and i might pick some things up from him, and it would be fun to chat with him a little bit. >> mark: thank you for your time. >> it's guthrie pitching against blackburn. nick dempsey's scouting report comes up next on o's extra pregame being brought to you by at&t. your world delivered.  

time now for rick dempsey's scoutling report. first jeremy guthrie. >> knew well, he is centralizing his game right now. he's 3-1 on the road, and coming off his right on the right track right now, he is coming off a pretty good game against the white sox. 7 innings, one earned run, gave up only six hits, and the tempo was beautiful. let's home he stays there again tonight and gets back on the winning track. >> how about nick blackburn, the twins starter? >> well, the second half has been a huge struggle so for with him. went into the all star back with a 8-4 record, but has since lost 4 straight

decisions, pitching to an 8.82 era. he is winless in his last certain starts since that all star break. but one thing, he has been hard on the east. in the american league east, he has started four game as soon as far this season, 3-0 with a 2.9, so he is awfully tough in this division. >> key to the game? >> you have to go slow with super joe. joe mauer is leading the league in hitting. it is nothing short hoff amazing for a catcher to do that. me has two batting titles. he goes into august with a .422 batting average in august. that's the second highest average in minnesota history since they moved to minnesota. >> your play inventory watch? >> you have to be nuts if you don't pick cesar. brian roberts or nick markakis. i are so to go with b. rob. he started off hitting a lot of home runs on this road trip. if he stunt hit the big fly, he's going to at least have a

couple of doubles in this game, so brian robbers is my guy to watch. how >> you can go to rick's website to get a copy of his poem. it was a great place to visit and a great place to see the or ys and their championship season. >> the orioles and minnesota twins, final game of a three- game series. this is the last game for the orioles at the metrodome. next year they'll be playing in a new outdoor park. generally hunter along with buck martinez have the play-by- play. we'll be back for a half-hour

post-game show after the orioles play the twins in minnesota tonight. now at chili's -- start your three-course meals with a shared appetizer. choose two entrees from over 15 chili's favorites, then share a decadent dessert. chili's --